Download Advanced Placement World History Syllabus #772891v1

Advanced Placement World History Syllabus #772891v1
Cox- Paisley IB Magnet School
Course Overview
Advanced Placement World History is for the exceptionally studious high school student, who
wishes to earn college credit in high school through a rigorous academic program. This class
approaches history in a non-traditional way in that it looks at the common threads of humanity
over time by examining currents of trade, religion, politics, society, and technology, and it
investigates how these themes have manifested themselves in different places and at different
times.
This course is designed to empower students to master a broad body of historical knowledge,
to demonstrate an understanding of historical chronology, to use historical data to support an
argument or position, understand historiography and differing schools of opinion, interpret and
apply data from original documents, including cartoons, graphs, laws, and letters to name a
few, to effectively use analytical tools for evaluation, to understand cause and effect and
compare and contrast, and to prepare for and successfully pass the AP World History Exam.
This course will require students to act as historians, analyzing historical evidence to determine
its validity and relevance to a given historical question. Students will identify point of view and
the nature of bias in certain primary sources; in addition, students will be able to formulate
generalizations, interpret data, as well as analyze and weigh evidence from conflicting sources
of information.
Rigorous preparation is a vital and necessary part of the Advanced Placement curriculum.
Extensive amounts of reading, writing, and critical thinking will be required. One of the most
challenging changes for many year IV students in AP World History is the quantity of reading
that will be assigned and must be completed. Reading assignments will be followed by reading
quizzes and/or discussions. It is imperative for students to develop and maintain consistent
study habits due to the rigor and intense pacing of the course. These include the following
College Board’s “Historical Thinking Skills.” These skills include:
1) Crafting Historical Arguments from Historical Evidence
2) Chronological Reasoning
3) Comparison and Contextualization
4) Historical Interpretation and Synthesis
1. THE COURSE: PERIODIZATION
Historical Periodization
Period Title
Period 1: Technological and
Environmental Transformations
Current Periodization
Date Range
Wt
Old titles
8000BCE
5%
Foundations:
c. 8000 B.C.E. to
600 C.E.
to c. 600 BCE.
Weighting
19-20%
Period 2: Organization and
Reorganization of Human Societies
c. 600 BCE.
to 600 CE
15%
Classic
Period 3: Regional and Trans regional
Interactions
c. 600 C.E.
to c. 1450
20%
Post Classic
22%
Period 4: Global Interactions
c. 1450
to c. 1750
20%
Early Modern
19—20%
Period 5: Industrialization and Global
Integration
c. 1750
to c. 1900
20%
Modern
19—20%
Period 6: Accelerating Global Change
and Realignments
c. 1900 to
the present
20%
Contemporary
19—20%
2. THE FIVE THEMES OF WORLD HISTORY:
The themes serve throughout the course as unifying threads, helping students to put what is
particular about each period or society into a larger framework. The AP World History course
requires students to engage with the dynamics of continuity and change across the historical
periods that are included in the course. Students will be taught to analyze the processes and
causes involved in these continuities and changes. In order to accomplish this task we will
focus on the FIVE overarching themes which serve throughout the course as unifying threads,
helping students to put what is particular about each period or society into a larger framework.
The themes also provide ways to make comparisons over time and facilitate cross-period
questions.
1. Interaction between humans and the environment
• Demography and disease
• Migration
• Patterns of settlement
• Technology
[CR2, CR3]
2. Development and interaction of cultures
• Religions
• Belief systems, philosophies, and ideologies
• Science and technology
• The arts and architecture
