ap world syllabus 2011.cwk (wp) - mrs. loefstedt's class...

AP World History—SyllabusMrs. Loefstedt2014-2015

C o u r s e Desc ri pt ion an d Pu r p o se : AP World History is a rigorous and challenging course designed to be

equivalent to an introductory college course in world history. While focused on the global experience and events of the last millennium and a half, the course builds on the student’s prior understanding of the geographic, cultural, institutional and technological developments that created the human experience prior to the year 600 C.E. After a review of this early period, students will explore the evolution of global processes and contacts as well as their causes and consequences. Comparisons and contrasts among major societies and issues relating to change and continuity will also be discussed. In addition, students will also be expected to view and understand events in world history from multiple perspectives.

The broad spectrum of topics as well as the 8000 + year span means that this class is necessarily fast-paced. As such, this class may demand more time and effort than regular or honors level high school classes. A sincere interest in history, along with strong reading and writing skills, and a commitment to thinking are necessary to succeed. Emphasis will be placed on selecting relevant factual knowledge, critical and analytical thinking skills, essay writing, interpretation of primary source documents, and historiography. Students who demonstrate mastery of World History by achieving a score of 3,4,5 on the AP exam may earn credit at many colleges and universities.

Course Objectives -- Students will:* Master a broad body of historical knowledge* Demonstrate an understanding of historical chronology* Use historical data to support an argument or position* Differentiate between historiographical schools of thought* Interpret and apply data from original documents, including cartoons,

graphs, letters, newspapers, speeches, etc.* Effectively use analytical skills of evaluation, cause and effect, compare and

contrast* Approach history from the perspective of multiple disciplines and

viewpoints including anthropology, economics, folklore, geography, political science and the arts* Work effectively with others to solve problems and produce original

academic work* Prepare for the World History Advanced Placement Exam and other

standardized exams

Major Organizing Themes: The following five themes will be highlighted throughout the year. The themes serve as unifying threads and should help students understand what is particular about each period or society as well as allow them to place it in the context of global history.


1.The interaction between humans and the environment.2. The development and interaction of cultures.3. State building, expansion and conflict.4. The creation, development and interaction of economic systems.5. The development and transformation of social structures.

Course Texts, This is a reading intensive course. Students should expect to devote about 30 minutes on most days to reading, reviewing and/or completing other assignments. On average students should expect to read about 40-50 pages a week. The following texts will be used throughout the year.

Tom Standage, A History of the World in Six Glasses (Random House, 2005) Primary Text: Jerry H. Bentley and Herbert F. Zieglar’s Traditions and

Encounters: A Global Perspective on the Past (McGraw-Hill, 2000, 2003 & 2008 Editions)

Supplemental Readings: Sherman, Dennis. World Civilizations: Sources, Images, and Interpretations. Boston: McGraw-Hill, 2002.

Additional readings will be provided throughout the year by the instructor.

The A P Ex a m will be administered in mid May and consists of the following sections.Part 1. 70 question Multiple Choice section worth 1/2 the total grade. (55 minutes)Part 2. The DBQ worth 1/6 the total grade (50 minutes)Part 3. Change over time essay worth 1/6 the total grade (40 minutes)Part 4. Comparative essay worth 1/6 the total grade (40 minutes)

Suggestion s an d advice . I cannot overemphasize how important it is to keep up with the reading. Time management is an essential skill for this class, and you must take responsibility for budgeting your time. Do not get behind or you will soon find yourself unduly stressed out. The first marking period may be especially difficult as you become accustomed to the pace of the class. Don’t get discouraged if you seem overwhelmed or if your grade is not what you’d like it to be. As the year progresses, things invariably fall into place and become easier.

Homework in Social Studies will:1.Reinforce critical reading and writing skills.2. Support and expand on information presented in class.3. Involve studying material central to the understanding of social studies concepts.

Homework will be assigned regularly in all social studies classes. Social studies teachers

Classroom Policies and Guidelines


Instruction and conduct in this class are based on the WRHS core values and learning standards.

