Download era i - foundations – 10000 bce – 600 ce

Focus Topics/Terms for Reading Assignments
Below you will find topics, terms and questions that you should be familiar with after reading the chapter.
Keep the APWH themes (listed in the general information sheet) in mind while you are reading. I have tried to
organize the information below use the same themes as identified in the course - interactions,
economic/technology, demography/environment, social structures/gender structures, cultural and intellectual
developments (including religions), and states function and structures. Again, I encourage you to use the
website (written on the back of the book) that comes with the text to assist you.
ERA I -
FOUNDATIONS – 10,000 BCE – 600 CE
UNIT 1 Chapter 1
Geography and World History up to 3500 BCE – Part I – Chapter 1
UNIT 2 Chapter 2
3500 - 500 BCE – Early Civilizations – Part I – Chapters 2 - 6
Characteristics of Paleolithic life and the development of agriculture
 Economic/technology – Paleolithic and Neolithic
o Development of agriculture and technological change – including the nature of the Neolithic / agricultural
revolution / transition (but specific dates of introduction of agriculture, nor specific societies involved).
o Key stages of metal use - but not specific inventions or implements.
 Demography/environment – Paleolithic (not evolution) and Neolithic
o Geography and climate: Interaction of geography and climate with the development of human society
o Major population changes resulting from human and environmental factors
o Demographic characteristics and comparisons of agricultural, pastoral, and foraging societies
o Changes that occur from the agricultural transition - including nature of village settlements as compared to the
previous lifestyle, and economic shifts.
 Social structures/gender structures – Paleolithic and Neolithic gender and social conditions
o Changes that occurred from the agricultural transition - family structure, gender roles & social classes.
 Cultural and intellectual developments - Paleolithic and Neolithic belief systems and art
 States function and structures – Paleolithic and Neolithic organizations.
Terms to understand: prehistory, Paleolithic, hunters and gatherers, Neolithic, agriculture, agricultural
revolution/transition, slash and burn, metallurgy, textiles, specialization, villages,
Basic features of early civilizations: - Mesopotamia, Mediterranean, etc.
 Interactions – trade in Mesopotamia, Mediterranean, etc.
o What role did the Indo-Europeans play in history? What were their main contributions?
 Economic/technology – technology in Mesopotamia, Mediterranean, etc.
 Demography/environment – environmental conditions and degradation
o Compare societies and cultures that include cities with pastoral and nomadic societies
 Social structures/gender structures – social structure in Mesopotamia, Mediterranean, etc.
o Development of patriarchal family structures and trends (relate to development of civilizations and belief
systems).
 Cultural and intellectual developments – culture in Mesopotamia, Mediterranean, etc.
o Basic features of Judaism to 600 CE, where it applied by 600 CE, and the role of women in it –, etc.
 States function and structures – state in Mesopotamia, Mediterranean, etc.
o Concept & ramifications of the term civilization. Why do Bentley/Ziegler prefer complex societies?
Understand the significance of the following in early civilizations: Tigris River, Euphrates River, Mesopotamia, Sumer,
Assyrians, Babylon, Hittites, Hebrews, Phoenicians
Terms to understand: Semitic, ziggurat, cuneiform, cities, civilizations, secular
People to know: Hammurabi, Abraham, Moses,
Chapter 3
Basic features of early civilizations: Egypt, compare to Mesopotamians
 Interactions – trade in Egypt
o Bantu Migration – understand development and significance, and be able to compare it to IndoEuropean migrations.
 Economic/technology – economy and technology in Egypt
 Demography/environment – environment and demography in Egypt
o Compare societies and cultures that include cities with pastoral and nomadic societies
 Social structures/gender structures – social structure in Egypt
 Cultural and intellectual developments – culture in Egypt
o Basic features of Polytheism prior to 600 CE, where it applied by 600 CE and the role of women in it –.
Be able to compare to other belief systems.
 States function and structures – state in Egypt
Understand the significance of the following in early civilizations: Nile River, Kush, Hyksos, Punt
People to know: Akhenaton, Hatshepsut, Khufu
Chapter 4
Basic features of early civilizations: Indus Valley (Harappa and Mohenjo-Daro), Aryans – be able to compare to
Egypt, Mesopotamia and other civilizations
 Interactions – Indus Valley and Aryan trade
o Examine the journeys and nature of the Indo-Europeans. How did they influence India? How did
they influence the rest of the ancient world?
 Economic/technology – Indus Valley and Aryan economics and technology
 Demography/environment – Indus Valley and Aryan demography and environment
o Compare societies and cultures that include cities with pastoral and nomadic societies
 Social structures/gender structures – Indus Valley and Aryan social structures
o Basic characteristics of social structures as they developed by 600: the caste system
o Compare the caste system to other systems of social inequality devised by early and classical
civilizations, including slavery
o Examine the changing role of women in ancient India. How does the Lawbook of Manu reflect this
transformation?
 Cultural and intellectual developments – Indus Valley and Aryan culture
o Basic features of Hinduism/Vedic prior to 600 CE, where it applied by 600 CE and the role of women
in it -. Be able to compare to other belief systems.
 States function and structures – Indus Valley and Aryan state
o Why was India politically fragmented? How did this influence the course of Indian history?
Understand the significance of the following in Hinduism or early civilizations: Indra, Rig Veda, Upanishads,
Brahmins, Kshatriyas, Vaishyas, Shudras, Lawbook of Manu, Brahman
Terms to understand: sati, karma, moksha, samsara, varna
People to know: Dravidian, Indo-European
Chapter 5
Basic features of early civilizations: – Shang dynasty or Yellow River (Huang He) Valley civilization, be able to
compare it to other early civilizations
o Interactions – Shang trade
 Economic/technology – Shang technology and economics
 Demography/environment – Shang demography and environment
 Social structures/gender structures – Shang social structure
 Cultural and intellectual developments – Shang culture
o Basic features of Ancestor worship prior to 600 CE, where it applied by 600 CE and the role of women
in it. Be able to compare to other belief systems.
o Early Chinese society has been described as being uniquely secular. Is this a fair assessment? If it is
true, why is it true? Compare the importance of religion in China to that of other early societies.
 States function and structures – Shang state
o In what fundamental ways was the mandate of heaven different from other governmental systems
common throughout the ancient world? What could be the limitations of the mandate of heaven?
Understand the significance of the following in early Chinese civilization: Huang He River, Shang dynasty,
Zhou dynasty, Qin dynasty, Period of the Warring States, Tian, Book of Songs, Book of Rites
Terms to understand: mandate of heaven, oracle bones, secular
Chapter 6
Basic features of early civilizations: – Mesoamerica (Olmec and Maya) and Andean South America (Chavin and
Mochica) and Oceania, be able to compare it to other early civilizations
 Interactions – Mesoamerican and Andean trade
 Economic/technology – Mesoamerican and Andean trade
 Demography/environment – Mesoamerican and Andean trade
o Compare societies and cultures that include cities with pastoral and nomadic societies
o Examine movement of peoples - Polynesians
 Social structures/gender structures – Mesoamerican and Andean social structure
 Cultural and intellectual developments – Mesoamerican and Andean culture
o Basic features of Polytheism prior to 600 CE, where it applied by 600 CE and the role of women in it.
Be able to compare to other belief systems.
 States function and structures – Mesoamerican and Andean state
o What would have caused the societies of the Americas and Oceania to be so different from other
societies studied so far? What areas did they have in common?
o What factors help explain the decline and collapse of Mesoamerican societies such as the Olmecs and
the Maya? Why was the decline of the Maya so mysterious?
Understand the significance of the following in early the American or Oceanic societies: La Venta, Tikal, Popol
Vuh, Austronesians, New Guinea, Australia, Teotihuacan, terraces
UNIT 3 - 500 BCE – 600 CE Axial/Classical Age – Part II – Chapters 7 - 12
Chapter 7
Basic features of “Classical” civilizations and empires - Persian
 Interactions – Persian trading patterns within / among Classical civilizations; contacts with adjacent
regions.
o Interregional networks by 600 CE: Trade and religious diffusion.
 Economic/technology – Persian economy/technology
 Demography/environment – Persian demography and environment
 Social structures/gender structures – Persian social structure
 Cultural and intellectual developments – Persian culture
 Basic features of Zoroastrianism prior to 600 CE, where it applied by 600 CE and the role of women in
it. Be able to compare to other belief systems.
 States function and structures – Compare the Persian ruling techniques to the ones of other societies.
 Discuss the implications of unification under the Achaemenids. How did the Persians rule such a huge,
multicultural state? How did unification influence southwest Asia?
Understand the significance of the following to Persian history: Lydians, Achaemenids, Seleucids, Parthians,
Sasanids, Persepolis, Parthian, Ahura Mazda, Avesta, satrapies, ganats,
People to know: Cyrus, Darius, Xerxes, Alexander of Macedon, Zarathustra
Chapter 8
Basic features of “Classical” civilizations and empires - Qin and Han
 Interactions - Qin/Han trading patterns within/among Classical civilizations; contacts w/ adjacent regions.
 Analyze the impact of the movements of peoples (nomadic groups like Xiongnu).
 Economic/technology - Qin and Han technology and economy
 Demography/environment - Qin and Han demography and environment
 Social structures/gender structures - Confucian social hierarchy; patriarchal family structures and trends.
