AP World History Syllabus OVERVIEW: Advanced Placement World History will begin with a study of prehistory and ancient history, though the primary focus will mainly center on global developments since 600 C. E. Because so much history must be covered in 32 weeks - social, economic, and cultural trends and political issues to the present - interrelationships and exchanges among various civilizations will be emphasized and the pace must be sustained throughout the entire time period. Though North America and Europe are important to our curriculum, the emphasis will be on Asia, Africa, Latin America and Pacific civilizations. There will also be an on-going political issues element, especially during the second semester of this course. This is mandated, as it will meet the graduation requirements for completion of social sciences. AP Central and professors from various colleges and universities prescribe the foundations of this course. Though individual teachers have flexibility in how this course proceeds, these precepts must be accomplished. Following is a general outline of these requirements with a detailed syllabus to follow. The five overarching themes outlined by the AP World History course are as follows:

1) Interaction between Humans and the Environment a. Demography and Disease b. Migration c. Patterns of Settlement d. Technology

2) Development and Interaction of Cultures a. Religions b. Belief Systems, Philosophies, and Ideologies c. Science and Technology d. The Arts and Architecture

3) State-Building, Expansion, and Conflict a. Political Structures and Forms of Governance b. Empires c. Nations and Nationalism d. Revolts and Revolutions e. Regional, Trans-regional, and Global Structures/Organization

4) Creation, Expansion, and Interaction of Economic Systems a. Agricultural and Pastoral Production b. Trade and Commerce c. Labor Systems d. Industrialization e. Capitalism and Socialism

5) Development and Transformation of Social Structures a. Gender Roles and Relationships b. Family and Kinship c. Racial and Ethnic Constructions d. Social and Economic Classes

The course will cover the period from approximately 3500 B.C.E. to the present. The percentage breakdown is approximate as listed below: Foundations c.3500 BCE to 600 CE (20%) (Earlier pre-history will be briefly discussed) 600 CE to 1450 CE (20%) 1450 CE to 1750 CE (20%) 1750 CE to 1914 CE (20%) 1914 CE to Present (20%) Block Schedule: 87 minutes periods, 86 Instructional Days per class, approximately 43 per semester, 5 periods every two weeks (3,2,3,2 sequence). TEXTs: -Bentley, Jerry H. and Herbert F Ziegler. Traditions & Encounters: Traditions And Encounters. 2nd edition, Blacklick, Ohio: Glencoe/McGraw-Hill Post Secondary, 2003 (ISBN: 0072424354). -Sterns, Gosch, and Grieshaber. Documents in World History: Volume 1 (The Great Traditions: From Ancient Times to 1500). 5th edition, New York: Pearson, 2009 -Sterns, Gosch, and Grieshaber. Documents in World History: Volume 2 (The Modern Centuries: From 1500 to the Present). 5th edition, New York: Pearson, 2009 COURSE EXPECTATIONS: Students who enroll are expected to take the AP World History exam in May, though this is not yet a requirement. Students will be expected to read ALL material prior to class, as well as complete any written homework ready to submit at the beginning of the period. Students will be expected to complete essays, outside readings, small and large group discussions, presentations, extension discussion through blogs, research and a culminating project. Students will also be expected to attend museum exhibitions, plays, docudramas, etc. and do historical analysis of each event. Attendance is mandatory and senior seminar prep, vacations, appointments, etc. should be scheduled without interference to this class whenever possible. A. GRADING: Grading will be a combination of assignments, projects, quizzes, tests, discussions and essays. EXTRA CREDIT IS NOT PERMITTED, though opportunities for bonus questions MAY be provided now and then. Grading final grading will be A, B, C, F. NO “D’s” will be assigned as you must maintain a minimum “C” grade to pass this course. B. COURSE EVALUATION OPPORTUNITIES:

• Units 1 through 3 Multiple Choice Unit Exams following the AP format of 70 questions, 55 minutes. Scoring will be based upon the standard AP point system.

• Unit 4 Multiple Choice Unit Exam following the same format, though it will focus on GRAPHICS and CHARTS (18 in total). This is a very demanding exam and preparation must be thorough.

• Units 5 and 6 ESSAY Exams based upon FRQ formats (Compare and Contrast Regions and Time) following AP format, 40 minutes.

• Regularly scheduled DBQ instruction and ESSAYS following AP format, 50 minutes. • TWO FULL AP EXAM Finals… One practice; one real, BOTH prior to the May AP

EXAM. • Course “Regional Focus” Project including at least THREE regions of research and

analysis focusing on continuity & change with a culminating presentation. (10% of semester grade)

• Chapter Quizzes (including quiz questions on primary documents in chapter), Socratic sessions, time readings with AP style essays to practice various test taking skills and techniques (i.e., Perspective, Turning Points, Analysis, Relationships, etc.)

