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AP World History Syllabus I. Resources

a. College-Level Textbook a. Bentley, J, & Ziegler, H (2006). Traditions and encounters: A global perspective on the past. New

York, NY: McGraw Hill Companies Inc.

b. Primary – many excerpts of primary sources will be accessed through the AP World History Advanced Placement Homepage. Released Document Based Question from previous years exams will be used in periods 2-6. At the end of Document Based Question Assignments, I give the year of which that question was released along with the source material found in those documents. These can all be found at the following college-board website

http://apcentral.collegeboard.com/apc/members/exam/exam_information/216943.html

a. Textual – i. Reilly, Kevin (2009) Worlds of History: A Comparative Reader. Boston, MA: Bedford/St.

Martin (Referred to as Reilly Reader throughout Syllabus) ii. Stearns, Peter N (2008) World History in Documents: A Comparative Reader. NYU Press;

Second Edition iii. Other various sources listed in sections

b. Visual – listed in sections: most of these come from the Bentley textbook, other various textbooks, and the Internet.

c. Quantitative – listed in sections. Most charts originate from textbooks, and some from the Internet.

c. Secondary a. Reilly, Kevin (2009) Worlds of History: A Comparative Reader. Boston, MA: Bedford/St. Martin

(Referred to as Reilly Reader throughout Syllabus) b. other various sources listed in sections

II. Five Themes

a. Theme1 – Interaction between humans and the environment b. Theme 2 – Development and Interaction of Cultures c. Theme 3—State-building, expansion and conflict d. Theme 4—Creation, expansion and interactions of Economic Systems e. Theme 5—Development and transformation of social structures

III. Essay Writing – a. For ALL writing tasks, students will be expected to:

i. develop a thesis that presents an argument on the topic ii. provide historical evidence to substantiate their claims (either from prior knowledge or

documentary support) iii. analyze the reasons for change over time or similarities and differences iv. Explain the historical and processes that are taking place that help explain

change/continuity of time and/or similarities and differences. b. This will require ALL of the historical thinking skills over the expanse of the three types of essays

given. Historical Thinking skills are listed with the essays in order to more clearly define which skills are being developed with each essay and assignment (synthesis CR #14).

c. Document-Based Questions – all document based questions are also used to develop student development of author’s point of view, tone, audience, purpose, bias, and the idea of contextualizing all documents into regional and global processes that would affect the author’s writing.

http://apcentral.collegeboard.com/apc/members/exam/exam_information/216943.html

Course Schedule 1. Period 1 – Technological and Environmental

Transformations, to c. 600 BCE. a. Key Concepts

i. Key Concept 1.1 – Big Geography and the Peopling of the Earth ii. Key Concept 1.2 – The Neolithic Revolution and Early Agricultural Societies

iii. Key Concept 1.3 – The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

b. Topics for Discussion i. Early Human Migrations out of Africa and dispersion around the globe including to the

Americas and Oceania ii. Neolithic Revolution – social and cultural changes from hunter and gather societies

iii. Comparison of political, social, cultural, environmental, and economic systems of early civilizations, including Mesopotamia, Egypt, Kush, Harappan, Shang, Olmec and Chavin.

c. Time Period: 2 weeks

d. Sources i. Textbook: Bentley Ch.1-6

ii. Primary (such as but not limited to) 1. Textual – Code of Hammurabi; Epic of Gilgamesh 2. Visual – Oracle Bones; Pyramid/Hieroglyphics/Book of the Dead; RVC Map;

Polynesian Migration Map; Lascaux Cave Paintings 3. Quantitative – Human Population Chart from 40,000 BCE to 1000 BCE

iii. Secondary – 1. "The Worst Mistake In The History Of The Human Race" by Jared Diamond, Prof.

UCLA School of Medicine, Discover-May 1987, pp. 64-66 2. Cities and Civilization, by Kevin Reilly (Reilly Reader)

e. Selected Activities and Assessments

i. Writing Tasks – (thesis statement and essay development) 1. Change and Continuity over time – Paleolithic to Neolithic Periods

a. Students will analyze the historical causation of changes in human interaction with the environment and changes to social structure drawing on archaeological, linguistic, anthropological and literary sources.

b. Historical Thinking Skills: Historical Argumentation, Appropriate use of historical evidence, historical causation, change and continuity over time, Periodization, Synthesis and contextualization.