 Cultural and intellectual developments - Qin and Han arts, culture and science
 Basic features of Confucianism, Daoism, and Legalism prior to 600 CE, where each applied by 600 CE
and the role of women in them. Be able to compare to other belief systems.
 Why would the political chaos of the Period of Warring States have given rise to these philosophies?
 How did the Chinese view human nature, and how did this view shape their political philosophy?
Compare this view to those of other civilizations we have covered.
 States function and structures - Political heritage of classical China (emperor, bureaucracy).
 What are the reasons for and the impact of the collapse of empires (Han China)?
Understand the significance of the following in Chinese history: Analects, Daodejing, Xiongnu
Terms to understand: li, dao, wuwei, sericulture
People to know: Confucius, Mencius, Laozi, Qin Shihuangdi, Liu Bang, Wang Mang
Chapter 9
Basic features of “Classical” civilizations – Gupta, etc, including arts, science and technology.
 Interactions – Indian Ocean major trading patterns within / among Classical civilizations;
 Trade and religious diffusion in the Indian Ocean basin.
 Analyze the impact of the movements of peoples (Huns).
 Economic/technology – Gupta, etc. economy and technology
 Demography/environment – Gupta, etc/ demography and environment
 Social structures/gender structures - Indian society (Hindu and others). Be able to compare to others.
 Compare the caste system to other systems of social inequality devised by early and classical
civilizations, including slavery.
 Cultural and intellectual developments – Gupta, etc arts, science and culture
 Basic features of Buddhism prior to 600 CE, where it applied by 600 CE and the role of women in it.
Be able to compare to other belief systems.
 Compare and contrast the religions of Hinduism and Buddhism. What were the essential differences
between the two? What hope did they give to the common people of India?
 Understand the significance of the following in Buddhism: Jainism, Buddha, Four Noble Truths,
Theravada (Hinayana) Buddhism
 States function and structures – Major political developments in India, reasons for and impact of the
collapse of empires (Gupta).
Understand the significance of the following in Persian history: Bactrians, White Huns, Sparta, Athens,
Terms to understand: jati, ahimsa, boddhisatva, dharma
People to know: Chandragupta Maurya, Ashoka, Chandra Gupta,
Chapter 10
Basic features of “Classical” civilizations – Greece
 Interactions - Greek trading patterns within / among Classical civilizations; contacts with adjacent regions
o Examine Greek exploration and colonization. What do these actions say about the Greek economic,
social, and intellectual worlds?
 Economic/technology – Greek economy and technology
 Demography/environment – Greek economy and demography
 Social structures/gender structures – Greek social and gender structures
o Nature and location of major slave systems, be able to compare to other systems of social inequality
 Cultural and intellectual developments – Greek arts, science and culture
o Basic features of Hellenism prior to 600 CE, where it applied by 600 CE and the role of women in it;
Be able to compare to other belief systems
 States function and structures – Major political developments in the Mediterranean – Greece,
o What were the achievements and limitations of Greek democracy? Peloponnesian War
Understand the significance of the following in Greek history: Minoans, Mycenaeans, Sparta, Athens,
Terms to understand: polis, helots, tyrant,
People to know: Solon, Philip II of Macedon, Alexander of Macedon, Socrates, Plato, Aristotle
Chapter 11
Basic features of “Classical” civilizations – Rome.
 Interactions - Roman trading patterns within / among Classical civilizations; contacts with adjacent regions
 Analyze the impact of the movements of peoples (Huns, Germans).
 Economic/technology – Roman economy and technology
 Demography/environment – Roman demography and environment
 Social structures/gender structures – Roman social and gender structures
o Compare Roman slavery to other systems of social inequality
 Examine the role that family played in ancient Rome.
 What role did women play inside and outside the home? Did women have more or less freedom in
Rome than in other societies?
 Cultural and intellectual developments – Roman arts, science and culture
o Basic features of Christianity prior to 600 CE, the diffusion of it, where it applied, and the role of
women in it. Be able to compare to other belief systems.
 States function and structures – Major political developments in the Mediterranean - Rome
o What are the reasons for / impact of the collapse / loss of western portion of the Roman Empire)?
Understand the significance of the following in Roman history: Etruscans, Carthaginians, Punic Wars, Twelve
Tables
Terms to understand: consuls, plebian, patrician, dictator, Latifundia, republic, monarchy, pax romana, pater
familias, stoicism
People to know: Sulla, Julius Caesar, Augustus Caesar, Spartacus, Jesus of Nazareth, Paul of Tarsus
Chapter 12
 Interactions - Interregional networks by 600 CE: Trade and religious diffusion on the Silk Roads
o Analyze the impact of the movements of peoples (Huns, Germans).
o What are the main advantages and disadvantages of trade? How did trade along the silk roads
influence the societies that engaged in trade?
 Economic/technology – Economy and technology at the end of the Classical Era
 Demography/environment - Discuss the spread of epidemic diseases along the trade routes. Examine the
consequences in the Han and Roman empires.
 Social structures/gender structures – Social and gender structures at the end of the Classical Era
o Compare societies and cultures that include cities with pastoral and nomadic societies.
 Cultural and intellectual developments – Compare and contrast the spread of Buddhism, Hinduism, and
Christianity. What were the social and cultural implications of this movement?
 States function and structures – Compare and contrast the Roman and Chinese empires. What made these
states so powerful and influential for such a long period of time?
o Understand how and why the collapse of empire was more severe in Western Europe than it was in
the eastern Mediterranean or in China.
Understand the significance of the following: Chang’an, Taklamakan, Antioch, Yellow Turban rebellion, Edict
of Milan, Council of Nicaea
Terms to understand: monsoons, rajas, sinicization, tetrarchs, bishops,
People to know: Nestorians, Manichaeans, Visigoths, Diocletian, Constantine, Attila, St. Augustine,
ERA II -
600 - 1450 CE
UNIT 4 - 500 CE – 1000 CE – Post-Classical/Regional Empires – Part III – Chapters 13 - 17
Chapter 13
Restructuring of Eastern and Western Europe – Byzantine Empire and Kievan Russian
 Interactions - Examine the role that trade played in the Byzantine and Russian Empires.
o Discuss the influence of Byzantium on Eastern Europe. In what ways did this influence shape early Russian
history?
o Economic/technology – Economy and technology in Byzantine Empire and Kievan Russia
o How did the economic world of Byzantium and Russia change over the years?
 Demography/environment – Demography and environment in the Byzantine and Russian empires
o Examine the impact of nomadic migrations on Afro-Eurasia – e.g. Vikings and agricultural peoples to
east/Central Europe
o Examine the expansion of urban commercial centers – Kiev, Constantinople, etc.
 Social structures/gender structures – social institutions in Byzantine Empire and Kievan Russia
 Cultural and intellectual developments – Art and culture in the Byzantine and Russian empires
o Understand reasons behind/the impact of the division of Christendom into Eastern & Western Christian
cultures/religions
o Examine the split between the Roman Catholic and Greek Orthodox churches. What led to this fundamental
split? How did this split influence later history?
o Missionary outreach of major religions (Christian)
 States function and structures – Political institutions in Byzantine Empire and Kievan Russia
o In what ways did Byzantium serve as a bridge from the classical age to the Middle Ages in Europe? What was its
legacy?
o Compare political institutions in Eastern and Western Europe
Understand the significance of the following: Sasanid, Hagia Sophia, Council of Nicaea, Crusades, Cyrillic
Terms to understand: caesaropapism, byzantine, Greek fire, iconoclasm, excommunication
People to know: Justinian, Belisarius, Theodora, Arians, Charlemagne, Saljuq Turks, Slavs, Prince Vladimir
Chapter 14 – Islamic World

Interactions - Development and shifts in an Islamic trade, technology, cultural exchange
 Impact of the nomadic migrations on Afro-Eurasia (e.g., Arabs)
 How was the Islamic world influenced by its contact with the older Greek, Persian, and Indian societies? How
did Islam influence these societies?
 Economic/technology – Economy and technology of Islamic societies
 Demography/environment – Demography and environment of Islamic societies
 Growth and role of cities – Damascus, Baghdad, Cordoba
 Social structures/gender structures
 What are the social implications of Islamic thought? Examine the social world of Arabia before the rise of Islam.
In what ways was Muhammad a social reformer?
 Examine the role of women in the Arab and Islamic worlds. How did the position of women change as Islam
expanded?
 Cultural and intellectual developments - The impact of Islam on the arts, sciences and technologies
 Basic features of Islam and the role of women in it. Be able to compare to other belief systems.
 Missionary outreach of major religions (Islamic) including reform movements
 The rise and role of Dar al-Islam as a unifying cultural force in Eurasia and Africa;
 Contacts between major religions, e.g. Islam and Buddhism, Christianity and Islam
 States function and structures – Islamic political structure, notably the caliphate - Umayyad to ‘Abbasid
Understand the significance of the following in Islam and Islamic history: Allah, Quran, Hadith, Sunni, Shia, Sufis,
Umayyad, Damascus, Abbasid, Baghdad, Saljuq Turks, al-Andalus, Cordoba, Mongols,
Terms to understand: hajj, hijra, gadis, Islam, Muslim, dar al-Islam, ulama, madrasas, caliph, caravanserais
People to know: Bedouins , Muhammad, Khadija, Ali,
Chapter 15 – Post-Classical East Asia
 Interactions
 Chinese influence on the surrounding areas (e.g. Japan, Korea, Vietnam, Tibet) and its limits
 Development and shifts in an interregional trade, technology, cultural exchange - Silk routes
 Economic/technology
 The importance of the Tang and Song economic revolutions (trade, development of financial
instruments, growth of market economy) and the initiatives of the early Ming dynasty
 Examine the technological innovations of the Tang and Song periods. How did these innovations
change the shape of Chinese history?