C. MAJOR ACTIVITES:

• Primary source Café: students choose from a variety of primary source documents to analyze using SOAP+TBR format

• Course Focus Project (included in this syllabus) including student led lecture/presentation

• Weekly small-group Socratic Seminars & blogging • Plays, docudramas and epic movies (as available) • Essay writing (FRQ style and reflective style) • Writing DBQ’s and providing answers • Timed readings with follow up FRQ-style essays (DBQ Prep) • One study dinner per month as needed to prepare for unit exams (voluntary)

D. HOW THE COURSE IS DIVIDED: This course is divided into 8 units of study:

1. Introduction and AP format and preparation 2. Pre-History (3500 BCE to 500 BCE - Earlier pre-history will be briefly discussed) 3. Classical Societies (500 BCE to 500 CE) 4. Post-Classical Civilizations (500 to 1000) 5. Cross Cultural Interaction (1000 to 1500) 6. Global Interdependence (1500 to 1800) 7. Revolutions, Industry and Empires (1750 to 1914) 8. Contemporary Global Realignment (1914 to the Present)

COURSE OVERVIEW The ESSENTIAL QUESTIONS that follow each UNIT outlines will become the prime focus of each chapter and together, for each unit. These are NOT the only concepts that will be emphasized, but merely the focus upon which to build upon. (*denotes questions that are formulated from Instructor's Manual and Test Bank to accompany Traditions and Encounters Prepared by Gary Scudder, Jr. 2nd edition, McGraw-Hill, 2003.(ISBN 0072489758) UNITS: Preface - Introduction and AP format and preparation

Course Requirements and Expectations Calendar of Reading/Testing Schedule

Observation In-House Field Trip

Three groups Group ONE decide a route and activities Groups 2 and 3 repeat as best they can All 3 record their observations Reflective essay (recording history) Discussion Explain and teach rubrics and scoring and strategies for: Multiple Choice - Formats DBQ FRQ – Regions FRQ – Time Map work Timeline Awareness and Use Graphics and Charts Explanation of Regional Focus Project (included at the end of this syllabus) Timed Reading, Essay practice, POV, Historical interpretation:

• Mark Kishlansky, Patrick Geary, Patricia O'Brien., R. Bin Wong. “The Idea of Civilization,” Societies and Cultures in World History. HarperCollins, 1995.

• Philip Lee Ralph, Robert Learner and Standish Meacham. “Birth of Civilizations,” World Civilizations. 8th edition. W.W. Norton, 1991.

• Peter Stearns, Michael Adas, and Stuart Schwartz. “The Idea, of Civilization in World Historical Perspective,” World Civilizations: The Global Experience. 2nd edition. HarperCollins, 1996.

RUBRIC ACRONYM QUIZ

Unit I - Prehistory and Early Complex Societies (3500 B.C.E. to 500 B.C.E.)

Unit I Activities and Assignments:

• Primary Source Café SOAPS+TBR: Epic of Gilgamesh, The Code (Hammarabi), Hymn to the Nile, The Rig Veda on origins of the castes

• Historical interpretation Video: Guns, Germs and Steel (part one) by Jared Diamond • Historical interpretation: Kurlansky. “A Mandate of Salt,” Salt: A World History. USA:

Penguin Books, 2003. • Blogging on essential questions • 5-themes comparison of China & India • Unit Essay: Comparison Question: China, Egypt, and Mesopotamia on Political authority • Chapter quizzes • Socratic Seminar on meanings of civilizations • Unit I Test

Paleolithic through Neolithic Ages Development of Culture Language (Oral and Written) Agriculture and Trade

Society Ancient Mesopotamia Society and Government Technology and Knowledge Religion (Judaism, Christianity and Islam) Ancient Egypt Society and Government Technology and Knowledge Ancient India and China Society and Government Technology and Knowledge Religion (Hinduism, Buddhism, Christianity and Islam) Chapter Essential Questions CHP 1

• Compare and contrast the aspects of civilization as good or bad. Are there problems today that stretch back to the rise of “civilization?” Explain your answer.

• Why would your authors, Bentley and Ziegler, choose to use the term “complex societies” rather than the term “civilization?”

• Discuss the aspects, implications and consequences, good and bad, provided through the discovery of agriculture.

• Discuss the aspects, implications and consequences, good and bad, provided through the development of settlements and early urbanization.

CHP 2

• Explain the importance of Hammurabi to Mesopotamian life, his impact on social structure and relevance to future legal codes.

• Explain the impact of technological innovations and trade as they pertained to the rise of the Mesopotamians and identify various turning points that may have resulted during this time period.

• Compare and contrast the religious beliefs of the Mesopotamians, Egyptians, Hebrews and Assyrians. How did these differences in religion affect the developments of each culture?

CHP 3

• What could a modern reader learn about the relationship between Egypt and Nubia by reading Harkuf’s account of his journey to Nubia? How did each culture impact the other?

• Explain the perspectives of the Egyptians and the Mesopotamians as they viewed the concept of an afterlife. Why was this concept developed earlier by the Egyptians than the Mesopotamians, and why do you think this concept even developed?

• Compare and contrast the Indo-European and Bantu migrations and their respective impacts upon those which whom they made contact.

CHP 4 • Compare and contrast Hinduism to the religions of Judaism, Christianity and Islam.

How might all of these be considered religions of salvation? • What are the advantages and disadvantages of the caste system? Why did it form

and why didn’t it spread to neighboring nations north, west and east of India? • Discuss the impact of the Upanishads and Vedas upon Indian culture and world history

in general. How might these help us understand the development of Indian religious thought as well as the rejection of other religions from surrounding cultures?

CHP 5

• Compare and contrast the role and importance of religion in China to that of other earlier societies. What was the impact of early religious practices upon Chinese society and leadership?

• Compare and contrast the concept of Mandate of Heaven in China to that of Egyptian concept of ma’at, as well as the eventual European concept of Divine Right.