2. Compare and Contrast – River Valley Civilizations a. Students will compare and contrast the development of culture, rise of

political systems of control, and economic systems and interactions of two of the following: Mesopotamia, Egypt, Harappan, and Shang.

b. Historical Thinking Skills: Historical Argumentation, Appropriate use of historical evidence, historical causation, Comparison, Periodization, and contextualization.

ii. Document Analysis Activities -

1. Code of Hammurabi – students will analyze this primary source from the Middle East looking for evidence of social stratification, patriarchy, and political methods of control.

2. Epic of Gilgamesh – students will analyze this document to discuss the role of epic literature in understanding early cultural systems and the transition into urban civilizations.

3. Oracle Bone Image – students will analyze this visual source in order to see the varied uses of early writing and the development of East Asian cultural traditions

4. Pyramid/Hieroglyphics/Book of the Dead – students will analyze this document to understand the role of cultural traditions in ancient Egypt.

5. River Valley Civilization Map – Students will use a map of Afro-Eurasia to discuss and analyze commonalities about the geographic location and environmental similarities in the four major River Valleys in Afro-Eurasia.

6. Polynesian Migration Map – Students will analyze a map of human migrations in East Asia, Southeast Asia, Australia and Oceania and the Americas in order to understand and the movement of peoples and the technological advancements and adaptations that went along with the migration. (CR #5d)

7. Lascaux Cave Paintings – students will view the images of the paintings in Lascaux France to answer the question “What were pre-agricultural societies like and what did they value in their culture?” Through archeology and paleontology, the students will examine the political, social and cultural life of people before writing. This will allow the students to begin to understand how our understanding of history is often shaped by things other than the written word. (CR #15)

8. Human Population chart – students will analyze this document in order to understand the impact of agriculture on humans and the environment.

9. Worst mistake in Human History – students will read, analyze, and debate Jared Diamond’s argument regarding the advantages and disadvantages of agriculture and its impact on society and the environment. The class will conduct a debate in which we evaluate Diamond’s thesis, and the students will be required to write a thesis agreeing, disagreeing or finding some middle ground with Diamond’s argument.

10. Cities and Civilization – students will analyze this secondary source in order to understand the importance and roll of early cities in the development of trade, commerce, social hierarchy, the development of technology and its impacts on cultural interaction.

2. Period 2 – Organization and Reorganization of Human Societies, c. 600 BCE to c. 600 CE.

a. Key Concepts i. Key Concept 2.1 – The Development and Codification of Religious and Cultural

Traditions ii. Key Concept 2.2 – The Development of States and Empires

iii. Key Concept 2.3 – Emergence of Trans-regional Networks of Communication and Exchange

b. Topics for Discussion i. Early Belief Systems and the development of new belief systems in the Classical Era

(Hinduism, Judaism, Christianity, Buddhism, Confucianism, Daoism, Legalism, animism, polytheism, ancestral veneration, shamanism)

ii. Comparison of political, social, cultural, and economic systems of classical civilizations, including Ancient Greece, Rome, Maurya, Gupta, Persian (Acheamenid), Qin, Han, Mayan). The causes and effects of the collapse of Classical Empires will also be a part of this discussion.

iii. Interactions between civilizations through trans-regional networks, including the Silk Roads, Indian Ocean trade, Mediterranean Trade, and Trans-Saharan Trade.


d. Sources i. Textbook: Bentley Ch.7-12

ii. Primary (such as but not limited to) 1. Textual – Discourses on Salt and Iron (Huan Guan); On Duty (Cicero); Lesson for

Women (Ban Zhou); Buddha and Caste. 2. Visual – Images of Greco-Roman architecture; images of Mayan pyramids; Images of

Buddha; Map of trade routes during the Classical Period. 3. Quantitative – Population graph showing the effects of the epidemic diseases in the