 Demography/environment – East Asian demography and environment
 Growth and role of cities – especially in China and Japan
 Social structures/gender structures – East Asian social and gender structures
 Treatment of women – especially with the rise of neo-Confucianism (foot binding)
 Cultural and intellectual developments – East Asian art and culture
 Examine the spread of Buddhism into China. How did Buddhist thought influence China? How did
China influence Buddhism? Relate to the rise of neo-Confucianism.
 Missionary outreach of major religions (Buddhist, and Islamic) - Contacts between major religions, e.g.
Islam and Buddhism and Christianity
 States function and structures – Emergence of new empires and political systems – Sui China, Tang China,
Song China, early Japanese feudal systems. What led to their collapse?
Understand the significance of the following in East Asian history: Sui, Tang, Song, Grand Canal, Japan,
Korea, Vietnam, Tibet, Mongols, Uighurs, Chan (Zen) Buddhism, Silla, Shintoism, Nara, Heian, Kamakura,
Neo-Confucianism
Terms to understand: Equal-field system, kowtow, foot binding, compass, dao, bushido, samurai, seppuku,
Chapter 16 – Post-Classical South Asia
 Interactions - Development and shifts in an interregional trade, technology, cultural exchange - Indian
Ocean trade (including East Africa and South East Asia), Silk routes
 Economic/technology – South Asian economy and technology
 Demography/environment – South Asian demography and environment
 Social structures/gender structures - Social structure of postclassical India – changes in caste system
 Cultural and intellectual developments - Missionary outreach of major religions (Hinduism and Islamic).
o How was Islam viewed differently in SE Asia than elsewhere?
o Contacts between major religions, e.g. Hinduism , Buddhism, Christianity & Islam and their responses
 States function and structures – Islamic impact on the Delhi Sultanate
o Differences between northern and southern India especially in terms of finances, religions, political
structure, etc.
o Compare and contrast the Indianized kingdoms of SE Asia in regard to political & religious structure.
Understand the significance of the following in South and Southeast Asian history: Gupta, Umayyads,
Abbasids, Cambay, Goa, Delhi, Delhi Sultans, Chola kingdom, Indian Ocean basin, Axum, Majapahit, Melaka,
Srivijaya, Angkor, Khmer, White Huns
Terms to understand: monsoons, bhakti, emporia,
Chapter 17 – Restructuring of Post-Classical Western Europe
 Interactions - Development and shifts in an interregional trade, technology, cultural exchange - European trade
routes, development of the plow
o Viking exploration, expansion, and impact, but not individual explorers
o Impact of the nomadic migrations on Afro-Eurasia (e.g., Vikings, Arabs, etc)
o Migration of agricultural peoples (e.g., European peoples to east/central Europe)
 Economic/technology – European institutions restructured after the fall of Rome - manorialism
 Demography/environment – post-classical European demography and environment
 Social structures/gender structures – European institutions restructured after the fall of Rome
o Compare and contrast the social systems and structures of early medieval Europe to the other powerful societies
that existed in the world around that time period.
o Compare: Japanese and European feudalism; role of Christianity in Western Europe vs. Islam, Hinduism or
Buddhism in creating political and social unity in the postclassical world.
 Cultural and intellectual developments – post-Classical European art and culture
o Missionary outreach of major religions (Christian, and Islamic) - contacts between major religions, e.g.
Christianity and Islam; rise of the papacy and impact of monasticism
 States function and structures – Restructuring of European political institutions after the fall of Rome – rise of
regional kingdoms (France, England, etc.), creation of feudalism, serfdom, etc.
o Causes and impact of developments in political institutions in western Europe – early European feudal systems,
the manor, Christianity, papacy,
o Compare Europe during the early medieval period to other societies studied so far in the class. How does
Europe relate politically and socially? Compare Japanese and European feudalism;
Understand the significance of the following in European history: Battle of Tours, Holy Roman Empire
Terms to understand: Arian Christianity, feudalism, manorialism, fiefs, serfs, papacy
People to know: Charles Martel, Magyars, Muslims, Angles, Vandals, Charlemagne, Otto I, Gregory I, St.
Benedict, Leo III
UNIT 5 -
1000 - 1500 CE – Transregional Empires – Part IV – Chapters 18 - 22
Chapter 18 - Impact of the Mongol and Turkish empires on Afro-Eurasia
 Interactions of Mongol and Turkish Empires on trade
 Development and shifts in an interregional trade, technology, cultural exchange - Silk routes
 Impact on nomadic tribes and their migrations (e.g. Turks, Mongols) on settled societies in Afro-Eurasia,
especially those they conquered but also though plague, trade, cross-cultural communication, exchange, and
integration etc.
 Economic/technology – of Mongol and Turkish Empires on economic institutions
 Demography/environment – Central Asian demography and environment
 Environment of Central Asia and fauna – impact on nomadic tribes and their development.
 Impact of the expansion of urban commercial centers: Karakorum, Samarkand etc.
 Social structures/gender structures – of Mongol and Turkish Empires on social institutions
 Cultural and intellectual developments – of Mongol and Turkish Empires on culture and religions
 Missionary outreach of & contacts between major religions, e.g. Islam and Buddhism, Christianity and Islam
 States function and structures – Developments in political, religious, economic and social institutions in central Asia
(both Turks and Mongols) – tribes, khans, sultans, military, decline of empires
 Impact of the Mongol and Turkish empires (Seljuks, Tamerlane, Ottomans) on the political development of
Afro-Eurasia. Compare the impacts on Persia, China, Russia, Europe, SW Asia, Anatolia and India. Also, how
did earlier conquerors help those that came after them?
 Compare Turkish and Mongol tribes with each other and other Eurasian societies in terms of political and social
structures.
 Compare the different Mongol rulers’ approaches to rule in their respective empires, including attitudes towards
trade and religious tolerance.
Understand the significance of the following in Asian history: Karakorum, Mongols, Turks, Nestorian Christianity,
Manichaeism, Saljuqs, Manzikert, Japan, Golden Horde, Ilkhanate, Lamaist, Yuan dynasty, Samarkand, Sultanate of Delhi
Terms to understand: yurts, khan, sultan
People to know: Chinggis Khan, Temujin, Khubilai Khan, Marco Polo, Hülegü, Tamerlane, Osman, Ottoman,
Ilkhan Ghazan, Chaghatai Khan
Chapter 19 – Post-Classical Africa

Interactions - Development and shifts in interregional trade - Trans-Saharan trade, Indian Ocean trade, including
slave trade in each and impact of each.
 Compare the influence of trade in sub-Saharan Africa with that in other regions. Examine the cultural and
technological exchanges too.
 Impact of migration of agricultural peoples (e.g., Bantu-speakers migrations) – iron, bananas, language, political
structure, etc.
 Economic/technology – economic structures and technology of Post-Classical Africa
 Demography/environment – demography and environment of Post-Classical Africa
o Environment of Africa and its impact on its inhabitants – especially the Sahara desert.
o Impact of the expansion of urban commercial centers, e.g. Swahili city-states, Timbuktu, etc.
 Social structures/gender structures – social and gender structures of Post-Classical Africa
o Gender roles in Africa – as compared to other societies; impact of Islam and Christianity on them;
o Slavery and the slave trade in Africa
 Cultural and intellectual developments – religious institutions, art and culture of post-Classical Africa
o Missionary outreach of major religions (Christian and Islamic) - contacts between major religions, and
differences in the ways in which they spread and impact on traditional African beliefs.
o Compare the impact of Islam on the Sudanic and West African kingdoms and those in East Africa;
 States function and structures –
o Compare and contrast the different areas of sub-Saharan Africa – east African states (Swahili), West African
states (Ghana, Mali), Islamic and Non-Islamic Africa; think of reasons for the differences
o The political structures of African societies – including kingdoms (Ghana, Mali) and “stateless” societies.
Compare them.
Understand the significance of the following in African history: Mali, Bantu, Kongo, Gao, Ghana, Swahili, Axum, Kilwa,
Zimbabwe
Terms to understand: griots, zanj, Coptic Christianity,
People to know: Sundiata, Mansa Musa, Ibn Battuta,
Chapter 20 – Western European

Interactions
 Compare Viking/Norman exploration, expansion, & impact with Arab/Islamic retreat.
 Examine the Crusades as an example of an increased role for Europe in world events.
 Economic/technology – technological developments in Europe, especially in agriculture
o Economic developments – economic growth; shifts and increased trade (Hanseatic League), impact of increased
trade and economic expansion on Europe (cultural exchange)
 Demography/environment - increased agricultural production leads to population increase and urbanization.
Examine the role and growth of cities on social structure and the environment.