• Perhaps more than any other society of its time or before, the Chinese influence spread through the ancient world and future eras in the concepts of gender, politics, innovations and technology, social structure, philosophy, and role of religion in all aspects of life. Discuss your response to this statement, citing specific examples that support or reject this premise.

CHP 6

• Compare and contrast the early exploration and settlement of Oceania to that of Mesoamerica and South America. Account for the vast differences in socio-economic and political development.

• Discuss the effects of geographical location on the foundations of social and political structure in Mesoamerica and South America. What may account for the vast differences of these two regions?

• Analyze the political, economic and social diversity among the island cultures of Oceania. Account for the occurrences of these differences and the potential impact upon their futures.

Unit II – Formation of Classical Societies

(500 B.C.E. to 1000 C.E.) Unit II Activities and Assignments:

• Primary Source Café SOAPS+TBR: The Small Analects, Dao de Jing, Han Feizi, Aristotle, Reports on Nomads

• Silk Road map • Historical interpretation: Freese, Barbara. “The Best Stone in Britain,” Coal: A Human

History. USA: Penguin, 2003. • DBQ: AP World History Exam 2006: Han & Roman Empire Attitudes Towards

Technology • Unit Essay: Change Over Time Question from 2006 AP World History Exam • Blogging on the essential questions • Chapter quizzes

• Unit II Test Persia Society and Government Technology and Knowledge Religion and Society China Society and Government Technology and Knowledge Religion and Society India Society and Government Technology and Knowledge Religion and Society Classic Greece Political/Economic Development Technology and Knowledge Society and Philosophical Thought Rome Political/Economic Development Technology and Knowledge Society and Thought Silk Roads and Trade/Cultural Exchange CHP 7

• Compare and contrast the Achaemenids and the Greeks. What were the strengths and weaknesses of each society? Why do you think the Persians have received so little attention in historical discussions and writings?

• Compare and contrast the Roman Road with the Royal Road in purpose, complexity, design and success. Include in your discussion the relationship each had, if any, with the Silk Roads.

• Analyze the development and administration of the Seleucids, Parthians and Sasanids. In what ways were they continuations of the Achaemenid tradition? How were they different? What roles might they have in procuring a vital future for Central Asia?

CHP 8

• The Chinese have, arguably, the longest lasting and most stable political structure of any powerful state in world history. Account for this possibility and explain how it developed into fruition.

• The Chinese have a long history of great philosophers, including Confucius, Mencius, Lao-Tzu and Zuangzi. Compare and contrast their beliefs and the Chinese political and social policies that emerged from them.

• Compare and contrast the reigns and accomplishments of Wang Mang and Han Wudi. How did they each respond to economic and political challenges that threatened their kingdoms?

CHP 9

• China and India are side by side, yet their religious and secularist ideologies are so disparate. Explain these obvious disparities and how they came about.

• With Hinduism and Buddhism having so much in common, why didn’t Buddhism become more successful in it establishment in India? Why were so many of the other “offspring” of Hinduism able to form, though never gaining predominance as well?

• Compare and contrast the development and administration of the Maurya and Gupta Empires. Be certain to clearly explain the positions of each of their primary leaders and their attitudes that made them become so important.

CHP 10

• The Greeks had the greatest accumulation of brilliant minds, finest political figures and most creative individuals at one time, ever in history. Support or reject this statement and thoroughly justify your answer. You may find it necessary to do some research into the future chapters to complete this challenge.

• What are major historical legacies of the Hellenistic Age that have continued throughout history to the present day? Be certain to explain how these legacies changed or remained the same and why these results may have developed.

• Explain the gender roles of the ancient Greeks. Were these roles universal throughout the city-states? Why or why not?

CHP 11

• Examine the role of the family in ancient Rome. What role did women play inside and outside the home?

• Include a comparison and contrast of women’s roles, freedom and influence in other societies of this time period and before.

• Compare and contrast the socio-political and socio-economic structure of ancient Greece and ancient Rome.

• Discuss the changing role of politics throughout the almost 1000 years of the Roman Republic (beginning circa 500 B.C.E.) to the fall of the Roman Empire (Western half: 476 C.E.).

CHP 12

• Compare and contrast the fall of the Han and Roman Empires. What might we learn about these events as they relate to our modern times of globalism?

• Compare and contrast the influences of Hinduism, Buddhism, Christianity, Zoroastrianism and Manichaeism throughout the known world up to and through this time period (300 B.C.E. to 476 C.E.).

• Include the significance of the Silk Roads and other influential “highways” of the region.

• Analyze the role of diseases in the wake of extensive trade systems of the Mediterranean and Asian regions during this era. How did they affect the stability of the Han and Roman Empires?

Unit III – Post-Classical Era

(500 C.E. to 1000 C.E.) Unit III Activities and Assignments:

• Primary Source Café SOAPS+TBR The Quran and the Pillars of Islam, Marco Polo, Peasants in Chinese Culture

• Video: Islam: Empire of Faith (part 1) • Crusades map • Historical interpretation: Maalouf, Amin. “The Franj Arrive,” The Crusades Through

Arab Eyes.” New York: Al Sadi Books, 1984 • DBQ: Byzantine Empire Under Jaustinian • DBQ: Middle Ages or Early Renaissance? Differing Interpretations • Unit Essay: Change over Time Question regarding the spread of Buddhism, Islam and

Christianity • Blogging on essential questions • Chapter quizzes • Unit III Test

Byzantium Political/Economic Development Technology and Knowledge Society and Religious Conversion Islam Political/Economic Development Technology and Knowledge Society and Thought Challenge to Neighbors East Asia Political/Economic Development Technology and Knowledge Society and Changes in Thought India and Oceania Political/Economic Development Extra-Regional Expansion Society and Thought, Religious Challenges Rise of the Orthodox Christian Church Crusades Politics and Conquest Technology and Knowledge Religion and Society

Medieval Period Feudalism Gothic Politics and Conquest Technology and Knowledge Religion and Society CHP 13

• Analyze and discuss the significance of religious conflicts of thought during the rise and establishment of the Byzantine Empire. What other regions were affected by these arguments and what were the long lasting implications upon them?