Our Core Values as an educational institution are: Critical Thinking/Problem Solving Creativity/Innovation Citizenship/Responsibility Communication Collaboration

Our Learning Expectations of every student are: Exercise responsible leadership Communicate effectively Think critically and solve problems Think creatively Collaborate and learn actively Use technology effectively

1. Preparedness. Come to class prepared each and every day. At a minimum this means bringing your notebook (I recommend a three ring binder) a writing implement (pencil or blue/black pen only), and your text (which must be covered) as well as other materials if required. Be prepared to participate every day as it makes the class more lively and relevant. Remember, education is not a spectator sport! You chose this class! Make the most of the opportunity!

2. Punctuality. Come to class on time. Every minute in this AP class is important!

3. Handing in assignments. Sometimes I will ask that you complete assignments by hand writing them. While this may seem archaic it is not as you will have to write your essays by hand on the WHAP exam. Thus, being asked to write assignments out by hand will help you with pacing as well as penmanship. When completing an assignment that will be handed in, please use only blue or black ink. I will ask for a rewrite if you hand in assignments written in pencil or other ink colors. I will also often request that assignments be handed in either via email as word documents or through the TurnItIn web site. This saves paper and allows me to make comments that you can actually read. Please see the note about email below.

4. Make-up work. It is your responsibility to make up any work missed due to absence. I suggest you locate somebody in class from whom you can get assignments if and when you are absent. I follow school policy that states that you have three days (3) following an absence to make up previously announced quizzes and tests. Long term projects are due on the date specified by the assignment. Make sure it gets to me whether or not the class meets that day!!. Failure to make up work will result in a zero for that particular quiz, test, etc. I am usually in the building by 7:00 in the morning and am generally here until 4:00 PM except during the winter sports season. Extra Help is available by arrangement.


5. Evaluation. The AP Exam is your biggest evaluation, however, you will also have ample opportunity to have your work, in a variety of formats, constructively criticized throughout the year. Due to time constraints, less class time will be devoted to testing in this class than was likely in your previous history classes. Some of your graded assignments/ tests will be of the take home variety. You will also have some opportunity to take essay quizzes under timed conditions to prepare you for the pace of the AP exam. Short reading quizzes, in a variety of formats, can come at any time, announced or rarely, unannounced. (Pop quizzes must be made up immediately upon return from absence.) Your grade will be determined by dividing the total number of points for the marking period by the number of points you earned. 5. Late assignments and extra credit. I do not accept late homework in AP classes unless you have seen me ahead of time to discuss the reason for your inability to complete the assignment as requested.

6. Abide by the AP students honor code. Simply put, unless I have specifically stated otherwise you should do only your own work at all times and under any time constraints I may have given you. Ultimately any breach of this policy will hurt you on the day of the AP exam and in your further studies. Be honest and honorable in all of your dealings with your teachers and fellow students. Cheating, in all of its forms, will be handled according to the policy in the Student Handbook, which is excerpted below. Read carefully.

“All students’ academic work must reflect their own honest efforts. Cheating and plagiarism in any form will not be tolerated. This includes, but is not limited to copying homework, papers, lab reports, or quiz or test answers; acquiring or disseminating quizzes or tests before they are administered; or using information from the Internet or other outside sources without proper attribution.Any student known to have cheated will be subjected to penalties, up to receiving “0” for the work. Possible penalties will be made known to each class by the teacher and will be included in the course syllabus.Students who collaborate with others in cheating by allowing their papers to be copied or by other means will be subjected to penalties commensurate with their involvement, which may include the student receiving “0” for the work or suffering significant grade reduction.In all cases, the principal or the class administrator along with the department head and teacher will be informed about both the incident and the penalty imposed, and the parent(s) or guardian(s) will be notified. The administration reserves the right to impose other penalties up to and including removal from the course, removal from honor societies, and loss of eligibility for scholarships with “honor” as criteria.”

A word about email. My email address is [email protected] If a paper copy was


requested, I will accept assignments that have been emailed to me to due technical difficulties as long as I receive them on the day they are due. I will, however, only acknowledge their receipt as proof that an assignment was done on time. You will receive an incomplete on the assignment until you hand in a paper copy if that was how that was stipulated in the assignment.