Late Classical Period iii. Secondary –

1. China and Rome Compared, by S. A. M. Adshead, (Reilly Reader) 2. Women in the Classical Era by Sarah Shaver Hughes and Brady Hughes, (Reilly

Reader)

e. Selected Activities and Assessments i. Writing Tasks – (thesis statement and essay development)

1. Change and Continuity over time – Fall of Classical Empires a. Students will analyze the long term and immediate causes and long-term

effects of the collapse of Classical Empires. Discuss the changes and continuities in the political, social and cultural systems from 100 CE to 600 CE in ONE of the following regions (Mediterranean, South Asia, East Asia, Persia)


2. Compare and Contrast – a. Students will analyze the similarities and differences in the diffusion of

Christianity and Buddhism from its origin until 600 CE. b. Historical Thinking Skills: Historical Argumentation, Appropriate use of

historical evidence, historical causation, Comparison, Periodization, and contextualization.

3. Document Based Questions – a. Students will use primary source document to compare the attitudes of Han

Dynasty and Roman Empire toward technology. (2007 AP World History Released Document Based Question)

b. Sources: i. Han government official, writing to local officials concerning flood

prevention, early 2nd century BCE. ii. Huan Guan, Han government official, Discourses on Salt and Iron

iii. Huan Tan, New Discourses iv. History of the Early Han Dynasty ~200 CE v. Cicero, On Duty, 1st century CE

vi. Plutarch, describing Gaius Gracchus, 1st century CE vii. Seneca, advisor writing to Emperor Nero, 1st century CE

viii. Frontinus, water commissioner of Rome, 1st century CE c. Historical thinking skills: Comparison, Historical Argumentation,

Contextualization, Patterns of Change and Continuity over time, appropriate use of historical evidence, interpretation and synthesis.

ii. Document Analysis Activities – 1. Discourses on Iron and Salt & On Duty & China and Rome Compared– students will

analyze these documents in order to analyze the attitudes of Han and Rome towards the development of technology. After having read China and Rome Compared, students will contextualize the documents within their empires and evaluate how well the secondary source is supported by the primary sources. The students will

also take into account the author’s point of view in their analysis. This will consist of analyzing the tone, audience, and author’s social class in order to better contextualize the document and its reliability.

2. Lesson for Women & Women in the Classical Era – the document by Ban Zhou will be used in conjunction with the Hughes article. After reading Ban Zhou the students will evaluate Hughes’s interpretation of women and women’s role during the Classical Period. (CR #13)

3. Buddha and Caste – students will analyze Buddha’s philosophical system, his divergence from Hinduism and his main oppositions to the caste system. Students will use this as a framework for understanding other philosophical developments during the Axial Age.

4. Images of Greco/Roman architecture & Images of Mayan Pyramids – Students will analyze these images to discuss the function of the architecture of each culture and what it shows in terms of cultural values. Similarities and differences will be highlighted

5. Images of Buddha after the Hellenistic synthesis – students will analyze images of Buddha in toga in order to understand the cultural connections created by Alexander the Great and contextualize the connections between Judaic-Christian traditions and Buddhism.

6. Map of trade routes during the Classical Period – Students will analyze an Afro-Eurasia trade routes map during the Classical Period in order to describe the connections between cultures in the Old World. The economic development of trade cities and new commodities will be emphasized.

7. Population graph in Late Classical Period – students will analyze a line graph of population trends of the Old World from 100 CE to 500 CE in order to understand the demographic causes and effects of epidemic diseases during the late Classical Period.

3. Period 3 – Regional and Trans-regional Interactions, c. 600 CE to c. 1450 CE.

a. Key Concepts i. Key Concept 3.1 – Expansion and Intensification of Communication and Exchange

Networks ii. Key Concept 3.2 – Continuity and Innovation of State Forms and Their Interactions

iii. Key Concept 3.3 – Increased Economic Productive Capacity and Its Consequence

b. Topic for Discussion i. Trade Routes and Patterns in the Post-Classical World, including Silk Roads, Indian Ocean

Trade, Trans-Saharan Trade and Mediterranean Trade, particularly the development and role of Islam and its impact on trade

ii. Political systems and Interaction between diverse societies, including Buddhism in China, Islam in Europe, Islam in Africa, Christianity in Europe, Mongols in Eurasia, feudalism in Japan and Europe, the Caliphate and the Aztec and Inca.