• Compare and contrast the historical significance of Rome, Athens, Constantinople and Jerusalem during the Byzantine era.

• Discuss the theory of caesaropapism and what significance and influences did it have on the Byzantines, Western Europeans and Southwest Asia?

CHP 14

• Discuss the concept of Islamic tolerance and compare its reality to its theory and practice, as it is perceived in the modern world. In your discussion, include the relevance of this tolerance to the circumstances surrounding the Sunni and Shia sects of Islam.

• Compare and contrast the rise and fall of the Umayyad and Abbasid dynasties to each other as well as to various other ruling dynasties prior to them in nearby regions, such as the Achaemenids, Seleucids, Parthians and Sasanids.

• Compare the lives and roles of Jesus Christ and Mohammed as they affected those who lived in their respective cultures and times.

CHP 15

• Why did China always seem so impressive to foreign visitors during the 9th century? • Compare and contrast the rise and significance of neo-Confucianism with the

increasing popularity of Buddhism. What other opposing beliefs compare to this dichotomy and how do they compare to these two in China?

• Compare and contrast the role of China in the development of Vietnam, Korea and Japan with that of

• Greece and Rome in the Mediterranean region as well as that of Byzantium in the Eastern Mediterranean and Northern Eurasia.

CHP 16

• Hinduism and Buddhism are very similar faiths, stemming from a similar beginning, yet, the do not equally share in the prominence of India. What has allowed for Islam (and other faiths) to create a larger following in India than Buddhism, in spite of the conflicts that have plagued them over the past 100 years? (Approximate percentages are: 82% Hindu, 12% Muslim, 2.5% Christian, 2% Sikh and 1% Buddhist.)

• China experienced several strong centralized governments such as the Tang. But India did not experience this political centralism. What factors explain this situation and how has the lack of a strong central political structure affected India since the Guptas?

• How has the caste system changed over the generational and political influences that occurred from its inception to 1000 C.E.? What role did these changes in the caste system have in shaping the post-classical period of India?

CHP 17

• In all the efforts of centuries of attempts to unify Europe, it did not occur with any major success until the reign of Charles I. How was it that Charles I was able to accomplish this task? What were his inspirations and motivations? What policies did he have that promoted this, at minimal, partial unity of Europe?

• Compare and contrast the role of feudalism in setting the scenes of daily life in Europe as opposed to those socio-economic systems established in other parts of the world at the same time.

• Examine the role of monasticism from various perspectives, as it influenced politics, economics and social structure in Medieval Europe. How were these same systems of faith able to withstand the onslaught of invasions that plagued Europe after the fall of Rome?

Unit IV– Age of Cross Cultural Interaction

(1000 C.E.-1500 B.C.E.)

Unit IV Activities and Assignments • Primary Source Café: Writing of Ibn Battuta, Popol Vuh: Human Creation, Global

contacts: Sailing to Calicut: Chinese and Portuguese Voyages • DBQ: Africa Before European Arrival • European Exploration map • Historical Interpretation Video: Guns, Germs and Steel (part 2) • Unit Essay: compare & contrast from AP test 2005 “Political & Economic Effects of

Mongols on China, Middle East, Russia” • Chapter quizzes • Blogging on essential questions • Unit IV Test

Mongols and Eurasian Integration Cultural Exchange and the plague Political and Economic Influence Sub-Saharan Africa and the Bantu Migration Cultural Integration – Assimilation Society and Political Structure Economic Exchange and Necessity Spread of Islam Ideological Clash Internal Conflict Trade and Cultural Exchange

Oceania and the Americas Expansion and Isolation Political/Economic Development and Diversity Extra-Regional Expansion Society and Technology Late Middle Ages Challenge of Cultures Politics, Thought and Economics in Transition CHP 18

• Compare and contrast the roles, successes and failures of Marco Polo and Ibn Battuta in their respective journeys. How did their purposes compare to each other? Why is it that Marco Polo receives so much notoriety throughout history, while Ibn Battuta remains unknown to most of the western world?

• Analyze the successes and failures of Tamerlane. How did he compare and contrast with his predecessors.

• What legacies did he create for Eurasian societies and political structures? • A major turning point occurs during the 13th and 14th centuries with the rise of the

Ottoman Turks. How did this contrast to the Seljuk Turks before them? What influences did BOTH leave upon the region that may still be observed today?

CHP 19

• Compare and contrast the role of women in Sub-Saharan Africa to their role in some of the other societies and time periods we have already covered in this course. What impact have various religions and foreign intervention had upon the status of women in this region through the 12th through 14th centuries?

• What was the impact of Mansa Musa upon the whole of Africa? Be certain to include political, social and economic factors in your answer.