Websites/ links that you may find useful for this class

text book link http://highered.mcgrawhill.com/sites/0073406937/student_view0/

http://highered.mcgraw-hill.com/sites/0072424354/student_view0/

http://www.learner.org/courses/worldhistory/

http://www.mspugh.net/apwh.htm

VERY IMPORTANT. After reading this entire syllabus, please take a minute to email me an acknowledgement that you understand the parameters and guidelines for this class. Have your parents do the same. I will add your email address to the WHAP students 2013-14 group that will allow you to access readings and study aids via google docs. I will also create a separate mailing list for your parents. It will also allow me to remind you and your parents of upcoming assignments and evaluations as well as give you feedback on the class from time to time.

World History AP Course Overview, Readings and Activities.

http://www.mspugh.net/apwh.htm

http://www.learner.org/courses/worldhistory/

http://highered.mcgraw-hill.com/sites/0072424354/student_view0/

http://highered.mcgrawhill.com/sites/0073406937/student_view0/


***Please note that specific activities and assignments are subject to change according to time constraints and the needs of the class. Any changes will be announced well ahead of time in class and via email.

Unit 1 Introduction to World History, Main topics for class discussion include

What is world history?Big History and the Peopling of the EarthWhere we are today: GlobalizationHow to approach the writing of a BDQ

Readings and Activities. #1. “Book Club” Discussion of An Edible History of Humanity, its framing of world history, and periodization.

#2. Read The Prologue from Strayer’s Ways of the World (2011). Be ready to discuss the concept of “big history” as well as the skills or 3 C’s that will be an integral part of this course.

#3. In your textbook read the last chapter on globalization entitled “A World Without Borders” in preparation for a reading quiz on the chapter.

#4. Watch Bridging World History episode 24: Globalization and Economics. Discuss the causes that led to the rise of the current global economy and the differing perspectives on its effects.

#5. Watch Bridging World History episode 25: Global Popular Culture. Discuss the spread of soccer and Reggae music.

#6. Writing a DBQ in World History AP: The 2008 DBQ: Modern Olympic Movement, 1892-2002.

Unit 2: Technological And Environmental Transformations to 600 B.C.E.

The Neolithic Revolution and Early Sedentary SocietiesInteractions among agricultural, pastoral and urban societiesThe Development of core or foundational societies

#1. In your textbook read the introduction to unit 1.

#2. Background reading from An Edible History of Humanity on the transition to sedentary


civilizations.

#3. Thesis Writing Activity. Read the following article in Shermans’ World Civilizations SII vol. 1. Then answer the questions that I have provided below.

Maps : The Environment and the rise of civilizations in Southwestern Asia and and Northeastern Africa , pp. 18-21Robert J. Braidwood, The Agricultural Revolution, 22-24William H. McNeill, The Process of Civilization p. 24-26Herbert J. Muller, Freedom in the Ancient World: Civilization in Sumer p. 26-27Barbara Lesko, Women of Egypt and the Ancient Near East. p 27-28

Instructions: Use the readings as well as your own knowledge of ancient history (from Diamond and elsewhere) to prepare for an in class discussion.

Topics/ Questions for development

1. Why did people turn to agriculture? Was it out of necessity or a conscious choice?

2. Why are cities dynamic engines for cultural innovation? What cultural innovations

were fueled by this dynamo?

3. What individual freedoms were sacrificed to achieve collective freedoms?

4. Which aspect of Lesko’s theory do you think is most intriguing or controversial?

Finally write a thesis statement (3-5 sentences) that sets up an essay that would answer

the following question. Make sure you bring this thesis to class!

Cities and civilizations first appeared 5000 to 6000 years ago causing monumental

changes in human societies. What was the primary cause for the creation of cities:

environmental factors, the development of agriculture, trade, or something else? What was

the biggest consequence?

#4. Make a comparative chart on early civilizations in Afro-Eurasia and the Americas (Tigris, Euphrates, Yellow, Yangtzee, Indus, and Nile rivers as well as in the Andes.)

Unit 3 Organization and Reorganization of Human Societies 600 B.C.E. -600 C.E.