iii. The role of cities in the development of centers for commerce, religion and politics.


d. Sources i. Textbook: Bentley Ch 13-22

ii. Primary (such as but not limited to) 1. Textual – the Koran/Quran; Book of Matthew (Christian Bible); History of the

Mongols (Carpini); The Glorious Victories of Amda Seyon, King of Ethiopia; The Chinese Civil Service Exam (Miyazaki)

2. Visual – Images of the Viking ships; Images European knights and Japanese samurai; map of trade maps across the Saharan Desert.

3. Quantitative – population graph of the 12th – 15th century in Europe iii. Secondary –

1. Were the Barbarians a Negative or Positive Factor in Ancient and Medieval History, by Gregory Guzman (Reilly Reader)

2. Towns and Cities, by Fernand Braudel (Reilly Reader) e. Selected Activities and Assessments

i. Writing Tasks – (thesis statement and essay development) 1. Change and Continuity over time –

a. Students will analyze the changes and continuities in interactions along the Silk Roads from 200 BCE to 1450 CE. This will allow for discussion of disease, trade, growth of cities and spread of religions.


2. Compare and Contrast – a. Students will analyze the similarities and differences in the development

and main features of Japanese and European feudalism. b. Historical Thinking Skills: Historical Argumentation, Appropriate use of


3. Document Based Questions – a. Students will use primary source document to analyze the attitudes of

Christians and Muslims toward commerce and merchants. The prompt and the document will also require students to analyze the change of these attitudes over time (2002 AP World History Released Document Based Question)

b. Sources: i. Christian Bible, New Testament, Matthew

ii. Koran iii. The Life of St. Godric iv. Summa Theologica v. Universal History by Ibn Khaldun

vi. Various letters to and from Italian merchants, 14th century vii. Ankara, Islamic court decision, 17th century

c. Historical thinking skills: Comparison, Historical Argumentation, Contextualization, Patterns of Change and Continuity over time, appropriate use of historical evidence, interpretation and synthesis.

ii. Document Analysis Activities– 1. The Koran & Book of Matthew – students will compare excerpts in these documents

to analyze their views on trade, wealth and merchants. The context of the documents and the author’s point of view and social status will play heavily in the discussion of the economic positions of these religions in their origins.

2. History of the Mongols & Guzman article & Image of Viking ships– students will analyze Carpini’s source on the Mongols to determine European views of the Mongols. This will be a Point of View exercise in which the context of Carpini’s writings will be analyzed along with his tone, audience and purpose for writing are investigated heavily. Students will then make a hypothesis about the “negative or positive factor of Barbarians”. Students will then read Guzman’s article and his interpretations of Barbarians and evaluate his treatment compared to Carpini’s writings. A discussion of additional documents necessary to further analyze Guzman’s interpretation will take place in order to develop this skill of understanding historiography. Images of Viking ships will be used along with

Guzman’s article in order to illustrate and compare Viking transportation to the Mongols.

3. The Glorious Victories of Amda Seyon, King of Ethiopia – Students will analyze this document to compare Christian and Muslim interactions in Africa with those of the Middle East and Spain. (CR #5a)

4. The Chinese Civil Service Exam – students will analyze in order to understand the development of political institutions in China. The continuity of the Civil Service Exam will be addressed and the idea of meritocracy as compared to a rigid system such as the caste system in India will be compared.

5. Images of European knights and Japanese samurai – students will analyze the similarities and differences in the technology and cultural attire of the two types of warriors and analyze what function they would serve in a decentralized system of governance.

6. Map Trans-Saharan trade Routes – the map will be analyzed in order to discuss the cultural connections between Islam and West Africa and the economic system of trade between West Africa and the rest of the Old World.

7. European population graph – students will analyze this map in order to understand the demographic devastation of the bubonic plague in Europe, particularly in urban areas.