• How did the political structure in Sub-Saharan Africa differ from those to the north and east? Was their choice of political structure the right one for them? Could Africa be more politically and economically stable today if they had adopted a more Mediterranean system? Explain your opinion thoroughly giving examples to support your stance.

CHP 20

• Discuss the unification of European nations, while recognizing the lack of unification in other European locations. Identify who did unify and who didn’t along with explanations for their successes and failures.

• Examine the emerging political and economic world of Western Europe during the High Middle Ages.

• How does the Western European world compare to the situations in China, India, Byzantium, Islamic States and Sub-Saharan Africa during the same time periods?

• As much of Europe began to urbanize during the High Middle Ages, many cities began to separate themselves from the feudal systems to which they had long been associated. Compare and contrast the changes in social structure and economic stability both inside and outside the cities.

CHP 21

• Compare and contrast the native societies of North, Meso and South America. What factors created the differences that arose between them, and account for the similarities, considering these societies had little or no contact with one another.

• Discuss the isolation factors of the Americas and Oceania. How were these societies shaped by this isolation?

• Referring to a map of the Southern Pacific Ocean, would it have been possible for the various societies of Oceania to overcome the major differences created by the vastness of the Pacific Ocean in order to have more influence upon each other? What were the main societal, political and religious developments during this period?

CHP 22

• Compare and contrast the impact of Marco Polo, Ibn Battuta and Zheng He upon their respective cultures, as a result of their contacts by way of trade and exploration. Why do you suppose the Chinese explorations stopped while those of the West continued to expand? What were the implications to China?

• Compare and contrast the “renaissance of culture” in Western Europe, the Arab World, India and China.

• How did these respective periods differ from those periods of change that preceded them and what impact did they leave upon future generations worldwide?

• Compare and contrast the outbreaks of pandemics between those of the 2nd and 3rd

centuries C.E. and those of the 14th century. Include their patterns of recovery and impacts on socio-political and socio-economic foundations.

Unit V- Global Interdependence

(1500 C.E. to 1800 C.E.) Unit V Activities and Assignments

• DBQ: Imperialism in India: An Evaluation • Primary Source Café: Migration of Food and Disease, Peter the Great, Tokugáwa

Documents • Historical interpretation: Goldthorpe, J.E. “The colonial episode and the race

question.” The Sociology of Post-Colonial Societies: Economic disparity, cultural diversity, and development. USA: Cambridge University Press, 1996

• New World Map • Video: The Middle Passage • Southwest Asia Map • Chapter quizzes • Blogging on essential questions • Unit Essay: Change Over Time Question from 2005 AP World History Exam • Unit V Test

The Renaissance, Reformation and Religious Wars Art and Architecture Rise of Literature

Religion and Society - Collectivism vs. Individualism Science and Technology Political Thought Wars and Conquest Age of Exploration Race for Economic Stability Transformation of Europe Early Modern World System Navigation, Science, Politics and Expansionism Mercantilism and Capitalism Trade and the New Economy Columbian Exchange Spheres of Domination Age of Absolute Monarchs (1500's to 1800) Elizabethan and Baroque Eras (1500's to 1700's) Politics and Society - Monarchies and the Classes Counter-Reformation and Religion Arts, Music and Science Age of Enlightenment (1700's 1800's) Philosophy, Intellect and Religion Social Science and Political Thought Age of Imperialism (1650 to 1920) Monarch Colonialism Political and Economic Domination Social Control/ Education and Infrastructure CHP 23

• Examine the nature of the Columbian exchange. Discuss the good and bad of the forms of administration and execution of this system. Compare and contrast to the various other trade systems already covered in this course (Silk Roads, Trans-Saharahan, etc.)

• Why didn’t the Chinese, Indians and Japanese take a concerted interest in exploration? Consider the financial, political, social and geographic factors involved.

• Examine the growth of trade from 1500 to 1800. Discuss the rise and implications of a global trading system. What might explain Western Europe’s passion to explore and why didn’t this exploration happen long before it did by various other civilizations?

CHP 24

• Why was Martin Luther’s message so profound in the 16th century? Would it have made such a successful impact a century or two earlier? What series of events had to take place for Luther to be so influential?

• Discuss the dramatic changes in political structure and the two dominant types of government (constitutional v. absolute monarchy) during this time. Explain why one

became more acceptable and had a longer influence upon a multitude of states. • With all of this period of “enlightenment” and liberal thought, why did the witch-

hunts develop during this same period? What factors led to its inception and what factors led to the final results of these actions by the end of the period?

• What brought about the need for a change in economic thought during this Enlightenment Era? What economic system rose to significance? Who was the designer of this economic philosophy and what were the predominant principles of this new doctrine? Identify and discuss the beliefs of those in opposition to this new economic thought.

CHP 25

• Explain the exploration of the Americas by the French, Dutch, English and Russians. How and why were their approaches different from the Spanish and the Portuguese? What were the implications of these four groups of explorers as they came in contact with each other?

• Compare and contrast the social structure of N. American colonial life with the social structure of Centra and South America. Account for the dynamic differences and successes or failures to influence their respective political leaders and economic development.

• Compare and contrast the hacienda, encomiendas and repartimiento systems. Were there other societies that formed similar institutions? Explain why or why not.

CHP 26

• Relate the American concept of “life, liberty and the pursuit of happiness” to the slave trade. How was it possible for these two concepts to coexist considering the guarantees in the U.S. Constitution?