Major topics for discussion includeThe Development and Codification of Religious and Cultural TraditionsThe Development of States and EmpiresEarly International connections & their consequencesCauses of change: Innovation vs diffusionWorking with Documents: 2007 DBQ on Han and Roman Attitudes about


TechnologyWriting a compare and contrast essay

Readings and Activities#1. Read Assignment 1 in Stearns: World History in Documents (pp.2-10). This reading is gives great tips on how to read and use documents, how to make comparisons, and sets up the concept of periodization in WHAP. I have annotated the text in the margins and asked you rhetorical questions to help you focus what’s important.

#2. Read Assignment 2 in Stearns (pp.11-26). This assignment introduces the classical or foundations period, and then, compares Mesopotamian and Hebrew legal systems. You should answer the questions for the section in your notebook as your ticket to participate in class. I have annotated the reading in the margins to point you in the right direction.

#3. In your textbook read the introduction to the Classical period. Compare and contrast the themes it outlines to that outlined in Stearns assignment 2.

#4. Read the “Mandate of Salt” excerpted from Salt: A World History, by Mark Kurlansky, Walker & Company, 2002. This article provides a great introduction and insight into China’s political traditions and systems. I have marked it up/ annotated it so you can focus on what I thought was most important or interesting about how salt connects to the creation of classical China.

#5. Read Assignment 3 in Stearns (pp.53-63) about social inequality. The reading examines similarities and differences in India’s caste system and the Roman institution of slavery. Answer the questions for the section in your notebook.

#6. Read Assignment 4 in Stearns (pp.64-78) comparing the position of women in classical China, India, and Rome. Answer the questions for the section in your notebook.

#7. Activity. Use your textbook and information gleaned in class to complete SPICE charts of the following classical civilizations: Rome, China, India.

#8. In your textbook read Chapter 12: Cross-Cultural Exchanges On The Silk Roads. You will have a quiz on this very important chapter.

#9. Periodization & Must Know Dates to 600 C.E. Quiz

#10. Multiple Choice test on human history to 600 C.E.

Unit 4: Regional and Transregional Interactions 600 C.E - 1000 C.E.


Major topics include: Periodization: What are the periods “bookends?”Restoration and Reinvigoration of “Classical” empires“Southerinization” and the integration of Afro-EurasiaThe Emergence of new regional empiresDar Al-Islam: The House of Islam and its impact on other cultures

The Major themes of part 1 of this unit are :

--After the classical civilization of Afro-Eurasia collapsed, people living in those areas rebuilt their civilizations in “new” ways that dealt with the different circumstances in which they found themselves. Ask yourself what kinds of readjustments or reorganizations people made to restore social and political order?-- Post classical civilizations blended foundational ideas with new ideas to create something that resembled their classical predecessor (continuity) but that had distinct new features (change.)-- After political and social order were restored, trade revived. New trade networks spread “civilization” outward into the periphery. These peripheral states also blended foreign and native influences to form something new.

Readings and Activities

#1. We will begin this unit by watching the film Himalaya set in Dolpo, Nepal. You’ll learn a lot about yaks, salt, and how why and how remote areas became connected to “civilization.”

#2.In your textbook Read the Unit Overview pp 322 -323 The Post Classical Era #3.In your textbook read Chapter 13 The Commonwealth of Byzantium.

As you read this chapter, try to outline the facts how the themes outlined above apply to the Byzantine Empire. You will have a reading quiz on this chapter before we actually discuss it.

#4. Understanding Change and Continuity Over Time. Read Southernization by Lynda Shaffer, [Tufts University ] Journal of World History, vol, 5, no. 1 © 1994, University of Hawaii Press and complete the map assignment and change over time chart that accompanies it.

#5. In your textbook read Chapter 14: A New Society: Realm of Islam

#6. In Sherman’s World Civilizations read the following articles to better understand the rise of “Dar al Islam.” Answer the questions below to prepare for a class discussion.

pp. 123, 125-126. Bernard Lewis The Arabs in History


pp. 126- 127 W. Montgomery Watt, The Muslim Pattern of Conquest pp. 127-128 Albert Hourani, The Islamic World by pp. 129-30 Peter Brown, The Eastern Orientation of Islam

Questions: Write brief notes so you will be able to participate in a discussion

1. What does Lewis say caused the Arabic expansion?

How much was religion a factor?How does he describe the Arabs?What does he say was the true wonder of Arab expansion?