 Social structures/gender structures - Compare social structures (three estates: religious, knights, laborers) in medieval
Europe, including gender roles, to that of other societies. How did increased urbanization & trade affect this system?
 Cultural and intellectual developments - philosophical and theological developments (e.g. new religious orders,
Thomas Aquinas, heresies, Crusading movement), development of universities, rediscovery of ancient texts, role of
Arab thought in the Western “Renaissance” in the west; impact of Crusades
 States function and structures – Analyze the changes over time in Europe during this period, from isolation to
integrated, from chaotic to politically organized, etc.
o Developments in political institutions in both eastern and western Europe e.g. Holy Roman Empire, papacy.
Analyze the unification of monarchies like England, France, and Spain and the lack of unification in Italy or the
Holy Roman Empire as well as the relationship between church and states. Origins and growth and strengths
and limitations of the Holy Roman Empire.
o Compare the political and economic world of western Europe to that in other regions – China, India, Islamic
states, Byzantine Empire, Africa, etc.
Understand the significance of the following in European history: Holy Roman Empire, England, France, Italy, Spain,
Hanseatic League, First Crusade, Second Crusade, Third Crusade, Fourth Crusade, Granada
Terms to understand: guilds, investiture, excommunication, chivalry, reconquista,
People to know: Cathars, Urban II, William of Normandy, Leif Ericsson, Gregory VII, Henry IV, Franciscans,
Hospitallers, Teutonic Knights, Templars, St. Thomas Aquinas, Saladin
Chapter 21 – Pre-Contact Oceania and Americas

Interactions
 Impact of the nomadic migrations on the Americas and Oceania (e.g., Aztecs, Polynesians)
 Economic/technology – economy and technology of Americas and Oceania, compare them
 Demography/environment – compare the environments of Americas and Oceania.
 Compare the growth and role of cities in the Americas – Tenochtitlan, Cuzco, Cahokia,
 Analyze the differences and similarities of the demographics of the Americas and Oceania.
 Geographic and environmental characteristics of the American and Oceanic societies – isolation, etc. How did
these affect the societies there? Analyze the comparisons.
 Social structures/gender structures - Analyze the reasons for similarities of societies in the same regions but at
different times – Mesoamerica, Andes, etc.
 Compare the social structures of American societies to each other and other societies around the world including
Oceania –gender roles, class structure, roles, slavery,
 Cultural and intellectual developments -Compare the belief systems practiced and cultural patterns in the Americas
and Oceania with the other ones you have studied thus far
 Analyze the changes over time in Mesoamerican civilizations – how were Aztec sacrificial practices a
continuation and/or a change of/in traditional practices
 States function and structures – Compare military and political patterns in the Amerindian and Oceanic worlds:
Aztec, Inca vs. North American and Oceanic chiefly societies.
 Compare and contrast - Aztec Empire and Inca Empire (political, socially, religious, economically);
Understand the significance of the following in the history of the Americas: Toltecs, Mexica, Aztecs, Incas, Quetzalcóatl,
Pueblo, Navajo, Iroquois, Cahokia, Chimu, Inti, Tenochtitlan
Terms to understand: chinampa system, quipu, marae,
People to know: Bernal Díaz del Castillo, Pachacuti, Motecuzoma II,
Chapter 22

Interactions - Development and shifts in interregional trade, e.g. Trans-Saharan trade, Indian Ocean trade, Silk
routes, Atlantic trade routes, etc. What factors lead to increasing trade and interaction during these years and what
were the results of these interactions? Examine the role and growth of cities – Melaka. How does this compare to
trade in earlier periods?
 Impact of the nomadic migrations on Afro-Eurasia (e.g. Mongols, Turks, Vikings, and Arabs).
 Analyze the reasons for increased interactions among the societies of the eastern hemisphere – increased travel,
trade, and communication. Examine the routes taken by technologies.
 Compare Chinese and European exploration – their motives, expansion, and results. Why were Chinese
journeys stopped? Why did Portugal, and not other European nations, play such an important role in
exploration?
 Economic/technology – Analyze economic and technological factors in interactions around the world
 Demography/environment – Identify the impact of interactions on demography and the environment.
 Causes and consequences of plague pandemics in the fourteenth century; compare impact on Europe vs. Asia;
examine the routes followed by the bubonic plague; compare the role of disease throughout different periods in
history (bubonic plagues vs. smallpox epidemics).
 Social structures/gender structures – Examine the impact of interactions on social and gender structures.
 Cultural and intellectual developments – Analyze the impact of cultural diffusion on interactions.
 Compare Chinese and European cultural revivals – how different was humanism from other philosophies
around Europe and the world at the same time?
 Missionary outreach of major religions, routes followed and their impact on global integration.
 States function and structures – Compare Chinese & European political reinvigoration during this time.
Understand the significance of the following: Ming, Melaka, Ilkhanate of Persia, Bubonic plague, Hundred Years’ War,
Portugal, Renaissance, Reconquista, sharia, gadi
People to know: Ibn Battuta, Marco Polo, Rabban Sauma, Hongwu, Yongle, Zheng He, Prince Henrique,
Fernando of Aragon & Isabel of Castile
ERA III -
1450 - 1750 CE
UNIT 6 - 1450 – 1800 – Hemispheric Integration – Part V – Chapters 23 - 29
Chapter 23 – Age of Exploration
 Interactions - What factors led to the increased scale of global interactions after 1500 CE? Why didn’t it
happen earlier? What were the results of these interactions?
 Why didn’t powerful countries like China, India, and Japan take a concerted interest in exploring? Why
did Europe? Consider financial, societal, and geographical factors.
 Compare European exploration – goals, participants (people and nations), approaches and routes.
 Compare European interactions with different societies such as China, Amerindians, Philippines and
Indonesia? Why did some areas fall under European control while others remained trading partners?
 Compare the Columbian exchange to earlier trading systems including actors, items exchanged (spices,
slaves, metals), forms of exchange, positive and negative impacts, implications for other trade networks,
consequences, etc.
 Economic/technology – Analyze the role of economy and technology in the Age of Exploration.
 Compare European exploration – technological developments (lateen sails, sternpost rudder, magnetic
compass, navigational skills); also analyze the economic results.
 Demography/environment – Compare the biological results of European exploration
o Understand the Columbian Exchange - exchange of diseases (smallpox), animals, new crops, and
comparative population trends, especially in the Atlantic World. Compare the role of disease and of
demographic / biological change in this period with those of earlier periods.
 Social structures/gender structures – Understand the impact of explorations on social/gender structures.
 Compare and analyze the social (slavery) results of European exploration.
 Cultural and intellectual developments – Assess cultural and intellectual developments of the Age of
Exploration
 States function and structures – Examine the political significance and impact of the age of exploration.
o Compare European exploration – goals and geopolitical (Seven Years’ War, etc.) results
Understand the significance of the following in the Age of Exploration: Portugal, Spain, England, France, Italy,
India, Seven Years’ War, Melaka, Manila, Bombay, VOC, Philippines,
Terms to understand: reconquista, volta do mar, wind wheels, Columbian Exchange, Manila galleons
People to know: Dom Henrique / Henry of Portugal, Bartolomeu Dias, Christopher Columbus, James
Cook, Francis Drake, Ferdinand Magellan, Vasco da Gama, Balboa
Chapter 24 - Europe
 Interactions - Knowledge of major empires and other political units - Portugal, Spain, France, England
 Economic/technology - Territorial and commercial aspects of European empires
o Practice of capitalism/mercantilism – why was capitalism practiced during this time
 Demography/environment – role of demography and the environment in empires.
 Social structures/gender structures – knowledge of social systems in Europe
o Gender and empire at the elite level, alliances, (including role of women in households / politics)
 Cultural and intellectual developments - Changes in Christianity
o Protestant Reformation– what were the political and religious reason for this? Could the Reformation
have been successful earlier?
o Counter-Reformation – what were the results?
o Witch-hunts – what factors led to them, what were the results?
o Religious wars – what were the impact of these and where were they felt the most? Why?
 Cultural and intellectual developments
o Role of Arab thought in the Scientific Revolution and the Enlightenment
o Comparative global causes and impacts of cultural change (printing press)
 States function and structures – Restructuring of Europe
o Growth of central monarchies in the west – some constitutional vs. absolute and long-term influence;
Why was the Holy Roman Empire not successful in centralizing power? Why were empires formed in
the East (China, India and Islamic lands), but not in Europe?
o Characteristics of European absolutism and the notion of the “balance of power.”
o Why did Europe divide into a collection of sovereign states and not attain the level of empires that
occurred in China, India, and the Islamic lands? What were the consequences of this?
 Understand the significance of the following in European history: Ninety-Five Theses, English Reformation,
Spanish Inquisition, Council of Trent, Society of Jesus, Holy Roman Empire, Spanish Armada, Versailles,
Seven Years’ War, Thirty Years’ War, Peace of Westphalia, Scientific Revolution,
 Terms to understand: indulgences, Protestant, witch-hunting, Ptolemaic, capitalism, absolutism,
balance of power, Enlightenment,
 People to know: Martin Luther, John Calvin, Philip II, Charles V, Elizabeth I, Henry VIII, Louis
XIV, Adam Smith, Galileo Galilei, Nicolaus Copernicus, Isaac Newton, Baron de Montesquieu
Chapter 25 – Americas and Oceania
 Interactions - Knowledge of major empires - Portugal, Netherlands, Spain, France, England - Territorial
aspects of the above, including differences in motivations, approaches to exploration and colonization.