8. Braudel article – students will analyze Braudel interpretations of early cities and students will use their knowledge of Timbuktu, Venice, Baghdad and Tenochtitlan to evaluate Braudel’s analysis of Post-Classical cities

4. Period 4 – Global Interactions, c. 1450 CE to c. 1750 CE a. Key Concepts –

i. Key Concept 4.1 – Globalizing Networks of Communication and Exchange ii. Key Concept 4.2 – New Forms of Social Organization and Modes of Production

iii. Key Concept 4.3 – State Consolidation and Imperial Expansion b. Topic for Discussion

i. European and Chinese exploration and the development of the Columbian Exchange as a new framework for world history.

ii. The Atlantic system within the Columbian Exchange, including the development of slavery, racial interactions in the Americas, colonial societies and the issues over the frontiers and the slave economy of Africa.

iii. Comparison of the Gunpowder Empires, including land based and sea based empires, such as Spain, France, Portugal, England, the Dutch, Ottoman, Mughal, Safavid, Ming/Qing, Tokugawa, Russia and Songhay.

iv. The intellectual and philosophical transformations within Europe including the Renaissance, Exploration, the Reformation, the Scientific Revolution and the Enlightenment

v. Periodization issues - Students will evaluate the usefulness of 1450 versus 1453 versus 1492 as a new Periodization in world history. Students will use their notes, textbook and primary sources to find evidence to defend their position. We will also discuss the problem of placing Chinese history into the 1450 – 1750 framework, and how the Ming dynasty straddles the periods, and how useful the period is in understanding changes in China. (CR #11)



ii. Primary (such as but not limited to) 1. Textual – Inscription of the Goddess (Zheng He); Letter to King Ferdinand and Queen

Isabella (Columbus); Appeal to the King of Portugal (Nzinga Mbemba); Slave Trader

(William Bosman); Jesuit Missionary in Ming China (Matteo Ricci), A Dutch Anatomy Lesson in Japan (Sugita Gempaku).

2. Visual –Two maps of early modern Empires; Madonna and Child Enthroned (Follower of Pietro Lorenzetti); School of Athens (Rafael)

3. Quantitative – chart showing the number of slaves exported out of Africa and their destination.

iii. Secondary – 1. The Scientific Revolution in the West, by Franklin Le Van Baumer (Reilly Reader) 2. How the other half traded, by Kenneth Pomeranz (Reilly Reader)

e. Selected Activities and Assessments


a. Students will analyze changes and continuities in commerce in the Indian Ocean system from 600 CE to 1750 CE.


2. Compare and Contrast – a. Students will analyze the similarities and differences in the development of

empires and the process of empire building between one land-based empire and one sea-based empire


3. Document Based Questions – a. Students will use primary source document to analyze social and economic

effects of the global flow of silver during the 16th -18th centuries. (2006 AP World History Released Document Based Question)

b. Source: i. Map of global flow of silver and primary silver mines

ii. Ye Chunji and wedding expenses, 1570s iii. Tomas de Mercado, Manual of Deals and Contracts, 1571 iv. Wang Xijui, report to the emperor, 1593 v. Ralph Fitch, on travels to East Indies, 1599

vi. Xu Dunqiu Ming, The Changing Times, 1610 vii. Antonio Vazquez de Espinoza, Compendium and Description of West

Indies, 1620s viii. He Qiaoyuan, report to emperor, 1630

ix. Charles D’Avenant, “An Essay on the East-India trade”, 1697 c. Historical thinking skills: Comparison, Historical Argumentation,


ii. Document Analysis Activities– 1. Zheng He & Columbus – students will analyze these two documents in order to

compare and contrast the motives and successes of the two explorations. Along with a map of their explorations, students will use their prior knowledge to analyze the long term effects of European and Chinese explorations.

2. Nzinga & Bosman – students will analyze these two documents to analyze African, European and American roles in the Atlantic Slave trade and Columbian Exchange. The Point of View of the two authors of the documents will be placed in the context of the geographic and economic setting of the period. The tone of the documents will be particularly emphasized in order to further analyze Point of View. Students will

also be expected to work in knowledge form the global flow of Silver and place the Atlantic System within that global system(CR #13)

3. Ricci & Gempaku & Baumer article– students will analyze these two documents in order to evaluate Baumer’s article of the Scientific Revolution in Europe. It will also explore the cultural and political reception of China and Japan to the changes occurring in Europe.