2. How does Watt connect the word razzia to the Muslim pattern of conquest?How about the word jihad?How did camp-cities allow Muslims to pacify conquered areas?

3. Albert Hourani argues that people of the Near East and the Maghrib lived in a universe with distinctive features that geographers call a sense of place. List three (3) kinds of structures he would use to prove his point?

Define the word umma ? What daily rituals helped create this umma?

4. According to Peter Brown what saved Europe from Arab conquest in the 700s? How does Baghdad’s layout and Harun al Rashid’s gift to Charlemagne shed

light on his premise?

Read the Teacher Hand Out: The Muqadinnah / Ibn Khaldun On the Rise and Decline of Empires. Answer the questions to prepare for a class discussion

5. Ibn Khaldun wrote about the rise of Islamic Civilizations in the the 1200s after the sacking of Baghdad in 1258. How might this fact explain his thesis?

6. Do Khaldun’s ideas contradict or enhance the interpretations presented by Lewis, Watt, Hourani and Brown in relation to the history of the Umayyad and Abbasid dynasties?

7. Do his ideas hold true for previous empires we have explored?

#7. In your textbook read the following chapters

You will have a 15- 20 multiple choice quiz for each chapter. The dates of these quizzes will be announced as we progress through the unit.


Chapter 15: The Resurgence of Empire in East AsiaChapter 15: India and the Indian Ocean BasinChapter 17: The Foundations of Christian Europe. Read this chapter quickly. It serves primarily to show how global themes connect to Europe and therefore to reinforce those themes in other global regions.

****You will have a 15- 20 multiple choice quiz for each chapter. The dates of these quizzes will be announced as we progress through the unit.

Unit 5: Regional and Transregional Interactions 1000 – 1450 C.E.

Major topics include: Mongols, Turks, and Vikings: Creators of Destroyers?Comparing early economic systemsComparing the rise of empires in West Africa, The Americas and Central Asia

Readings and Activities

#1. In your text book read the Unit overview pp. 466 - 467

#2. In your textbook read Chapter 18 Nomadic Empires and Eurasian Integration. Focus on the following questions:-- Why did the Saljuq Turks convert to Islam? What was their relationship to the

Abbasid dynasty and Byzantine Empire?-- How did the Turkish conquests of Persia, Anatolia and India prefigure the Mongol conquests of the thirteenth and fourteenth centuries?-- What made the Mongols such military force?-- Compare and contrast the effects (political, cultural and economic) of Mongol rule on China, Russia, and Persia?-- During the period of Mongol dominance, it was often said that “all roads led to

Karakorum.” Explain the ways in which this statement is accurate?--How do Tamerlane’s conquests represent that last gasp of nomadic power?

#3: In your textbook read Chapter 19 States And Societies of Sub-Saharan Africa. Focus on the following:

--Explain the causes and consequences of the Bantu Migrations-- What does the term stateless society mean? Does the Kongo Kingdom fit this

definition? Why or why not?--How were regional African Kingdoms integrated into the trans-Saharan trade

network? What were the political, economic and cultural consequences of thisintegration.

--Analyze the emergence of the Swahili states and people in the post-classical era--Explain how African societies worked in relation to kinship, gender relations,


slavery and religious beliefs.--Compare and contrast the spread of Christianity and Islam in Sub-Saharan Africa.

#4. Watch Episode 2: Desert Odyssey about the Taureg People from National Geographic’s Africa Series

#5. . In Sherman World Civilizations read the following sources from Chapter 12 Civilizations of Sub-Saharan Africa and the Americas. Answer the questions provided.

p. 260 Roland Oliver Origins and Cities and States in WestA. What is the traditional interpretation of when and how cities and states first emerged in the grassland of western Sudan [what I called the Sahel]?B. Why has this interpretation been challenged?C. Why had these states not expanded?

pp. 241 -42 Ibn Battuta, A Muslim’s view of the African Kingdom of Mali What did he approve of?What did he find shocking?

pp. 246 -48 Pieter de Marees Political Practices in West Africa How would you describe the role of kings in West African kingdoms based on this account? Does it seem logical to argue that this system emerged out of the

region’s tradition of “stateless government?” Why or why not?What are the advantages and disadvantages of this political system?

p. 261 Henry Gailey, Power and Instability in Mali Find three similarities Gailey makes in comparing Mali’s political system

to European feudalism of the same era.How does he explain the internal and external forces that caused Mali’s decline?