 Examine the exploration of the Americas by the French, Dutch, and English. How and why was their
approach different from that of the Spanish and Portuguese?
 Relationship between Europeans and indigenous peoples in the Americas and Oceania.
o Compare the exploration and colonization of Australia / Oceania and the Americas. Explain the
success of the Europeans.
o Change in global interactions (including Oceania), trade (slaves, fur, tobacco), and technology. How did
trade in the Americas fit into the larger trading world of the Europeans?
 Economic/technology – Commercial aspects of the various empires and territories (trade especially)
o What were the economic implications of trade in the Americas.
o Coercive labor systems: slave trade, slavery, slave plantation systems, indentured servants, encomienda,
and other coercive labor systems in the Americas
 Demography/environment - Demographic and environmental changes in the Americas and Oceania:
diseases (smallpox), animals, new crops, new ethnicities, and comparative population trends
 Social structures/gender structures - Social structures in the major empires and colonies.
o What were the social implications of trade in the Americas.
o Compare social structures in North, Central and South America and explain the differences.
o Compare the hacienda, encomienda and repartimiento systems. Did any native traditions remain?
o Gender structures at the empire at the elite level, in alliances, including the role of women in
households and in politics, compare among the regions
 Cultural and intellectual developments – in the Americas/Oceania including artistic and cultural exchanges
 Changes in Religions – i.e. syncretic Christianity and its impact on local beliefs
 States function and structures – Know major political units - Portugal, Netherlands, Spain, France, England
Understand the significance of the following in the Age of Exploration: Santo Domingo, Lima, Mexico City,
Treaty of Tordesillas, Spain, Portugal, Brazil, French, Dutch, English, New York, Jamestown, Quebec,
Australia, Botany Bay
Terms to understand: conquistadores, mestizo, mulattoes, zambos, encomienda, encomenderos, peninsulares, Criollos,
Audiencias, hacienda, repartimiento, viceroys, métis, indentured servants,
People to know: Aztecs, Inca, Tainos, Christopher Columbus, Motecuzoma II, Hernán Cortés, Dona
Marina, Francisco Pizarro, Atahualpa, Pedro Alvares Cabral, James Cook, Ferdinand Magellan
Chapter 26 - Africa
 Interactions - Global trading networks – influence on Sub-Saharan Africa – Europeans on West Africa,
impact on trans-Saharan trade routes and port cities and coastal kingdoms.
 Change in global interactions, trade (slaves, firearms, sugar) and technology
 Knowledge of territorial aspects of major African empires and states and European colonies in Africa
 Economic/technology – Trade, commercial and technological exchanges in African states
 Comparative knowledge of slave systems / slave trade – Middle Passage, triangular trade, abolition, etc.
 Compare regional differences and differences with preexisting African and Islamic slavery (transSaharan roots), What differences existed in the regions?
 Demography/environment – Exchange of diseases, animals, new crops (manioc and sugar) and
comparative population trends (especially with the slave trade and resulting African Diaspora)
 Social structures/gender structures – creation of African- American society.
 Roles of women in Africa – political, socially, economically, etc.
 What were the social and gender implications of slavery in the western hemisphere?
 What were the social influences of the slave trade on African societies?
 Understand gender roles in empires at the elite level, in alliances, (including role of women in
households/politics).
 Cultural and intellectual developments - Compare the creation of African-American culture to other
examples of cultural melding. What parts of African culture remained, what parts changed?
 Mixing of cultures – African, European and American; compare with those in other regions
 Changes in belief systems – syncretic religions especially Christianity and Islam in Africa; impact on
sub-Saharan African beliefs and Sub-Saharan African beliefs on Christianity and Islam.
 How did enlightenment ideas of “life, liberty, and the pursuit of happiness” coexist with slavery?
 What factors led to the rise and abolition of the slave trade?
 States function and structures –
 Knowledge of major African empires and states (Kongo, Benin, Oyo, or Songhay, etc.)
 Examine the nature of African political development in Songhay, Swahili city-states and Kongo and
impact of Portugal on east and south Africa.
 What were the political influences of the slave trade on African societies?
Understand the significance of the following in African history: Songhay, Gao, Swahili city-states, Kongo,
Asante, Dahomey, Oyo, Portugal, Dutch, English, Spanish, French, Denmark, Angola/ Ndongo, Mozambique,
Cape Town, Khoikhoi, Timbuktu, Fulani, Saint-Domingue, Triangular trade
Terms to understand: manioc, vodou, santeria, candomblé, maroon, Middle passage, diaspora
People to know: Sunni Ali, King Nzinga/Afonso I, Queen Nzinga, Dona Beatriz,
Chapter 27 – East Asia
 Interactions – Territorial aspects of the Chinese and Japanese empires
o China’s influence on Asia
o Japan’s decision to close itself
o Trade’s influence on East Asia
o Impact of European contacts
 Economic/technology – economic and technological developments in China and Japan
o Commercial aspects of China and Japan
 Demography/environment - comparative population trends and birth control practices
o Impact of population growth on environment, especially rise in cities
 Social structures/gender structures – compare to the social and gender roles in other societies
o Role of women in households and politics in China (footbinding) and Japan (rise of ‘floating world’).
o Compare social systems in Japan and China. What accounts for the differences and similarities?
 Cultural and intellectual developments  Arts (‘floating world’), literature (popular novels) and transformations, including cultural influences
(China on Japan, China on Manchus, etc.)
 Changes and continuities in Confucianism - Neoconfucianism, ‘son of heaven,’ “Eight-legged essays,”
 States function and structures – knowledge of political units – Ming China, Qing China, Tokugawa Japan
 Why was China so powerful?
 Political and educational traditions – e.g. China’s civil service examination system, etc.
Understand the significance of the following in East Asian history: Jesuits, China, Yuan, Ming, Beijing,
Manchus, Qing, Confucian, Neoconfucianism,
Terms to understand: “son of heaven,” Forbidden City, daimyo, Bakufu, “native learning,”
Ukiyo/“floating worlds,” Kabuki, Bunraku,
People to know: Matteo Ricci, Hongwu, Yongle, Wanli, Kangxi, Qianlong, Zheng He, Tokugawa
Ieyasu, Francis Xavier
Chapter 28 – Islamic Gunpowder Empires
 Interactions – trade and other exchanges among the Ottoman, Mughal and Safavid Empires
o Motives for expansion and full territorial reach
 Economic/technology – economic and technological developments, including decline
o Know commercial aspects (including agriculture and trade) of Ottoman, Mughal and Safavid Empires
 Demography/environment – demographic increases and impact on environment, as well as agriculture
o Growth and role of cities – Istanbul and Isfahan
 Social structures/gender structures o Social organization of the empires – role of Islam on the society, role of steppe culture on societies.
o Gender in the empire at the elite level, in alliances, and the role of women in households and in politics
- Institution of the harem, influence of harem politics
 Cultural and intellectual developments - Comparative global causes and impacts of cultural change
o Changes and continuities in religions – Islam (Twelver Shiism) and Hinduism (Sikhism),
o Turkish/steppe influence on Islamic culture, role of cities, changes in arts (e.g., Mughal),
 States function and structures – Knowledge of Ottoman, Mughal, and Safavid empires
o Explain reasons for their military prowess (conquest of Constantinople, Siege of Vienna)
o Analyze factors leading to the decline and reasons for collapse
Understand the significance of the following: Mughals, Taj Mahal, Goa, Ottoman, Safavid, Isfahan
Terms to understand: ghazi, Janissaries, devshirme, jizya, dhimmi, millet, harem, Twelver Shiism, Sikhism
People to know: Babur, Akbar, Shah Jahan, Aurangzeb, Osman Bey, Mehmed II, Selim the Grim,
Suleyman the Magnificent, Hurrem Sultana, Murad IV, Shah Ismail, Safi al-Din, Shah Abbas
Chapter 29 - Russia
 Interactions
o Westernization of Russia
o Interactions with central Asians - conquest of Siberia and indigenous response
o Involvement in global trade – furs, increase in trade
 Economic/technology - Russian industrialization and commerce
o Comparative global causes and impacts of economic change – Russia vs. Ottomans,
 Demography/environment  Social structures/gender structures o Russian gender and social roles - including role of women in households / politics, and role of
peasants/serfs
o Impact of serfdom on Russian society
 Cultural and intellectual developments – Russian art and culture and exchanges with other cultures
o Comparative global causes and impacts of cultural change – Russia vs. Ottomans,
o Changes and continuities in religions – Russian Orthodox Church vs. Old Beliefs
o Western European influence on Russia and ways in which Russia resisted European influence
o Nature of Russian identity throughout this time (changes and continuities)
o Role of Intelligentsia and St. Petersburg in Russian culture
 States function and structures – political organization of Russia
o Role of Romanovs and Poland in the Russian Empire
Understand the significance of the following in Russian history: Kiev, Mongols, Moscow, Byzantium, St.