3. State-building, expansion, and conflict
• Political structures and forms of governance
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, trans-regional, and global structures and organizations
4. Creation, expansion, and interaction of economic systems
• Agricultural and pastoral production
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
5. Development and transformation of social structures
• Gender roles and relations
• Family and kinship
• Racial and ethnic constructions
• Social and economic classes
Instructional Methodologies and Practices
Lecture and Discussions: Use of LCD projector for online and digital files often incorporated
Reading Quizzes: questions derived from assigned chapters, multiple choice, matching ( possible).
Chapter Assessments: given upon completion of several chapters; multiple choice and essay
Primary Source Documents: from the texts and stand alone
Whole Group Essay Instruction and Sampling: document-based (DBQs) and Free Response-Compare and
Contrast, Continuities and Change Over Time Essays
Small Group Essay Instruction and Sampling: document based (DBSs) and Free Response, Compare and
Contrast, Continuities and Change Over Time Essays
Individual Essay Instruction: document based (DBQs) and Free Response – Compare and Contrast,
Continuities and Change Over Time
Projects
Visual display in classroom walls of time line for each civilization and period accompanied by a word
wall
Simulations
Occasional Guest Speakers: veterans, Holocaust survivors
Course Text and other Reading:
Main Text: World History, Fifth Edition, William J. Duiker, Jackson J. Spielvogel
[CR1]
Primary & Secondary Sources:
• Students will read and analyze selected primary sources (documents, images, and
maps) in:
Duiker, W.J. & J.J. Spielvogel, World History. 5th Edition. Belmont. CA: Thomson Wadsworth, 2007.
Library of Congress, Digital Collections: (loc.gov) World History & Cultures collection, the South Asian
Literary Recordings Project, the Asian collections, Beyond Ukiyo-e: Modern and Contemporary Japanese
Prints. Meeting of Frontiers: a bilingual, multimedia English-Russian digital library that tells the
story of the American exploration and settlement of the West, the parallel exploration and
settlement of Siberia and the Russian Far East, and the meeting of the Russian-American
frontier in Alaska and the Pacific Northwest.
National Archives
British Museum, digital collections: Africa Adorned, The Wealth of Africa ( a collection of African
currencies, past and present)
Gallica, French National Library
Kishlansky, M.A., Sources of World History, Vols. 1 & 2, 4th Edition. Belmont, CA: Thomson Wadsworth,
2007.
Overfield, Andrea, A. J. & J.H. The Human Record: Sources of Global History,
Vols. I & II. 4th Edition, New York: Houghton Mifflin College Division, 2001.
Spodek, The World’s History, 2nd edition. Prentice-Hall. 2000.
• Students will analyze quantitative sources through study and interpretation of graphs,
charts and tables
 Stearns, P.N., M.Adas, S.B. Schwartz, & M.J. Gilbert, World Civilizations: The Global Experience.
Pearson, 3rd Edition, New York, Pearson Longman, 2008.
 From Document Based Questions released by the College Board
Secondary Sources
 Duiker, W.J. & J.J. Spielvogel, World History. 4th Edition. Belmont. CA: Thomson Wadsworth, 2004
 McNeill, J.R. and McNeill, W. H. The Human Web. Norton & Co, 2003
• Pomeranz, K. and Topik, S. The World that Trade Created. M.E. Sharpe, 1999
• Friedel, D. and Schele, L. A Forest of Kings. Quill, 1991
• Pomeranz, K. The Great Divergence. Princeton, 2000
• Goldstone, J. Why Europe? The Rise of the West in World History. McGraw Hill
 Strayer, Robert W. Ways of the World, A Brief Global History with Sources. Boston,
Bedford/St.Martin’s, 2011.
 Wood, Ethel. AP World History: An Essential Coursebook. Woodyard Publications, 2008.
 Weisner, Merry E., Wheeler, W.B., Doeringer, F.M, & Curtis, K. Discovering the Global Past. A Look at
the Evidence. Vols. 1 & 2, Boston, Houghton Mifflin Co., 2007
Course Schedule
Unit 1 To 600 BCE: Technological and Environmental Transformations
Key Concepts:
1.1 Big Geography and the Peopling of the Earth