• Consider the events leading to the end of the slave industry in America and much of Europe. What economic factors led to the rise and eventual abolition of slavery? Why did slavery not end earlier in history? What did the end of slave trade mean to the slave traders and the newly freed slaves? How did all this affect the socio-economic structure of American, Europe and Western Africa?

• Compare and contrast the slave trade industry in North America, Mesoamerica and South America. How is it that so little is known in the United States and Europe about the conditions of slavery in Latin America and the focus has been upon the United States?

CHP 27

• Compare and contrast the affects of Europeans and Christian missionary attempts in China and Japan. How did these actions prompt Chinese emperor Qianlong and the Japanese Jesuit priest, Fabian Fucan to respond the way each did to the Europeans? What were the ultimate implications and conclusions that resulted from each?

• Compare and contrast the role and status of women in Ming/Qing China, Europe, South Asia and the Arab States of Southwest Asia.

• Compare and contrast the cultural, intellectual and literary accomplishments of China, Japan and Korea during the years 1500 to 1800. In what ways were the Japanese and Koreans influenced by the Chinese? How did they maintain their own identities?

CHP 28

• Compare and contrast the reigns of Suleyman, Akbar, Aurangzeb, Shah Ismail and Shah Abbas. Discuss their successes and failures. What legacies have each left behind for each of their future generations?

• Examine the rise and fall of the Ottoman Empire. What political, military and economic factors led to its eventual demise? What might the Ottomans have done to withstand the decline that culminated in 1922?

• Discuss the role of Constantinople during this era and the significance of Mehmed II in conquering the city.

• Discuss the strategic, political and economic value of the city. Was there any symbolic value to the claim to ownership of this location? Did the Ottomans understand the tie to Rome and if they did, was it even an important factor for them.

CHP 29

• Analyze the significance of the Baltic Sea and the Gulf of Finland to Peter I of Russia. Why was it so important to him? Explain the symbolism this city would have to Peter and his goals.

• Compare and contrast the goals, accomplishments and methodology of Peter I and Catherine II in westernizing Russia. In each case, how was the end product of these transitions different from that of the Western European model? What other societies, that we have studied thus far, have attempted such massive programs to copy another society?

• Examine the changing status of the Russian peasant during the centuries after the 15th century. How did serfdom differ in Russia from that of the rest of Europe? Why did serfdom survive so much longer in Russia than in the rest of Europe?

Unit VI - Age of Revolution and Independence

(1750-1914 w/ future overlap) Unit VI Activities and Assignments

• Primary Source Café: Industrial Revolution documents, Documents by Jean Jacques Dessallines, Simón Bolivar & Porfirio Diaz, 19th Century Sports, Seneca Falls Declaration

• Spanish and Portuguese America map • Historial interpretation: Boris, Eileen & Peter Bardaglio, “Gender, Race, and Clas: The

Impact of the state on the family and the economy, 1790-1945.” Families and Work. Eds. Naomi Gerstel and Harriet Engel Gross. USA: Temple University Press, 1987.

• Historical interpretation Video: Guns, Germs and Steel (part 3) • Chapter quizzes • Blogging on essential questions • Unit Essay: Comparison question from 2003 AP World History exam • Unit VI Test

Industry and Empires Industrial Revolution

Democratic & Unification Movements British American French Mexican/Latin American Chinese Japanese Russian World War I and II CHP 30

• Compare and contrast the movements of nationalism and democracy between the periods of 1500 – 1800 and 1750 to 1914 (note the obvious overlap). Include how they spread from Europe to other areas of the world and influenced the coming of the 20th

century’s deep division between the two political philosophies. • Which countries played the biggest role in each movement and how did each manifest

itself into the beginnings of WWI? • Examine John Locke’s notion of the social contract. Contrast his beliefs with those of

Thomas Hobbes. • How does it relate to the divine right theory of kingship? What role did it have in the

growing plans of revolution? How did the entire Enlightenment Era play a role in the rise of these revolutions?

• Consider the beliefs of Montesquieu as he contemplated the idea that democracy worked best in a small, homogeneous society rather than large mixed states. How did his beliefs influence the minds of those who led through these revolutionary times? What were the complexities and inconsistencies that became the center of concerns about the possible successes of democracy on a wider scale?

CHP 31

• Compare and contrast the effects of the Industrial Revolution upon Europe-United States v. other regions of the world. Include circumstances and conditions prior to the Industrial Revolution to those after it. Finally, explain why only a few of the regions industrialized while others were delayed, severely limited or prohibited in their development.

• Discuss the revolutionary ideas of Marx and Engles, as they challenged both capitalism and the contemporary views of democracy, to be replaced by their own concepts of political, economic and social equality.

• Discuss the population explosion, urbanization and other demographic factors of the industrial revolution.

• Why did it become so vital for huge industrial cities to form? How did life in these new urban centers differ from the largest cities of Europe that existed prior to this industrial movement.

CHP 32

• Compare and contrast the political development of the U.S., Canada and Latin America in the 19th century.

• How did they compare to those of the prior colonial area of the 16th, 17th and 18th

centuries? Finally, what legacies left over from the their colonial periods influenced and continue to influence these areas?

• Examine the cultural and ethnic diversity of North America and Latin America. What explains this diversity? What benefits and challenges resulted from these diverse groups?