Petersburg, Poland, Pugachev’s rebellion, Georgia, Siberia,
Terms to understand: boyars, oprichniki, “time of troubles,” westernization, enlightened despot, serfdom,
People to know: Ivan III, Cossacks, Ivan IV, Mikhail Romanov, Peter the Great, Catherine the Great
ERA IV -
1750 - 1914 CE
UNIT 7– 1750-1914 – Industrial/Revolutions/Nationalism/Imperialism – Part VI – Chapters 30-34
Chapter 30
 Interactions -Impact of changing European ideologies on colonial administrations
 Economic/technology – role in revolutions and nationalist movements
 Demography/environment – role on revolution & other movements
 Social structures/gender structures - changes in social and gender structure – e.g. abolition of slavery, emancipation
of servants/slaves, role of women in revolutions and other movements
o Women’s emancipation movements – causes, events, protagonists, and outcomes
 Cultural and intellectual developments – role in causing movements and as a consequence of them
o Impact of cultural and artistic interactions among societies in different parts of the world
 States function and structures – Nationalism and the formation of nations and Nation States (Germany and Italy) –
causes, events, protagonists, & outcomes
o American, French, & Haitian (Saint-Dominique) Revolutions – causes, events, leaders, and effects
o American (including Latin) Independence Movements – causes, events, protagonists, and outcomes
o Rise of democracy and its limitations: reform movements women’s rights movements; racism
Understand the significance of the following: Jacobins, Directory, Waterloo, Congress of Vienna, Seven Years’ War
Terms to understand: Civil Code, Popular sovereignty, The Social Contract, Ancien régime, Gens de couleur, Zionism
People to know: Olympe de Gouges, John Locke, Voltaire, Jean-Jacques Rousseau, George Washington, Louis
XVI, Maximilien Robespierre, Napoleon Bonaparte, Francois-Dominique Toussaint, Louverture, Miguel de
Hidalgo, Augustín de Iturbide, Simón Bolívar, Bernardo O’Higgins, José de San Martín, Pedro I, Mary
Wollstonecraft, Elizabeth Cady Stanton, Guiseppe Mazzini, Theodor Herzl, Prince Klemens von Metternich,
Count Camillo di Cavour, Giuseppe Garibaldi, Otto von Bismarck,
Chapter 31 – Industrial Revolution

Interactions - Changes in global commerce and communications due to the Industrial Revolution
o Rise of Western economic dominance - patterns of expansion and different cultural
 Economic/technology - Compare the causes and early phases of the industrial revolution in western Europe, Russia,
North America and Japan – include impact on nationalism, colonization, social impact, and reasons why other
societies were left behind
o Changes in communications and technology due to the Industrial Revolution –including commercial
developments, transformative effects on / differential timing in different societies and commonalities
o Understand the mutual relation of industrial and scientific developments;
o Analyze the rise of Western economic dominance
o Economic dislocation caused by the industrial revolution and the role of Marxist thought,
 Demography/environment - Changes - migrations, rise of cities/urbanization, population explosion/new birthrate
patterns; food supply
 Social structures/gender structures - Changes in social and gender structure – social dislocation caused by the
industrial revolution, role of Marxist thought, impact on family structure
o Industrial Revolution: tension between work patterns and ideas about gender / women’s emancipation
o Compare the roles and conditions of women in the upper/middle classes with peasantry/working class in
Western Europe; also the changes in family structures before and after Industrialization.
 Cultural and intellectual developments – Impact of industrialization on art and culture
o Cultural reactions to western dominance including the rise of philosophies like Social Darwinism and Utopianism
 States function and structures – role of states in promoting or hindering industrialization
o Rise of political philosophies like Marxism
o Political reactions to the rise of western economic dominance
Understand the significance of the following in the age of Industrialization: Calico Acts, Crompton’s “mule”, Rocket,
Bessemer converter, Crystal Palace Exhibit, Manifesto of the Communist Party,
Terms to understand: coke, Flying shuttle, Power loom, Putting-out system, Luddites, Assembly line, Cotton gin, zaibatsu,
People to know: Samuel Crompton, John Kay, Edmund Cartwright, James Watt, George Stephenson, Henry Bessemer,
Josiah Wedgwood, Henry Ford, Eli Whitney, John D. Rockefeller, Charles Fourier, Robert Owen, Karl Marx, Friedrich
Engels
Chapter 32 - Americas
 Interactions - Compare forms of intervention in Latin America – US role in Mexico, foreign investments,
global trade, improved communications, etc.
 Impact of interactions among US, Canada and Latin America – trade, conflict, cooperation, etc.
 Rise of Western dominance in Latin America - patterns of expansion; imperialism and colonialism and
the different cultural and political reactions (reform; resistance; rebellion; racism; nationalism)
 Economic/technology – changes in developments across the Americas – increased industrialization,
foreign investment, Western dominance, new inventions, and commercial developments.
o Compare the economic development of the various nations of the Americas in the 19th C. Why did
some end up better off than others?
 Demography/environment – across the Americas –end of the Atlantic slave trade, new birthrate patterns;
expansion, expansion, changes in food supply
o Migrations from all over and within the Americas – reactions to and impact of
 Social structures/gender structures o Changes across the Americas: institution of slavery and its abolition, emancipation of serfs/slaves; and
tension over the treatment of indigenous peoples
o Changes in women’s roles across the Americas (US, Canada, Latin America)- Women’s emancipation
movements, and men’s reactions
o Continuities in social and gender roles
 Cultural and intellectual developments – across the Americas
o Rise of Western artistic and cultural dominance
 States function and structures – Compare the political development of the Americas in the 19th C and
impact on indigenous populations and find reason behind the similarities and differences
o New political ideas - Revolutions (Mexico), US Civil War, creation of nations – Canada, Latin America,
o Why did the US end up in a Civil War while other new nations did not?
o Rise of democracy and its limitations: reform; women; racism
Understand the significance of the following: Manifest destiny, Louisiana Purchase, Trail of Tears, Cherokee,
Little Big Horn, Wounded Knee, Ghost Dance movement, Mexican-American War, Treaty of Guadalupe
Hidalgo, Emancipation Proclamation, War of 1812, Gran Colombia, Caudillos, La Reforma, California Gold
Rush, Reconstruction, Seneca Falls Convention, Métis, Northwest Rebellion,
Terms to understand: gauchos, machismo, golondrina,
People to know: Emiliano Zapata, Abraham Lincoln, John A. Macdonald, Simón Bolívar, Juan Manuel
de Rosas, Antonio López de Santa Ana, Benito Juárez, Porfirio Díaz, Francisco Villa, Louis Riel,
Chapter 33 – Ottoman, Russian, Chinese and Japanese Empires
 Interactions - Compare reaction to foreign influence/domination in: the Ottoman Empire, Russia, China,
and Japan include protests, resistance, efforts at reform, nationalism and reasons for varying success;
 Why were all of these empires having difficulty with western states at this point in time?
 Rise of Western dominance -patterns of expansion, imperialism and colonialism and the
different - impact of changing European ideologies on colonial administrations
 Economic/technology – changes in commerce, communications and technology, including industrialization
in Japan, Russian, the Ottoman Empire and China and success at modernization efforts, compare to
western industrialization
o Compare problems for Russia, Japan, China and the Ottoman Empire – declining revenue,
market losses, insufficient infrastructure, challenges of industrialization, increasing Western
dominance
 Demography/environment – including common problems for Russia, Japan, China and the
Ottoman Empire: population pressures, falling agricultural productivity, famine, and environmental
degradation
 Social structures/gender structures - Changes in social and gender structures in these empires – include
reactions to Industrial Revolution; emancipation of serfs and adopting of Western attitudes and styles
o Compare reactions to foreign influence/domination in: the Ottoman Empire, Russia China
(Taiping Rebellion), and Japan; include protests, but also assimilation
 Cultural and intellectual developments – in the Russia, Ottoman, Chinese and Japanese empires including
new cultural attitudes and artistic styles in response to or despite Western dominance
 States function and structures – Common problems for Russia, Japan, China and the Ottoman Empire:
corrupt bureaucracies, rise of Western dominance, efforts at reform and responses to losses in war;
o Compare the rise of nationalisms, nation-states, and the overlaps between nations and empires,
especially in Japan, and Russia
o Compare the decline in the Ottoman and Chinese empires
o Analyze the rise of democracy and its limitations in these empires, include: new political ideas
and comparative movements of political reform including protest and women’s movements in
China, Russia, Japan, and the Ottoman Empire
Understand the significance of the following: Young Ottomans, Young Turks, Crimean War, Russo-Japanese
War, 1905 Bloody Sunday, Revolution of 1905, Qing Dynasty, Boxer Rebellion, Taiping Rebellion, Opium
War, Treaty of Nanjing, Self-Strengthening Movement, Society of Righteous and Harmonious Fists, Tokugawa
Bakufu, Meiji Restoration,
Terms to understand: capitulations, "spheres of influence" tanzimat, zemstvos, intelligentsia, Duma,
People to know: Muhammad Ali, Mahmud II, Abd al-Hamid II, Selim III, Alexander II, Sergei Witte, Nicholas
II, Cixi, Kang Youwei, Hong Xiuquan, Mutsuhito,
Chapter 34
 Interactions – Rise of Western dominance – imperialism and colonialism – patterns of expansion
 Understand the various motives for imperialism: civilizing, economic, missionary, racist
 How were the goals of the European imperialists different from the goals of the US and Japanese?