1.2 Neolithic Revolution and Early Agricultural Societies
1.3 Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
Topics for Overview include:
2 Prehistoric Societies
3 From Foraging to Agricultural and Pastoral Services
4 Early Civilizations: Middle East, South Asia, East Asia, the Americas, Africa and Oceana
Special Focus:
Issues Regarding the Use of the Concept of Civilization
Activities and Skill Development:
5 Map Activity: Tearing the World. This activity is designed to provide the students with
appreciation of spatial analysis, the relationship of the continents and physical geography.
(Key Concept 1.1)
[CR 5]
6 River Valley Societies: Chart/Graphic Organizer
Students will compare and contrast early river valley civilizations by noting time period,
location, ruler, agriculture, religion and innovations. (APWH Workshop Handbook) (Key
Concept 1.3)
[CR4, CR 5, CR 12, CR 13]
Cause and Effect Essay: Students will analyze the role of physical geography in
determining the evolution of human society. Students must cite at least two different
early societies and the physical geographic features that helped to shape their
development. (APWH Workshop Handbook) (Key Concept 1.3)
[CR 9, CR 12]
7 Video: History of the World in 7 Minutes. Emphasizes chronology, with specific focus on
Early Man and the development of civilization. (World History for us All) (Key Concept 1.2)
CR 11]
Unit 2 600 BCE – 600 CE: Organization and Reorganization of Human Societies
Key Concepts:
2.1 Development and Codification of Religious and Cultural Traditions
2.2 Development of States and Empires
[CR 3]:
2.3 Emergence of Transregional Networks of Communication and Exchange
Topics for Overview include:
3 Classical Civilizations
4 Major Belief Systems: Religion and Philosophy
5 Early Trading Networks
Special Focus:
6 World Religions
1. Animism focusing on Australasia and Sub-Saharan Africa
2. Judaism and Christianity
3. Hinduism and Buddhism
4. Daoism and Confucianism
7 Developments in Mesoamerica and Andean South American: Moche and Maya
1. Bantu Migration and its Impact in Sub-Saharan Africa
2. Transregional Trade: the Silk Road and the Indian Ocean
3. Developments in China – development of imperial structure and Confucian society
Activities and Skill Development:
Map Activity: Students will map changes and continuities in long-distance trade
networks in the Eastern Hemisphere: Eurasian Silk Roads, Trans-Saharan caravan routes,
Indian Ocean sea Lanes and Mediterranean sea lanes. (APWH Workshop Handbook)
(Key Concept 2.3)
[CR 5]
Comparison Essay: Methods of political control in the Classical period; student choice of
two – Han China, Mauryan/Gupta India, Imperial Rome and Persian Empire. (APWH
Workshop Handbook) (Key Concept 2.2)
[CR12, CR14]
Group Presentations: Each group will research and present a major world religion/belief
system examining: (APWH Workshop Handbook) (Key Concept 2.1)
[CR 5, CR 12]
1. Origin
2. Beliefs and practices
3. Diffusion
Snapshot Chart: Students will complete a ‘Snapshot Chart’ comparing Rome and
Greece by completing the PERSIA categories for each. (APWH Workshop Handbook)
(Key Concept 2.1 & 2.2)
[CR 5]
Cross-Curricular: Selected reading of Aristophanes’ “The Clouds” (Key Concept 2.1 &
2.2)
[CR 5, CR 15]
7.1 Socratic Seminar: Life in Athens based upon author’s impressions
Unit 3. 600-1450: Regional and Trans regional Interactions
Key Concepts:
3.1: Expansion and Intensification of Communication and Exchange Networks
3.2: Continuity and Innovation of State Forms and Their Interactions
3.3: Increased Economic Productive Capacity and Its Consequences
Topics for Overview include:
• Byzantine Empire, Dar-al Islam, & Germanic Europe
• Crusades
• Sui, Tang, Song, and Ming empires
• Delhi Sultanate
• The Americas
• The Turkish Empires
• Italian city-states
• Kingdoms & Empires in Africa+----• The Mongol Khanates
• Trading Networks in the Post-Classical World
Special Focus:
• Islam and the establishment of empire
• Polynesian Migrations
• Empires in the Americas: Aztecs and Inca
• Expansion of Trade in the Indian Ocean—the Swahili Coast of East Africa
Activities & Skill Development:

Compare & Contrast the political and economic impact of Mongolian rule in two of the three
following regions: China, Russia, Middle East
Sources: Textbook/Chapters
[CR1, CR4, CR5, CR6, CR8, CR9, CR13]

Create a chart of global trade networks incorporating goods traded along the routes, modes of
transportation, trading partners and major ports/cities. Students will use the following trade
routes:
Silk Road, Indian Ocean, Trans Sahara, Mediterranean Sea, Atlantic Ocean
Sources: AP Handbook p. 98 - Indian Ocean Trading Networks Map, Weisner, M. – Illustration of
Arab Dhow, 13th Centurty p. 290; Rendition of Chinese Junk, circa 12th or 13th Century p. 293
[CR 5, CR15]

Students will create a time line showing the spread of Islam through the Abbasid, Ottomans,
Safavids, and Mughals Empires. They will incorporate technology, art, and intellectual
contributions by each Empire.
[CR1, CR3]
Sources:

Students will compare the Polynesian and Viking migrations specific using images of dragon
boats from Scandinavian culture circa 900 C.E. and double hulled thatched ships from Oceania
1000 C.E..
[CR5, CR7]
Sources: Weisner, M. – Image of Oseberg Viking Ship p. 159; Image of Reconstructed DoubleHulled Hawaiian Canoe p. 170
Sources:

Student debate on the Columbian exchange: Divide students into three groups representing
Native Americans, Africans and European debating, the economic and social impact the
exchange had on their civilization .
Sources:
[CR7]

Students will explain why pastoralists were able to continue relationships when trade between
major civilizations that declined between 600-1450.
Sources

Students will create a chronological flow chart on the migration of gunpowder technology from
China to the Turks and Mughals, and how it comes into contact with Europe through the
crusades.

Parallel Reading – Students will read Chapters 4 & 5 of The Human Web and
o Trace the development of civilization in each region, using a linear thematic organizer
for note-taking and a circular organizer for the big picture.
o Evaluate the periodization in the book compared to that of the periodization in the
course curriculum.
 Why 200-1000 C.E. and 1000-1500 C.E instead of 600-1450?
 In what regions does each work best? Why? In what areas does each present a
problem? Why?
Unit 4: 1450-1750: Global Interactions
Key Concepts:
4.1 Globalizing Networks of Communication and Exchange
4.2 New Forms of Social Organization and Mode3s of Production
4.3 State Consolidation and Imperial Expansion
Topics for Overview include:
Bringing the Eastern and Western Hemispheres Together into One Web
 Ming and Qing Rule in China
 Japanese Shogunates
 The Trading Networks of the Indian Ocean
 Effects of the Continued Spread of Belief Systems
Special Focus:
 Three Islamic Empires: Ottoman, Safavid, Mughal
 Cross-Cultural Interaction: the Columbian Exchange
 The Atlantic Slave Trade
 Changes in Western Europe-roots of the “Rise of the West”
[CR5]
Unit 4 Major Assignments:
1. TEXT READING ASSIGNMENT: World History. Duiker. Chapters 14 – 16
2. TAG TEAM TEACHING: Student groups will research and make presentations using the
PERSIA system. Presentation groups will be responsible for explaining: the political and cultural
developments in Spain, Portugal, France, England, Holland, Russia, Ottoman Empire, Ming and
Qing China, Tokugawa Japan, Mughal Empire, West and East African polities, Safavid Empire,
Aztec and Incan empires; economic effects of cod fisheries, mercantilism, astrolabe, caravels,
Columbian Exchange, and new labor systems (encomienda, indentured servitude, janissaries,
chattel slavery in the Americas)
[CR5 & CR4]
3. WRITING ASSIGNMENTS: Students will continue work on how to write essays. Possible
prompts include questions from previous released AP exams: Compare coercive labor systems:
slavery and other coercive labor systems in the Americas; economic and social effects of the
Columbian Exchange; DBQ on the Global flow of silver; Analyze imperial systems: European
monarchy compared with a land-based Asian empire (China or Japan); Compare Russia’s
interaction with the West with the interaction of the West and one of the following: Ottoman
Empire, China, Tokugawa Japan, Mughal India. Students create a graphic organizer (map, Web,
chart, Venn diagram, foursquare) that looks at military conquests and expansions in the period,
such as the Ottoman conquest of Constantinople, the Siege of Vienna, the conquest of the Inca,
and others. This graphic organizer might be used by students later to write a comparative essay.
[CR12]
4. SHORT PRIMARY SOURCE ANALYSIS: The source analysis will include identifying point of
view, intended purpose, audience, and historical context of each source, using the National
Archive Document Analysis Worksheets/SOAPSTONES. Sources include: Ma Huan, De Las Casas,
Codex Mendosa, Letters from the King of Kongo (from Text book, and AP Central)
[CR1 & CR8]
5. POINT/COUNTERPOINT: Students will employ Socratic Seminar strategy and write an analyze
one of the topics. Taking Sides topics: Should Christopher Columbus be considered a hero? Did
Tokugawa policies strengthen Japan? Did Oliver Cromwell advance political freedom in
seventeenth-century Europe? Did Indian Emperor Aurangzeb’s rule mark the beginning of
Mughal decline? Did Peter the Great exert a positive influence on the development of Europe?
(using the book “Taking Sides”)
6. STUDENT PROJECT: Each student will apply techniques used by art historians to examine
visual displays of power in one of the land or sea based empires that developed in this time
period. (using Textbook, Web, or other student found sources)
[CR15]
7. TEXT TIMELINE REVIEW: Students will create a photo time line and essay using six to ten
images from the textbook, Web, or other student found sources on the topic of the Columbian
exchange. They write only, captions, so that the pictures need to tell the full story.
Unit Four Test: 50 multiple choice questions, in-class essay drawn from either the past
Compare/Contrast, CCOT, or DBQ formats.
Unit 5 1750-1900: Industrialization and Global Integration
Key Concepts:
5.1 Industrialization and Global Capitalism
5.2 Imperialism and Nation-State Formation
5.3 Nationalism, Revolution and Reform
5.4 Global Migration
Topics for Overview include:
 The Age of Revolutions:
o English Revolutions, Scientific Revolution & Enlightenment,
o American Revolution, French Revolution and its fallout in Europe, Haitian & Latin
American Revolutions
 Global Transformations:
o Demographic Changes, the End of the Atlantic Slave Trade, Industrial Revolution
and Its Impact, Rise of Nationalism, Imperialism and its Impact on the World
[CR7]
Special Focus:
 Decline of Imperial China and the Rise of Imperial Japan
 19th Century Imperialism: Sub-Saharan Africa, South and Southeast Asia
 Comparing the American and Haitian Revolutions
 Comparing French and Venezuela/Argentina/Mexico Revolution
 Changes in Production in Europe and the Global Impact of those Changes
[CR5]
Activities include:
 Writing a Comparison Essay
[CR4]
o Analyze and compare the differing responses of China and Japan to western
penetration in the nineteenth century