• Compare and contrast the various revolutions in Canada, U.S. Mexico and South America. Identify and explain the influences of each location’s major political figures (such as Louis Riel and Jose de San Martin, etc.) upon the indigenous peoples who inhabited the regions. What specifics became the dissatisfactions of each mixed population (Métis, Mestizo, Zambo, etc.). How did these become symbolic of the problems of expansion?

CHP 33

• Examine the influence, both positive and negative, of Western European and American Knowledge and ideals on the Ottoman, Russian, Qing and Tokugawa states in the nineteenth century. Why would these states be both attracted and repelled by these influences?

• Compare and contrast the efforts of protest in the Ottoman Empire, Russian, China and Japan in the 19th century. How did they represent the unique problems each country experienced? Include pre-1800 circumstances that may have lead to these actions by each country.

• Compare and contrast the causes and effects of the three main conflicts in China between 1850 and 1900.

• How did they impact the role of trade and industrial growth in China? What were the consequences regarding socio-political stability and economic progress? How did these conflicts effect Chinese-U.S. relations in the 1800’s and 1900’s including Chinese workers in America. the eventual ratification of the Chinese Exclusion Act and the culmination of the construction and habitation of the Angel Island facility at China Cove?

CHP 34

• When Rudyard Kipling suggested that Americans “Take up the White Man’s Burden,” what did he mean?

• How does this phrase express the goals of imperialism? Did the Americans have to be encouraged to become imperialistic? Compare this philosophy to that of the imperialist movements prior to 1800.

• Compare and contrast the movements and goals of imperialism in the 16th and 17th

centuries to those of the late 18th and early 19th centuries as they applied to South Asia, Southeast Asia and Southwest Asia. What were the main nations involved, which areas were considered most valuable during each era, what methods were used to maintain control of the colonies, and How were these three regions transformed by European conquest and control?

• Compare and contrast the beliefs of the author, Rudyard Kipling with those of Lord Fredrick Lugard of England. How did each of these individuals promulgate the concept of social Darwinism? Examine the resulting social and economic justifications for imperialism from both two perspectives: The colonizing nation and the colony.

Unit VII - Rise of Totalitarianism and Contemporary Global Realignments (1914 to 2009)

Unit VII Activities and Assignments

• Primary Source Café: Communist Manifesto, All Quiet on the Western Front, Cold War Documents, Zionists, Israeli, and Palestinean Documents, Japanese Memories of WWII, African Voices

• Historical interpretation: Said, Edward. “Islam as News,” Covering Islam: How the media and the experts determine how we see the world. USA: Vintage Books, 1981.Colonial Africa map

• DBQ: Stalin: Evaluation of His Leadership • Unit Essay: Change Over Time Question from 2007 AP World History Exam • Chapter quizzes • Blogging of essential questions • Unit VII Test

World War I and II Communism and Nazism Cold War War on Poverty National Identities Regional Conflicts Economic Competition Technological Development Globalization Contemporary Movements and Political Issues CHP 35

• Compare and contrast the visions Lenin had for a “free and equitable” for Russia and eventually the world.

• How did he differ from Karl Marx? How did WWI enter into Lenin’s career and his philosophy? Would you consider Lenin to have been successful in his quest for socio-economic equality? Explain your answer.

• Compare and contrast the Treaties of Versailles and Brest Litovsk. Consider the social, cultural, political and economic soundness of each. Were they humane to their respective citizenry? Explain. How did each effect the “losing” side?

• What role did nationalism and imperialism play in the road to and out of World War I? How did the concept of social Darwinism influence the war?

• What role did woman play in WWI? What effect did their contribution have on the war effort? How did their choices and sacrifices affect their lives during and after the war?

• What were the major consequences of WWI? How was the world transformed by the war? Did the war really ever end or was the period of 1919-1922 through 1933-1939 merely a lull in the conflict, while sides sorted out their new alternatives?

CHP 36 • Examine the causes and implications of the Great Depression. Why was the

Depression so widespread and devastating? How did different countries or regions of the world respond? What would be the long-term consequences of the Depression?

• Compare and contrast movements toward independence, national recognition and regional sovereignty in East Asia, South Asia, Southwest Asia and Latin America. Why were some of these movements exceedingly complicated rather than a simple policy of granting independence to a former colony, such as the case with Ben Gurion and Israel, Gandhi in India, Mao Zedong in China, etc.?

• Discuss the implications and consequences of isolationism among various world leading nations after WWI and into the Great Depression. Was this a rational choice? Explain.

CHP 37

• Himmler stated, “We had a moral right, we had the duty towards our people, to destroy this people that wanted to destroy us.” Relate this comment to German nationalism. Why did the Germans turn to the “Final Solution” in its dealings with the Jews and other ethnic groups?

• Compare and contrast the origins of WWI and WWII. Why was WWI called the “War to end all wars,” and WWII called the “good war?” What were the dynamics that resulted from the devastation of nearly 30 years of devastating war… worldwide? What, if anything, might have been done to alleviate either of these wars to the magnitude that they developed?

• What were the Asia roots to WWII? What were Japan’s goals? How successful were they in achieving their goals? What were the roots of the antagonism between Japan and the U.S.? Could Japan have been successful in its goals and still possibly have avoided WWII and the devastation that resulted upon its people, as well as a multitude of others?

CHP 38

• Discuss the origins of the Cold War. What were the fundamental differences between the USSR and the U.S.? What role did ideology play in the Cold War? Could either side have avoided the development of the Cold War, considering the opposing philosophies and the time at which it all began to develop?