4. Maps of Empires – students will analyze the two maps in order to interpret the changes and continuities in the the building of large empires across land and sea in the Early Modern Period. Geographic location and its impact of the economy will be emphasized along with the problems that each empire will encounter as it expands.

5. Lorenzetti & Rafael paintings – Students will use the extra-disciplinary approach of art history to understand the significant changes over time in art and culture during the Renaissance through a discussion of the development of linear perspective and dimensions through these two paintings. The subjects of the paintings themselves will also be analyzed in order to understand changes and continuities over time in medium and subject.

6. Slave chart – students will analyze a chart that displays the approximate numbers of slaves that were exported out of Africa to the Americas. This will focus on the social impacts in Africa along with the cultural changes in the Americas and the economic developments due to a large numbers of migrants.

7. Pomeranz article – students will read and analyze Pomeranz article to discuss the role of women in the silver trade in Southeast Asia and East Asia. Students will evaluate his interpretation of the trading relationships and draw into question his assumptions of the role of women during the trade.

5. Industrialization and Global Integration c. 1750 to c. 1900 a. Key Concepts –

i. Key Concept 5.1 – Industrialization and Global Capitalism ii. Key Concept 5.2 – Imperialism and Nation-State Formation

iii. Key Concept 5.3 – Nationalism, Revolution and Reform iv. Key Concept 5.4 – Global Migration

a. Topic for Discussion i. The Industrial Revolution in England and its progress across Europe and its spread to

Russia, the United States and Japan. ii. The causes and consequences of the Atlantic Revolutions, including the American, French,

Haitian and other Latin American Revolutions, along with a comparative approach about the stages of revolutions.

iii. The development of the new imperialism that develops in the second half of the 19th century including the Berlin Conference, colonization of India, Indochina, and neocolonialism in Latin America. The transformation of Japan at the consequent building of its empire will be analyzed as well.

iv. The migrations of Africans, South Asians, East Asians and the role imperialism played in that system will be discussed along with labor systems that accompanied those migrations.

b. Time Period: 6 weeks

c. Sources

i. Textbook: Bentley Ch 29-33 ii. Primary (such as but not limited to)

1. Textual – The American Declaration of Independence; The French Declaration of the Rights of Man and Citizen; Letter to the Directory (L’Ouverture); Heart of Darkness (Conrad); The Wealth of Nations (Smith); Mitsubishi Letter to Employees (Yataro)

2. Visual – Images of Westernization in Japan, political cartoon of Europeans and Japan carving up China, photographs of Belgium Congo, Map of James Cook’s Explorations in the Pacific

3. Quantitative – chart displaying the number of South Asia, Southeast Asian and East Asian migrants as indentured servants.

iii. Secondary – 1. The Industrial Revolution Outside the West, by Peter N. Stearns 2. World-Systems Analysis: An Introduction, by Immanuel Wallerstein

d. Selected Activities and Assessments


a. Students will analyze changes and continuities in the political and cultural changes and continuities over time in ONE of the following regions: Sub-Saharan Africa, South Asia, East Asia, Latin America


4. Compare and Contrast – a. Students will compare and contrast the responses to Imperialism in the late

19th century in TWO of the following places: Sub-Saharan Africa, South Asia, East Asia, Southeast Asia, Middle East


5. Document Based Questions – a. Students will use primary source documents to discuss the causes and

consequences of the system of indentured servitude that developed as a part of the global economic system during the late 19th century (2003 AP World History Released Document Based Question)

b. Sources: i. Herman Merivale, British undersecretary of the colonies, 1850s

ii. Editorial in Natal Mercury, on visit of Sir George Grey, 1855 iii. map of principal overseas indentured migrations, 1834-1919 iv. chart of “selected intercontinental flows of indentured or contract

labor, 19th and early 20th century”. v. Two images of laborers in Suriname

vi. Chart of “former slaves and Asian Indians in Mauritius, 1835-1851 vii. British Guiana Indenture Agreement, 1895

viii. Documents of Indentured Labor, South Africa, 1851-1917 ix. chart showing “”Share of total population in Selected Territories