 Compare forms of western (European, American & Japanese) intervention in Asia, Oceania & in Africa
 Were there any fundamental differences that would influence later history (include comparisons to
earlier conquest of the Americas – especially with the expansion into the Pacific Ocean)?
 Compare imperialism in Asia, Africa & Oceania? What are the reasons for the differences/similarities?
 Compare reaction to foreign domination/imperialism – reform, resistance, rebellion, nationalism and
racism in: India (Sepoy uprising), South East Asia (Filipino rebellion) and Africa (Maji Maji)
 How can it be said that imperialism ensured anti-colonialism?
 Economic/technology – changes in commerce, communications and technology related to imperialism
(Suez Canal)
o Role of technology, economic ideologies and economic motives in imperialism;
o Rise of Western economic and commercial dominance and ideas such as free market
 Demography/environment – demographics and environmental impact of imperialism – migrations,
deforestation, changes in crops and food supply, attitudes towards conservation,
 Social structures/gender structures – Racist and other social goals as motivation for imperialism
o Imperialist changes in social and gender structures – racism, formation of new social classes, access to
education, attitudes towards women’s roles – both Western and “native” as well as elite to common.
 Cultural and intellectual developments – impact of imperialism on Western and indigenous art and culture
o Religious and missionary motives for imperialism as well as civilizing ones
 States function and structures – new political ideas – political motives for imperialism
 Impact of changing European political ideologies on colonial administrations
Understand the roles of the following in Imperialism: Suez Canal, White man’s burden, Opium War,
Omdurman, Mughal, Sepoy uprising, Cawnport massacre, Great Game, Berlin Conference, Indochina, Siam,
Treaty of Waitangi, Maji Maji rebellion, Monroe Doctrine, Spanish-American War, Panama, Sino-Japanese
War, Russo-Japanese War, Ceylon, Indian National Congress, New South Wales,
Terms to understand: imperialism, settler colonies, terra nullius, Social Darwinism, indentured labor,
People to know: Cecil Rhodes, Rudyard Kipling, Queen Victoria, Thomas Raffles, David Livingstone, Boers,
Henry Stanley, Richard Burton, John Speke, King Leopold II, Ram Mohan Roy, Muhammad Ali, Captain
James Cook, Queen Lili’uokalani, Emilio Aguinaldo, Theodore Roosevelt, Count Joseph Arthur de Gobineau,
Herbert Spencer
ERA V -
1914 CE - present
UNIT 8 - 1914 – 1960ish – Conflicts and Revolutions – Part VI – Chapters 35 - 38
Chapter 35 - WWI
 Interactions - effects of WWI on areas outside of Europe – East Asia, Pacific, Africa and Southwest Asia
 Changes in warfare: total war, home front, role of colonies
 Global consequences of WWI - globalization of diplomacy and conflict; global balance of power;
reduction of European influence; and the formation of the League of Nations, etc.
 Economic/technology – role of economics and technology in WWI, including rapid industrialization
o Impact of WWI and the Russian Revolution on the economy
 Demography/environment – impact of WWI and the Russian revolution on demography and the
environment: migrations; changes in birthrates and death rates
 Social structures/gender structures – impact of WWI and the Russian Revolution on social structures:
social reform, social revolution, changing family structures);
o Changing gender roles because of WWI and the Russian revolution
 Cultural and intellectual developments – Impact of WWI and the Russian Revolution on art and culture
 States function and structures – Causes of WWI - nationalism, militarism, technology, alliance system, etc.
o Major battles (Somme, Verdun, Gallipoli, Marne) and their significance,
o Political transformations in warfare: propaganda, government repression and resulting from the war
o Impact on soldiers, civilians, governments, colonies, victors and losers
o New forces of revolution and other sources of political innovations - Russian socialist revolution
Understand the roles of the following: Germany, Austria-Hungary, Italy, England, France, Russia, United
States, Japan, Ottoman Empire, Turkey, Togoland, Triple Alliance, Triple Entente, Central Powers, Black
Hand,
Terms to understand: Fourteen Points, October Revolution, Treaty of Brest Litovsk, Treaty of Versailles, selfdetermination, pan-Slavism, dreadnoughts, “place in the sun”, No-man’s-land, Twenty-one Demands, February
Revolution, October Revolution, Bolsheviks, Lusitania, Great Easter Rebellion, League of Nations, FrancoPrussian War, propaganda, draft, bedouin, mandate
People to know: Alfred von Schlieffen, Woodrow Wilson, Lenin, Francis Ferdinand, Gavrilo Princip, Nicholas
II, Mustapha Kemal, Ibn Ali Hussain, T. E. Lawrence
Chapter 36
 Interactions – Impact of WWI on world – development of international organizations and their impact on
the global framework – increasing reduction of European influence, role of League of Nation, new balance
of power
o Continuing impact of WWI on Africa, Middle East and Asia – change of lands and power;
o Examine the effects of Colonialism and Neo-Colonialism in Africa and Latin America
 Economic/technology – Analyze the impact of the Great Depression – causes, responses and implications,
rise of communism and socialism, effects on US, Europe, Asia, Africa and Latin America
o New scientific developments in psychology, physics, and photography
 Demography/environment – Impact of WWI, the Great Depression, formation of Soviet Russia etc. on
the environment and demography: migrations, changes in birthrates and death rates; new forms of
urbanization and industrialization, etc.
 Social structures/gender structures - changing gender roles: family structures and the rise of feminism;
o Changing social structures - peasant protest; international Marxism, Africa’s new elite
o Growing influence of socialist thought on gender and social structures
 Cultural and intellectual developments – impact of WWI on cultures, including those outside of Europe –
expressionists, cubists, Dadaists, surrealists, new literature
 States function and structures – Political transformations resulting from the wars, including areas outside of
Europe – and new expectations (especially for colonies in Africa, Middle East and Asia)
o New patterns of nationalism like totalitarianism and fascism in Italy, Germany, Soviet Russia, China,
and Japan; independence movements in India, and Africa; authoritarian regimes in Latin America:
Mexico, Peru, Brazil, and Nicaragua
Understand the roles of the following in the Interwar Years: Weimar Republic, National Socialist German
Workers’ Party, Chinese Communist Party, Guomindang, APRA, United Fruit Company, nationalism
Terms to understand: Lost Generation, psychoanalysis, International style, Black Thursday, Great Depression,
economic nationalism, New Deal, New Economic Policy, Russian Civil War, Five-Year Plans, collectivization,
fascism, Kristallnacht, anti-Semitism, Nuremberg Laws, May Fourth Movement, Long March, India Act,
Satyagraha, Mukden incident, Pan-Africanism, Africa for Africans, “Dollar Diplomacy”, “Good Neighbor
Policy”, neocolonialism
People to know:
Edgar Degas, Pablo Picasso, Walter Gropius, Paul Gauguin, Albert Einstein, Sigmund
Freud, John Maynard Keynes, Franklin Delano Roosevelt, V.I. Lenin , Joseph Stalin, Benito Mussolini, Adolf
Hitler, Paul von Hindenburg, Mao Zedong, Jiang Jieshi, Sun Yat-sen, Muhammad Ali Jinnah, Mohandas
Gandhi, Jomo Kenyatta, Marcus Garvey, José Carlos Mariátegui, Victor Raúl Haya de la Torre, Diego Rivera,
Getúlio Dornelles Vargas, Augusto César Sandino, Anastacio Somoza, Lázaro Cárdenas
Chapter 37 - WWII
 Interactions - Examine the role played by the international organizations (League of Nations, United
Nations, NATO, etc), and their impact on the global framework: globalization of diplomacy and conflict;
global balance of power; reduction of European influence; etc.)
o WWII - Causes of; differences in causes in Europe vs. Asia; major battles of (Pearl Harbor, Battle of
Britain, Normandy invasion, Stalingrad, Midway, Battle of Okinawa, Iwo Jima, Hiroshima and
Nagasaki)
o Compare the consequences of WWII on Europe, Americas, Asia, and Africa
o How did the Cold War come about?
 Economic/technology – role of WWII on the economy and technology - nuclear weaponry
o Compare high tech warfare with guerrilla warfare
 Demography/environment – demographic and environmental impact of WWII - Holocaust
o Demographic changes - migrations; changes in birthrates and death rates
 Social structures/gender structures – social impact of WWII such as labor camps, Holocaust, racism, etc.
o Impact of WWII on women: role in industrial production, in USSR & as comfort women in East Asia.