Students will write a Change & Continuity Over Time Essay
[CR9]
o Analyze continuities and changes in labor systems between 1750 and
1900 in ONE of the following regions:



Latin America/Caribbean
Oceania
Sub-Saharan Africa

Timeline Review
[CR10]
o Require students to use the chronological timeline of their textbook as a baseline
for the other primary and secondary source materials they encounter in their
readings, research, and other studies. The students will place items from these
other sources onto the timeline associated with their textbook. Students will
then be asked to write their responses to the following prompts at the bottom of
their timeline:
 What is the relationship between the causes and consequences of the
events or processes identified on the completed timeline?
 Discuss the contradictions/inconsistencies between the textbook’s
chronological timeline and that of the other sources.


Special Focus Activity: Images of “the Other” across zones of interaction [CR1 & CR8]
(pg 19-25 AP World History Professional Development Zones of Interaction, LongDistance Trade and Long-term Connections Across Afro-Eurasia)
o Over the course of 2 days, students will……
 craft historical arguments using multiple and conflicting primary sources
about British and Chinese perceptions in the 18th Century
 Chronological reasoning to determine how motivations for trade change
in the late 18th and 19th centuries compared to earlier periods
 Compare and Contextualize British views of China and China’s views of
Britain, perception of foreigners that change over time using different
kinds of source materials,
 Historical Interpretation and Synthesis to determine British desire to
expand trade and why China was a difficult trading part, and how trade
relationships influence the ways each society and understands the other.



Demographic Transition Model Analysis
[CR1 &CR8]
Selected Graphs from website
http://www.marathon.uwc.edu/geography/demotrans/demtran.htm
o Students will be introduced and then utilize the Demographic Transition Model
to analyze the transition from hunter-gather to pre-industrial, industrial, and
post-industrial to analyze the demographic changes over time based on region.
For example:
 Britain and Germany vs. China and Japan
o Students will then analyze the causes and effects of industrialization on growth
of urbanization using population charts, tables, or graphs from specific regions of
the world.