Deriving from Indentured Migration c. Historical thinking skills: Comparison, Historical Argumentation,

Contextualization, Patterns of Change and Continuity over time, appropriate use of historical evidence, interpretation and synthesis

ii. Document Analysis Activities – 1. American, French and Haitian Revolution documents – students will analyze these

documents in the context of the Atlantic revolutions. The goals, motivations and successes of these revolutions will be evaluated and students will be required to compare and contrast along with understand the causation and chronological reasoning of the revolutions. A close reading of these documents will reveal Enlightenment thought in the documents and the institution of slavery will be addressed in terms of the Enlightenment.

2. Heart of Darkness – students will read the heart of darkness to analyze Conrad’s projections of Africa. Students will contextualize Conrad’s assumptions and discuss

the accuracy of his novel and how it would have shaped European feelings toward Africa.

3. Wealth of Nations – students will analyze Smith’s discussion of capitalism and discuss the change and continuities over time from the mercantilist policies of the early modern period to the capitalist industrial economies of the 19th century.

4. Mitsubishi Letter – students will analyze Yataro’s tone and contextualize the development of Japanese industry in the role of the Meiji Restoration.

5. Images of Japan – students will analyze the cultural and social changes brought about by Meiji Restoration

6. Political cartoon – students will evaluate the cartoon and discuss the idea of imperialism and its causes and consequences. This will to a discussion for the causes of global conflicts that are to arise in the 20th century. The stereotypes and economic competition will be analyzed as well.

7. Photos of Belgium Congo – students will view the images of the Belgium Congo in order to understand the Belgium impact on the Congo. The purpose and audience of the photos will be considered along with a discussion of how accurate the images are of European intervention in Africa. Students will evaluate the statement “Europeans brought only destruction and devastation to Africa during the Era of Imperialism”.

8. Map of Cook – students will view a map of the James Cook voyages in the 18th century in order to discuss the development of English colonies in the Pacific and the impact on indigenous populations in Australia and Polynesia.

9. Indentured Servant chart – students will analyze a chart of migrants out of India and China in order to understand the demographic impact of the economic development of indentured servitude after the abolition of slavery.

10. Stearns and Wallerstein – students will read and analyze Stearns article in order to understand the development of the dependent economies outside of Europe. Students will then compare Stearns’ understanding of dependent economies to Wallerstein’s interpretation of world-system theories. Students will analyze the role of Europeans in forcing peripheral economies to become more dependent.

6. Period 6 – Acceleration Global Change and Realignments, c 1900 to the Present

a. Key Concepts – i. Key Concept 6.1 – Science and the Environment

ii. Key Concept 6.2 – Global Conflicts and their Consequences iii. Key Concept 6.3 – New Conceptualizations of Global Economy, Society and Culture

b. Topic for Discussion i. The acceleration of technological advancements in medicine, media, entertainment, and the

subsequent impacts that technology has had on the Environment. The Green Revolution in Agriculture and the Environmental movement will also be discussed

ii. The Causes and Consequences of the World Wars and the Cold War will be the context of the 20th century. Students will also compare the consequences of the World Wars in various parts of the world. Decolonization and the various ways new countries emerged in the 20th century will be a primary focus.

iii. New ideas of women rights, land distribution, communism, neocolonization, and the role of popular culture, global sports and international organizations will also be discussed.

iv. Periodization of 1900 versus 1914. Students will evaluate the usefulness of organizing the class around the beginning of World War I, versus the generic period of imperialism that is associated with the long term causes of World War I. Students will takes sides as to which

date is more appropriate using evidence from their textbook and primary sources to defend their decision.



ii. Primary (such as but not limited to) 1. Textual – Fourteen Points (Wilson); Child of the Dark: The Diary of Carolina Maria de

Jesus, (Carolina Maria de Jesus); Letters from Burma (Aung San Suu Kyi); Gender Inequality in National Parliaments (UNFPA),

2. Visual – World War I propaganda posters; Cartogram of Global Warming; Satellite Photo of Earth at Night; Pacific Theatre Map during World War II