#6. Watch Bridging World History episode 11: Early Empires: Mongols, Mali, Inka. Write a compare and contrast essay on the factors that led to the rise of two of these empires.

#7. In your textbook read Chapter 20 Western Europe During High Middle Ages AND Chapter 21 Worlds Apart: The Americas And Oceania. We will use these chapters to make comparisons between economic systems used in Japan, W. Europe and the Americas. We will also compare the spread of sea-faring people like the Vikings, the Inuit and the Polynesians.

#8. Watch Bridging World History episode 8 Early Economies: Defining and distributing


wealth 1000 C.E - 1500 C.E

#9. In your textbook read Chapter 22 Reaching Out: Cross-Cultural InteractionsFocus on the following:

--Compare and contrast the voyages of the following major world travelers of the late postclassical period: Ibn Battuta, Marco Polo, Vasco DaGama and Zheng He.--Why might the 1300s be considered a century of calamity (climate and disease) with many long term consequences. What were some of these consequences?--How did China recover from the period of Mongol rule?--Why did the period after 1300 lead to state building throughout Europe?--Analyze the changes and continuities in the Indian Ocean trade network between 600 - 1500.

#10. Periodization and Must Know Dates Quiz 600 -1450 C.E.

#11. Post Classical Unit test.

Unit 6 Global Interactions 1450 -1750 C.E.

Two major and related processes differentiate this period from the post-Classical era. The first of these is creation of a direct maritime route connecting Europe to the empires, states, and peoples of the Indian Ocean basin and the South China Sea. With any new contact comes change and while it is not accurate to say that Europeans dominated these areas, they did gradually increase their presence in these two trade and resource rich regions. The second process was the incorporation of the “New World” or western hemisphere into Afro-Eurasian trade networks. This too caused massive change and by the end of the period the “Atlantic World” was a major agent of global change. This new global orientation had social, political and economic consequences on Afro-Eurasian societies. Indeed how various societies were transformed both directly and indirectly by contact with Europeans is the major theme of this unit.

Students should focus on the following “big pictures” questions as they proceed through the unit.

--Analyze the social, political and economic transformations that resulted from the creation of the Atlantic world.--Assess the impact the integration of the Americas into the global economy had on East Asia, Central Asia, the Middle East and Sub-Saharan Africa.-- Understand how the process of “southernization” helped initiate the transoceanic voyages that ended up creating a global economy.--Analyze why forced labor systems grew tremendously during this period.--Explain how this period’s “commercial” revolution created new social and political elites and restructured ethnic, racial and gender hierarchies


--Compare and contrast the various ways, economic, social and political, that rulers in different global regions consolidated their power and expanded imperial states.--Analyze how competition over trade routes, religious and state rivalries, and local rebellions limited or challenged the ability of states or rulers to consolidate power or expand their territories.--Examine the world’s major trans-regional trade networks to assess the continuities and changes that occurred during the 1450-1750 period.

Reading Assignments & Activities

#1. In your textbook, read the introduction to the unit.

#2. As an introduction to this unit watch Bridging World History episode 15: Early Global Commodities that focuses on the causes and effects of the global silver trade from 1500-1750.

#3. In your textbook read Chapter 23: Transoceanic Encounters and Global ConnectionsRead this chapter quickly. The most important ideas and skills include

1.Being able to prove with examples that European motivations for their voyages can be summed up in the phrase “ God, Gold, Glory.”

2. Understand how growing knowledge of ocean currents and winds, as well as new maritime technologies allowed Europeans to reconnoiter the Atlantic and Pacific Oceans.