• Discuss the concepts and development of a divided world, alignment and non-alignment. What leaders became instrumental in each of the three sides of this world scenario? What roles did they play and why did they take the stands that they did?

• What was the role of nuclear annihilation in the Cold War? Did the threat of nuclear war really keep the Cold War cold? Explain.

• Compare and contrast the U.S.-Vietnam experience to the Soviet-Afghanistan experience. Was one any more justified than the other? What lessons were there to be learned from these conflicts? What other imperial powers have faced similar events since 1800?

• Discuss the rise of black nationalism in the U.S. How successful was the Civil Rights movement? What successes and failures from it are evident today?

• Discuss the changing status of women in the shadow of the Cold War. How was the “traditional order” of America and much of the world questioned and challenged as a

result of the 1960’s and 1970’s? Did the women’s movement halt after the 1970’s? Explain.

CHP 39

• The 1980’s and 1990’s were witnesses to major upheavals and violent change in the modern world. Events ranged from China to Iran, Nicaragua and Cuba to Argentina and Chile, Congo to South Africa, and the eventual collapse of many communist regimes. Who were the key individuals in these events, what did they stand for, and discuss their successes and failures?

• Discuss the concerns about Israel as a stabilizing or destabilizing agent in Southwest Asia. What role should the U.S. have in securing and maintaining a safe homeland for the Israelis? What role should the U.S. have in securing and maintaining a safe homeland for the Palestinians?

• Compare and contrast the American role, as well as U.N. support of the Gulf War in 1990 and the current Iraq War (Gulf War II), initiated in 2003. What were the purposes, expectations and outcomes? What was the international perception of both.

CHP 40

• Globalization is a real concept in today’s world. Countries around the world exist in a myriad of interconnections, economically, politically and environmentally. Discuss this concept through the use of examples, identifying the positive and negative aspects of such a relationship.

• China abandoned the one-child per family concept after nearly 30 years of promoting it. Why would the Chinese have even considered such a drastic measure to limit child birth and then turn and drop the program? What were the unexpected problems associated with this policy? Compare and contrast this policy with those of Indira Gandhi to slow India’s population growth. Compare and contrast both of these to Singapore’s plan. How effective has the latter plan been for the people of that island nation?

• Where do you see the Information Age headed in this modern world of globalization? Could this be the eventual answer to bringing about understanding, assistance, world equity and peace? Explain.

Major Focus Region Project

At the beginning of the semester I asked each of you to select two MAJOR focus regions and a MINOR focus region. This project will ask you to complete the following work as you prepare for your College Board AP World History Exam in May. To be successful with this project you must: Follow directions explicitly, complete all work thoroughly, research your regions extensively, and be prepared to present your work to the class during the second semester in a creative format of some kind. I know this is a long time away but DO NOT put this off to the last minute!!!!! Work on it a little at a time. I will have a tentative schedule for you to follow by September. Requirements:

1) Presentation: Prepared lecture or speech focusing on a change over time OR compare/contrast across cultures content. (Lecture/speech and audio/visual MAY be presented together if necessary). 2) Audio Visual: Well-planned/organized audio/visual presentation of some kind - PowerPoint, documentary film, travelogue, captioned photo-journalistic essay/collage, newspaper/magazine, play, story board, etc. 3) Written Paper: Double spaced; word processed, standard fonts, 3/4" to 1" margins all around, one side only, white paper, MLA citations as needed, MLA bibliography, 10 minimum resources (3+ book, 3+ reference books, 3+ periodical/news source, others may include internet (be careful of authenticity). 4) Supportive Materials: Included as either imbedded material or as an appendix will be at least (but not limited to) the following items or information: A - Related primary sources... written or visual B - Maps, charts and graphs... (primary or secondary sources) C - Comparative charts and tables (your own creation) 5) Topics that must be addressed (Minimum 6): A - Comparative peoples (i.e., Visigoths, Vandals, Lombards, Franks, etc.) B - Comparative religions (i.e., Hinduism, Islam, Polytheism, Animism, etc.) C - Comparative arts and sciences with respective civilizations (i.e., Byzantine, Abbasid, Europe) D - Comparative trade routes, goods and significance (i.e., Chinese, Trans- Saharan, Muslim) E - Comparative lifestyles across cultures (i.e., European and Japanese feudalism, etc.) F - Comparing the impact of nomadic invaders, routes and significance (i.e., Arabs, Tatars, Slavs, etc.) G - Comparative empires within your region and across regions and across time, perhaps your three choices (i.e., European, Asian, American, etc.) H - Comparative revolutions over time and across regions (i.e., U.S., France, Haiti, China, etc.) I - Comparative reactions to foreign domination and de-colonization (Ottoman, India, Japan, etc.) J - A timeline of major events K - Additional topics that are specific to your regions J - Experiences and involvement in the World Wars K - Gender issues through time and across cultures A thorough preparation and presentation of this material will help provide you with a substantial advantage to taking the college Board AP History Exam and will increase your comfort and knowledge of the regions you have selected. A paper of this style work should easily comprise over 30 pages, INCLUDING all supportive materials (a minimum of 15 should be comprised of your actual text. However, I grade on QUALITY of your work, not the quantity.

6) An ANNOTATED Bibliography of at least 20 DIFFERENT resources, 10 of which MUST be NONINTERNET) Tentative due date: FIRST WEEK OF APRIL Tentative presentation date: THIRD WEEK OF APRIL