Students will identify and evaluate diverse historical interpretations regarding the rise
of the West utilizing
[CR7]
o Jared Diamond’s Guns, Germs, and Steel
o DARON ACEMOGLU, SIMON JOHNSON, AND JAMES ROBINSON The Rise of
Europe
 http://baselinescenario.files.wordpress.com/2010/11/rise-of-europe.pdf


Indentured Servitude DBQ
[CR6]
College Board Website
o Utilizing a series of documents, maps and charts in the released DBQ about
indentured servitude on in the 19th and 20th centuries, students will assess the
connections between abolition of plantation
Unit 6: 1900-present: Accelerating Global Change and Realignments
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 conflict
6.3: New Conceptualizations of Global Economy, Society, and Culture
 States, communities and individuals become increasingly interdependent
 People conceptualize society and culture in new ways
 Popular and consumer culture become global
Topics for Overview include:
• Mass production and the rise of consumerism
 Anti-Imperial Movements, Russian, Chinese and Mexican Revolutions
 Nationalism, World War I, Reactions to the Fourteen Points and League of Nations
 Rise of Militaristic and Fascist Societies and to the Great Depression
 World War II and Forced Migrations, United Nations.
 Cold War, Imperialism, and the End of the Cold War
 Decolonization, International Organizations, Pan-Africanism, Pan-Arabism
[CR3]



The Information and Communication Technologies Revolution, Globalization
The E.U., Mastricht Treaty
Terrorism in the 21st Century
Special Focus:
• World War I and World War II: Global Causes and Consequences
• Activity—Skill Development
 Students will identify and analyze the causes and consequences of the global
economic crisis in the 1930s
[CR8]
• Development of Communism in China, Russia, and Cuba
• Police actions in Southeast Asia as a result of the Cold War
• Political and Economic consequences of Decolonization and Independence Movements on
Africa
• Responses to Western Involvement in Sub-Saharan Africa: Imperialism, and International
Organizations
Sources
Supplemental Readings or Reader (such as, but not limited to):
Woodrow Wilson’s Fourteen Points
WWI propaganda posters in Reilly
Vladimir Lenin, Power to the Soviets, September 1917
Mohandas Gandhi, There is no salvation for India, and The Doctrine of the Sword – 1920
Mao Zedong, Problems of China’s Revolutionary War by Mao Zedong – 1936
Adolf Hitler, Mein Kempf
Benito Mussolini, The Political and Social Doctrine of Fascism
The Decision to Drop the Atom Bomb
Yamaoka Michiko The Bombing of Hiroshima--1945
Sherif Hetata, “Dollarization” (Reilly)
Philippe Legrain, “Cultural Globalization Is Not Americanization” (Reilly)
Tables showing variety of income and life expectancies around the world in 2000 (p.450
Maps of Time)
Resource List
Kishlansky, M. A. Sources of World History, Vols. I & 2, Fourth edition. Belmont, CA:
Thomson Wadsworth, 2007
Van Voorst, R. E. Anthology of World Scriptures. Belmont, CA: Wadsworth, 1994
Weatherford, J. Genghis Khan and the Making of the Modern World. New York:
Random House, 2000.
Wilson, S. M. The Emperor’s Giraffe and Other Stories of Cultures in Contact. Boulder,
CO: Westview Press, 2000.
Activities include:
• Create propaganda posters in which students develop their own poster centered around a
specific country involved in WWI and/or WWII. (Research the Library of Congress’ American
Memory collection (loc.gov), and examine propaganda posters from different belligerent
powers).
[CR1]
• Write a Change and Continuity over Time Essay regarding Roles of Women in Family Life,
Involvement in Politics and Government, and their Educational and Career Opportunities
[CR8]
• Create a Facebook-like page of the WWII Leaders (i.e. Hitler, Mussolini, Roosevelt, Churchill,
Hirohito, Stalin) which would include who their Friends would be; Daily Updates of what
they are doing; Photographs; Private Messages.
• Research your family’s history. Get your parents’ names and years of birth, your
grandparents’ names and years of birth, and great0grandparents’ names and years of birth.
With this information, you are to create a PowerPoint presentation showing what was going
on in the world when your family members were your age. (Ex: if mom was born in 1972,
she would have been 16 in 1988. You would then show images and write a brief description
of what was going on at that time (i.e. Olympic Games, wars, revolutions, world leaders at
the time, etc.)
[CR12], [CR13]
• Research conflicts from the late 20th century, post-Cold War, to develop an opening speech
that you would give at the Peace Conference for that conflict to which you were assigned.
Your speech must include major issues which critically affect your own country, and you
must declare what involvement from the United Nations is necessary to resolve your
country’s specific issues.
[CR 14]