3.Understanding the reason for the various kinds of empires (colonial/ settler v. trade) that Europeans created in Asia, and the Americas.

4.Familiarize yourself with the term “Columbian Exchange.” This is probably the most important idea in the chapter.

#4. In your textbook read Chapter 24.The Transformation of EuropeAgain, since the chapter is on Europe, you should already be somewhat familiar with

what’s being discussed here so read quickly and focus on the five transformations below. Think about how many of them can be linked Europe’s connection with the Americas.

Between 1450 -1750 Europe’s political, economic, and cultural systems were all drastically transformed so that the Europe of 1750 barely resembled what had existed in 1450. The more notable of the changes include:

1. The rise of “New Monarchs” and Absolutism in Spain and France as well as the reaction against it in the Netherlands and England.

2. The Protestant Reformation and the Catholic Counter Reformation that initiated a century of religious conflict on the continent and heightened national rivalries.

3. The rise Mercantilism, the bourgeoisie, and early capitalism.4. The end of feudalism and the rise of “free’ labor in western Europe


5. The intellectual and technological breakthroughs initiated by the Renaissance, the Scientific Revolution and the Enlightenment.

#5. In your textbook read Chapter 25: New Worlds: The Americas and Oceania

I’d argue that in comparison to the other regions of Afro-Eurasia, the Americas, were more drastically transformed by the encounter with Europe. Besides being “new” to the old world geographically, interaction with Europe created a new world in the Americas. Think about all the new social, political and economic patterns that were created when the old and new world collided.

1. Why might the encounter between the old and new worlds be considered a collision?

2. How were Spanish and Portuguese colonies similar and different to those created by the English, Dutch, and French?

3. How were indigenous societies reshaped economically, socially, and politically by their encounter with Europe and Africa? What stayed the same?

4. How did encounters in Oceania resemble those in the Americas? What were the key differences?

#6. Compare and Contrast Essay: Effects of European Encounter on Kongo Kingdom and Tokugawa Japan.

#7. In your textbook read Chapter 26: Africa and the Atlantic World. I have posted a reading guide for this chapter called “Africa and the Atlantic World” on google drive/docs .You’ve already explored some of this chapter’s theme by writing your essay about the Kongo kingdom’s encounter. Think about how connected Africa became to the Americas and how it helped build the Atlantic world.

#8. Watch Brazil: A Racial Paradise from PBS series Black in Latin America to facilitate a Socratic discussion on the development of racial ideologies.

#9. In your textbook read Chapter 27: Tradition and Change in East AsiaYou already looked at tradition and change in Japan while you wrote you essay over

the break. I have posted a chapter study guide called China/Japan 1450 – 1750 on google docs.

#10. In your textbook read Chapter 28: The Islamic Empires. I will post a study guide on this chapter on google that focuses on the Ottoman Empire.

The Ottoman Empire became an Afro-Eurasian empire stretching from North Africa to the Balkans, across Anatolia and into Mesopotamia. At its peak in 1688, the Ottoman empires growth and decline parallels that of Spain, Mughal India, and later Russia. Its experiences as an Afro-Eurasian empire contrasts with the globally oriented empires


created by Europeans and illustrates how changing trade networks can set the stage for decline.

#11. Powerpoint presentation: The Russian Empire in Europe and AsiaI will post a graphic organizer comparing the rise and fall of the Russian, Spanish and Ottoman empires in the 1450 -1750 period.

#12. Review Activity: Snapshot of Great Buildings of 1450 -1750 period: Taj Mahal, Versailles, Suleymanye Mosque, the Forbidden City and other great world buildings. Class discussion on how these reflect both the cultural values of their builders and how they must be understood in global context.

#13. Periodization and Must Know dates Quiz 1450 -175

Mid Year Exam.

Unit 7: Industrialization and Global Integration 1750 -1900 C.E.

Major topics for Unit 4: Nationalism, Revolution and ReformIndustrialization and Global Capitalism Imperialism and Nation-State buildingGlobal Migrations

Readings and Activities:#1. In your textbook, read the introduction to the unit.

#2. Write a critical Response to the Movie The Mission (1986) about perspective and context in historical films.