 Cultural and intellectual developments -Cultural transformations resulting from the wars, racism,
 States function and structures – political transformations resulting from the wars: new patterns of
nationalism, alliances, resistance movements, settlements, genocide (Holocaust) and their impact
Understand the roles of the following in WWII: Germany, Austria, Italy, England, France, USSR, Spain, United
States, Japan, Manchuria, Manchukuo, Ethiopia, Czechoslovakia, Poland, Tripartite Pact, Spanish Civil War,
Munich Conference, Warsaw Pact, Wannsee Conference, Auschwitz, Nazi-Soviet Pact, Operation Barbarossa,
Yalta Conference, Mukden incident, Hiroshima, United Nations, Guomindang, NATO, COMECON, Marshall
Plan, Truman Doctrine,
Terms to understand: Rape of Nanjing, Greater East Asia Co-Prosperity Sphere, Asia for Asians, kamikaze
pilots, blitzkrieg, Anschluss, Vichy government, appeasement, cash-and-carry, comfort women, WAVES,
People to know: Jiang Jieshi, Mao Zedong, Adolf Hitler, Francisco Franco, Neville Chamberlain, Franklin
Roosevelt, Harry Truman, Joseph Stalin, Winston Churchill, Benito Mussolini
Chapter 38
 Interactions - The Cold War – causes of, major events in (Afghanistan, Cuba, Korea, Vietnam, Hungary,
etc), impact of, consequences of, etc.
o Role of international organizations and their impact on the global framework - globalization of diplomacy
and conflict (United Nations, NATO, the Non-Aligned Nations, etc.); global balance of power;
reduction of European influence; rise of US influence, etc.
o Compare the impact of the cold war on different nations – Korea, Cuba, Vietnam, etc.
o What was the goal of the non-aligned movement?
 Economic/technology - Globalization of technology – space race, proliferation of nuclear weaponry, etc
and the rise of consumerism
o How were capitalism and communism of the Cold War “reformed”?
 Demography/environment - Demographic and environmental changes related to the Cold War migrations; changes in birthrates and death rates; new forms of urbanization; nuclear contamination;
deforestation; green/environmental movements;
 Social structures/gender structures - Social reforms and social revolutions - rise of feminism and changing
gender roles; the questioning of the traditional order and change in family structures (Western and
communist); civil rights movement and the rise of black nationalism; role of peasant protest;
o Pick two revolutions (Chinese, Cuban) and compare their effects on the roles of women
 Cultural and intellectual developments - Globalization of science, art and culture
o Cultural transformations resulting from the Cold War - art for political purposes – communist
propaganda art
 States function and structures – New patterns of nationalism in the Cold War: decolonization; racism,
genocide; new nationalisms, changes in socialism/communism
o What were the differences in ideology between the US and the USSR?
o Analyze the notion of “the West” and “the East” in the context of Cold War ideology?
o What were the goals of international Marxism?
o Political transformations resulting from the Cold War – impact on domestic policies and practices
o Compare the different types of independence struggles
o Patterns of resistance including religious responses
o New forces of revolution and other sources of political innovations – civil rights movement
o Compare two revolutions (Chinese, Cuban) including to earlier revolutions
Understand the roles of the following in the Cold War: USSR, United States, Czechoslovakia, Romania, East
Germany, The German Democratic Republic, Yugoslavia, Poland, Baltic states, North Atlantic Treaty
Organization (NATO), Warsaw Treaty Organization, North Korea, Cuba, Afghanistan, North Vietnam, Bay of
Pigs, Berlin Wall, European Economic Community,
Terms to understand: nonalignment movement, capitalism, communism, superpowers, Cuban missile crisis,
Back to Africa, containment, Brezhnev Doctrine, Soviet bloc, Prague Spring, Velvet revolution, Solidarity,
Strategic Arms Limitations Talks, perestroika, glasnost, Korean War, revisionists, Paris Peace Accords of 1973,
Brown v. Board of Education, Taliban
People to know: Betty Friedan, Marcus Garvey, Simone de Beauvoir, Erich Honecker, Nicolae Ceauescu, Imre
Nagy, Nikita Khrushchev, Mikhail Gorbachev, Boris Yeltsin, Vladimir Putin, Charles de Gaulle, Alexander
Dubcek, Richard Nixon, Ho Chi Minh, Joseph McCarthy, John Kennedy, Muhammad Najibullah
UNIT 9 - 1960 – present – Globalization – Part VII – Chapters 39 and 40
Chapter 39
 Interactions – Compare the patterns and results of decolonization in Africa and Asia; compare the colonial
independence movement and different types of independence struggles with those that occurred earlier.
 Economic/technology - Compare legacies of colonialism and patterns of economic development in various
areas (Africa and Latin America – Mexico and Argentina)
 Different proposals (or models) for third world development and the social and political consequences
 Economic alliances – cartels, trade pacts and regional trading alliances, exploding alliances,
 Technological changes and their impact on societies and governments
 Demography/environment – demographic and environmental impacts from this period, including: rising
populations, new forms of birth control, green revolution, increasing environmental degradation, etc.
 Social structures/gender structures - Social reform and social revolutions in the post-Cold War world changing gender roles and family structures; rise of feminism; peasant protests; apartheid
 Cultural and intellectual developments – changing cultural and intellectual developments during this time
 States function and structures –
o New patterns of nationalism - decolonization; racism (apartheid); genocide (Cambodia, Rwanda, or
Kosovo); new nationalisms, including the breakup of the Soviet Union, rise of Israel, etc.
o Understand the challenges of nationalism in former imperial colonies, especially Africa
o Compare nationalist ideologies and movements in contrasting European and colonial environments
o Compare new forces of revolution and other sources of political innovations – international Marxism,
democracy movements, religious fundamentalism
Understand the roles of the following during this time period: USSR, United States, CIA, Kenya, Mau Mau,
Ghana, Egypt, India, Iran, Iraq, Argentina, Zaire, Israel, Palestine, Pakistan, North Vietnam, South Africa,
France, Germany, Russia, Italy, Great Britain, Algeria, Mexico, Argentina, Zaire, Nicaragua, China,
Organization of African Unity, African National Congress, Sharpeville massacre, Great Calcutta Killing, Yom
Kippur attack, Balfour Declaration, Suez Canal crisis, Iran-Iraq War, Gulf War, Institutional Revolutionary
Party,
Terms to understand: apartheid, Islamism, Great Leap Forward, Great Proletarian Cultural Revolution,
Tiananmen Square, Vietnamization, Paris Peace Accords, Descamisados
People to know: Jomo Kenyatta, Kwame Nkrumah, Nelson Mandela, F. W. de Klerk, Patrice Lumumba,
Laurent Kabila, Anwar Sadat, Mohandas Gandhi, Indira Gandhi, Jawaharlal Nehru, Ayatollah Khomeini, Shah
Mohammed Reza Pahlavi, Mobotu Sese Seko, Yitzhak Rabin, Yasser Arafat, Muhammad Ali Jinnah, Gamal
Abdel Nasser, Saddam Hussein, Mao Zedong, Deng Xiaoping, Ho Chi Minh, Ngo Dinh Diem, Richard Nixon,
Lyndon Johnson, Lázaro Cárdenas, Cuauhtemoc Cárdenas, Juan Perón, Eva Perón, Somoza
Chapter 40
 Interactions - Growth of international organizations (United Nations, NGOs, etc), their growth, and their
impact on the global framework (globalization of diplomacy and conflict, human rights, etc.), global balance
of power; and the reduction of European influence, increase in that of the US, and the rise of competing
influences
o New role for non-state actors (e.g. terrorists) and their ability to use other means of combat – guerrilla
warfare and terrorist attacks
 Economic/technology - Legacies of colonialism and patterns of economic development in various areas
(Africa, Asia – Four Tigers, and Latin America – Mexico and Argentina)
o Different proposals (or models) for third world economic development and the consequences
o Globalization of technology and commerce – new organizations (WTO), cartels (OPEC), new trading
blocs (ASEAN), new multinational corporations and other actors (anti-globalization forces)
o Major global economic developments – new technology; impact of the Pacific Rim nations;
 Demography/environment - Demographic and environmental changes: migrations (external, internal and
tourism) implications of their mass movements; changes in birthrates and death rates (explosive population
growth and new population control methods); new epidemics (AIDS), means and challenges in controlling
epidemics, new forms of urbanization; deforestation; and green/environmental movements.
 Social structures/gender structures - Social challenges from inequalities, new models of economic
development, forced labor, and human trafficking
o Changing gender roles – improved conditions and expanded opportunities for women; challenges in
certain societies; changes in family structures and gender relations; rise of feminism; dowry deaths,)
 Cultural and intellectual developments - Globalization of science and culture: Developments in global
cultures and regional reactions, including science and consumer culture
o Interactions between elite and popular culture and art: Artistic Modernism; internationalization of
popular culture
o Patterns of resistance including religious responses
o Compare the impacts of Western consumer society on two civilizations outside of Europe
o Agents of cultural integration: television, computers and Internet; and their impact on society and
politics – Americanization or McDonaldization
 States function and structures – role of states in sponsoring terrorism
o Political consequences of new models of economic development
Understand the roles of the following during this time period: USSR, India, Myanmar, Afghanistan, Pakistan,
China, US, South Korea, Hong Kong, Singapore, Taiwan, Japan
Terms to understand: One-child family rule, McDonaldization, Mujahideen, Warsaw Pact, United Nations,
World Trade Organization / WTO, Organization of Petroleum Exporting Countries / OPEC, ASEAN, the
European Union / EU, NGO, General Agreement on Tariffs and Trade (GATT), North American Free Trade
Agreement (NAFTA), Americanization, Al Qaeda, Biodiversity, Global warming, Red Cross, Greenpeace,
“little tigers”, Asian economic crisis
People to Know: Mikhail Gorbachev, Indira Gandhi, Chandrika Bandaranaike Kumaratunga, Daw Aung San
Suu Kyi, Osama bin Laden, Mao Zedong, Benazir Bhuto, Rachel Carson,