3. Quantitative – global population graph of the 20th century; epidemic disease chart by region in the 20th century

iii. Secondary – 1. The Earth is Flat by Thomas Freidman 2. Dollarization by Sherif Hetata 3. Cultural Globalization Is Not Americanization by Philippe Legrain

e. Selected Activities and Assessments i. Writing Tasks – (thesis statement and essay development)

1. Change and Continuity over time – a. Students will analyze the changes and continuities in cultural beliefs and

practices from 1450 to the present in ONE of the following regions: Latin America, Sub-Saharan Africa, East Asia, Oceania & Australia


2. Compare and Contrast – a. Students will analyze the similarities and differences in b. Historical Thinking Skills: Historical Argumentation, Appropriate use of


3. Document Based Questions – a. Students will use primary source document to analyze the causes and

consequences of the Green Revolution from 1945 to the present. (2011 AP World History Released Document Based Question)

b. Sources: i. Graph of Wheat Yields in Mexico and India from 1950 -2010

ii. Graph of World Population and Food Supply, 1800-2050 iii. Harry Truman, Inaugural Address, 1949 iv. Dr. Norman Borlaug, Lecture at Nobel Peace Prize, 1970 v. Chidambaram Subramaniam, interview, 1970

vi. Mrs. Dula, interview with UN official, Mexico, 1970 vii. Focus, FAO newsletter, 1987

viii. Dr. Vandana Shiva, article in Ecologist, 1991 ix. Human Development Report, Punjab, India, 2004 x. Statement from Guatemalan National Coordinating Committee of

Indigenous Peasants, 2006 c. Historical thinking skills: Comparison, Historical Argumentation,


ii. Document Analysis Activities–

1. Wilson – students will analyze each of Wilson’s points in order to understand the goals for international peace after World War I. Students will evaluate each of the points to see if they were carried out successfully using their textbook and knowledge of the outcomes of World War I.

2. de Jesus & Burma documents & UNFPA– Students will analyze de Jesus’s writings of Brazil and discuss the struggles of women in peripheral countries. De Jesus’s writings will be compared to Aung San Suu Kyi in terms of women’s issues and the political voice and continuity of patriarchy around the world. The tone, audience and context will be emphasized in order to further understand issues that women continue to face in the 20th and 21st century. Students will then review the UNFPA document to decide how the two women sources fit into the charts of the UNFPA. How indicative are the two women’s sources of 20th century women in politics and what other sources would be helpful in evaluating women’s social and political positions in the 20th and 21st century?

3. Posters – students will analyze the World War I posters in order to understand the tone, audience, purpose and use of color. The extra-disciplinary approach of art history will be emphasized in order to further evaluate the use of art in sparking emotions without the use of words.

4. Cartogram and satellite image – students will compare human impressions of maps in the cartogram to the technological map of the satellite image. A discussion of political boundaries and core/peripheral societies will be emphasized to contextualize the use of maps in understanding the modern world.

5. World War II Pacific Map – students will analyze the map to understand the method of “island-hopping” employed by the United States during World War II. Students will evaluate the strategy and hypothesize why such a technique would be necessary in terms of technology, military strategy, and the ultimate decision in dropping the atomic bomb on Japan.

6. Graph and disease chart – Students will compare and contrast the population graph with the disease chart and see where the overlaps are in overpopulation and disease such as HIV, malnutrition, and obesity related deaths. The political attempts at solutions to these problems will be discussed along with the cultural traditions that hinder progress and the problem of curbing global population.

7. Freidman – students will read selections of Freidman’s work and evaluate his evidence of the world flattening. They will also analyze his decisions about the causes and effects of the global economy becoming more equal. Students will compare this to their knowledge of disparities in wealth around the world but will visit the ideas of outsourcing, the growth of the Asian Tigers and how post-industrial countries are affected by outsourcing and deindustrialization.

8. Hetata and Legrain – students will compare the two articles and the role of the United States in the modern world. Students will evaluate each article in order to answer the question “What are the political, social, economic and demographic effects of the growth of the United States in the modern world?” Students will be required to analyze which sources focus on each theme and how American popular culture is changed as it spreads globally.