#3. In your textbook read Chapter 30: Revolutions in the Atlantic World. Complete the posted assignment.

#4. Watch Egalite for All: Toussaint L’Ouverture and the Haitian Revolution.

#5. In your textbook read Chapter 31: The Making of Industrial Society.Because you should covered this material extensively in previous social studies

classes, especially as it relates to Europe and the United States, I will give you a quiz on the chapter without first reviewing it. If the need arises we will review relevant material after the fact.

#6. Watch Bridging World History episode 19: Global Industrialization


#7. In your textbook read Chapter 32: The Americas in the Age of Independence.Focus on the sections on Canada and Latin Americas. Pay close attention to the

Source from the Past: Ponciano Arriaga Calls for Land Reform on page 883.

#8. In Sherman’s World Civilization v.2 read the following selections: p.155 Emiliano Zapata, For Land and Liberty.p.160. Diego Rivera, The Mexican Revolution (illustration)p. 242. Political Constitution of the United States of Mexico, Labor and Social Welfarep.244. Lazlo Cardenas, Mexico Nationalizes its Oil Industry

#9. In your textbook read Chapter 33: Societies at Crossroads. Use information in this and previous chapters to chart out a compare and contrast essay on the goals of the Mexican Revolution of 1910-17, the Chinese

Revolution of 1911, the Meiji Restoration, and the Russian Revolution of 1917.

#10. In your textbook read Chapter 34: Building of Global Empires.

#11. The 2009 DBQ: African Actions and Reactions to Imperialism, 1880 -1914 OR 2003: Causes and Consequences of Indentured Servitude in the late nineteenth and early twentieth century.

#12. Watch clips from King Leopold’s Ghost about the legacy of imperialism on the Congo.

#13. Periodization and Must Know dates 1750 -1914

#14. Unit test on the “modern period.”

Unit 8: Accelerating Global Change and Realignments 1900 - present

Major topics:

The Emergence of National Identities on the Colonial WorldThe Decolonization Process.Global ConflagrationsThe BiPolar World

#1. In your textbook, read the introduction to the unit.#2. Watch Bridging World History episode 20: Imperial Designs#3. In Sherman’s World Civilizations read the following primary and secondary

sources:p. 268 Hashimoto Kingoro, Japanese Nationalism and Expansionismp. 271 Shan-Fei and Agnes Smedly, Women and Chinese Communism


p.273. Ho Chi Minh, Letter from Abroad, Revolutionary Nationalism in Vietnamp. Obafemi Awolowo, Resentment in Colonial Nigeriap. 296 Mao Zedong, Communism in Chinap. 298 China’s Marriage Law: New Rules for the Women of Chinap. 305. Camilo Torres, Christianity, Communism and Revolution in Latin AmericaCreate your own DBQ question using excerpts from five these documents. Explain the P-O-V in at least 3 of the documents and come up with two additional requests of documents that would better help you answer your question.

#4. Read all the 20th century summaries written by your teacher and posted on google docs. These include summaries on China, Africa, South Asia, Southeast Asia and Oceania, The Middle East, and Latin America and the Caribbean. Be ready to take a definition quiz on all the bold terms, places and people from each of these summaries.

#5. Understanding Muslim Nationalism and Islamic fundamentalism. In your textbook read p. 1123 Sources form the Past: Ayatollah Khomeini’s Message to Pilgrims. In class we will review the 2005 DBQ: 20th Century Muslim Nationalism in South Asia and North Africa.

#6. Watch the PBS documentary The Road to 9-11 to provide a concise overview of the causes for the rise of Islamic fundamentalism. A viewing guide will be posted.

#7. Review Activity: Nigeria as a Microcosm of Africa. We will then discuss the question Can South Africa be viewed as a Microcosm of Africa Or is it better to view it

as having a divergent history?

#8. Review of Women’s Roles in World History. Special focus: Women in Revolutions using documents from Cuban Revolution and from Independence movements in Guinea-Bissau.

#9. Use remaining time to review for AP Exam.

Post Exam activities vary from year to year but often involve concluding projects and watching foreign movies to broaden students cultural and historical perspectives. I usually poll students in order to find common topics that they would like to explore in greater detail.