john f. kennedy high school course...

Syllabus for JFK High School, Sacramento, CA Chad Sweitzer, Principal

John F. Kennedy High School, Sacramento City USD of 19

JOHN F. KENNEDY HIGH SCHOOL COURSE SYLLABUS

DEPARTMENT OF SOCIAL SCIENCE

Advanced Placement World History These courses meet the intent and philosophy of the History-Social Science Framework for California Public Schools and the Academic Requirements of the National Advanced Placement Standards. Fall 2015-Spring 2016 Mr. Ken O’Flaherty, Instructor Office Phone Number: 916-433-5200 X 1901 E-mail Address: [email protected] Academic Requirements Ø Class Participation -- is important! Each student will be expected to take part in

discussions on your own and/or when called upon. The MAJORITY of course work will be completed in class, meaning your attendance is crucial.

Ø Homework – expect it! Work should be completed prior to the start of class on its given due date. There will be long-term projects that require time and planning outside of class.

Ø Late work is unacceptable and will not be counted. Ø Writing for Understanding – writing assignments, which ask you to synthesize information

from more than one source, write persuasively in defense of a perspective, or respond to and analyze contemporary and historic events, will be assigned regularly.

Ø GRAPES—a form of reading notes that will be assigned 1-2 times per unit. In these assignments, students are to describe Georgraphical, Religious, Achievements, Politics, Economic activity, and Social stuctures/rules of a region. For each section, students are required to have at least 3 examples with descriptions.

Ø Quizzes and Tests – Will occur at the conclusion of each unit. The themes of each unit will be the focus of each quiz or test. Time period quizzes will occur at the conclusion of each of the 6 time periods outlined in the AP curriculum framework. Each quiz or test will include multiple choice, short answer, and essay questions taken from pervious AP Exams. Test corrections are available for incorrect multiple choice answers only. For each question incorrect, a 2 sentence response will be rewarded with receiving half credit back for that answer. The first sentence will tell me the correct answer in a complete sentence, the second sentence should show an example that demonstrates understanding of that correct answer.

Ø Time Management is an essential skill for academic success. Students are required to keep a monthly calendar of assignments and events. A planner or daily agenda is strongly advised.

Ø Group Work -- earns both a group and individual grades. Groups will be assigned by the teacher and will change frequently. Your cooperative skills and contributions to group work will also impact your participation grade.

Syllabus for JFK High School AP World History, Sacramento, CA Chad Sweitzer, Principal


Ø Attendance is vital. Should you miss class, it is your responsibility to find out what you’ve missed. You have the same number of days to turn in work as the number of days for which you had excused absences. Many activities and experiences cannot be recreated for an individual who misses class. Poor attendance will affect your grade.

Ø Lying, cheating, plagiarism or any form of dishonesty will not be tolerated and will result in a 0 on that assignment. Second offenses will result in recommendation to be dropped from AP World History.

Ø Cell Phone Policy- Students are allowed to have cell phones in their possession but they are not allowed out in class. If I don’t see it or hear it, there will be no issues. If I see it or hear it, it will be confiscated and a parent/guardian will have to pick it up in the office. Refusal to hand over a cell phone when asked will result in an automatic 3-day suspension from school.

Ø Food and Drink- Not food allowed in class. Only drinks with TWIST-ON lids will be permitted.

Ø Bathroom Passes-They will be given as needed unless usage is abused. Supplies: You must have the following items daily.

• 8.5 x 11 inch line paper (Clean edge, not torn out of a spiral notebook) • Pencils and pens • Colored pencils or markers • Binder or divider. • Recommended: Glue sticks and scissors, jump drive for computer use

Grading Policy Grades will be based on the total points earned in the following grade categories.

• Classwork/Homework (25% of total grade) • Quizzes/Exams (50% of total grade) • Research Papers/Projects (will count as classwork/homework semester 2) • Participation/Organization (25% of total grade)

Keep all papers pertaining to your grade. It is your responsibility to prove any discrepancies with the grade sheet. Reports detailing your individual progress will be provided regularly. Such progress reports must be returned with a parent signature at the next class meeting. All grades are determined by the following scale: 90-100%= A 60-69%= D 80-89%= B 0-59%= F (If an “F” is earned, summer school is 70-79%= C required.) Behavior Expectations

§ Be on time, prepared to learn and work hard § Everyone will be treated with respect at all times § Disrupting the learning environment in any way is unacceptable and there

are consequences § Follow all school rules



Course Content and Summary

Online Videos • Students will be responsible for watching one video on Youtube.com each

week and writing a summary of causes, events, and consequences of one of the topics from that week, which will be listed on a document posted in the Infinite Campus calendar titled “Weekly Videos”

Primary Sources: • Andrea, A. & Overfield, J. The Human Record: Sources of Global History.

Vols. I & II. Boston: Houghton Mifflin, 4th ed., 2001. • Stearns, P. et al. (2000). Documents in World History: Vols. 1 & 2. 2nd ed. • Reilly, K. (2007). Worlds of History: A Comparative Reader. 3rd ed.

Secondary Sources

• Shaffer, L. (1994). Southernization. In the Journal of World History. • Diamond, J. (1987). The Worst Mistake in the History of the Human Race. • Mayers, H.E. (1988). Excerpt from “The Crusades”, 2nd. Ed. • Finucane, R.C. (1983). Excerpt from “Soldiers of the Faith: Crusaders and

Moslems at War”. • Kristof, N. (1999). Excerpt from “1492: The Prequel,” The New York Times

Magazine. • Swanson, B. (1982). Excerpt from “Eighth Voyage of the Dragon: A History of

China’s Quest for Seapower”. • McNeill, J.R. (2000). “Something New Under the Sun: An Environmental

History of the Twentieth-Century World”. Multiple excerpts • Pomeratz, K. & Topik, S. (1999). The World That Trade Created: Society,

Culture, and the World Economy 1400 to the Present. • Adams, P.V. et al. (2000). Experiencing World History. • Strayer, R. W. (2009). Ways of the World: A Global History. • Diamond, J. (1999). Guns, Germs, and Steel: The Fates of Human Societies. • Dunn, R. (1989) The Adventures of Ibn Battuta. • Zinn, H. (1998). A People’s History of the United States. 3rd ed. • Bulliet, et. Al. (2001). The Earth And Its Peoples: A Global History.



Course Calendar and Topics:

AP World History, a continuation of Foundations of World History (8000 BCE – 600CE), is divided into six major eras based on commonly accepted global historical turning points. Within each era are two units of instruction. Throughout each unit of instruction you will be given writing tasks that build toward full-length essays of the type that appear on the national AP Exam: Comparative, Change Over Time, and Document-Based.

At the end the first unit of instruction in an era will be a formative assessment. You will receive feedback on formative assessments and will be expected to reflect on the feedback in order to improve your performance on the era exam, but the essay will not be scored. At the end of each era will be a summative assessment on which you will again receive feedback and a score that will count as a significant part of your grade. Each era summative assessment will consist of a multiple-choice exam as well as an essay. Course Outline:

Period % of Course Emphasis

Approximate Time Spent on Period

1. Foundations Prehistory and the Classical Period (8000 BCE to 600 BCE)

5% 2 weeks

2. The Classical Period: 600 BCE – 600 CE

19% 6 weeks

3. The Post Classical Period: 600 CE- 1450 BCE

19% 8 weeks

4. Gunpowder Empires and Truly Global Networks 1450-1750 CE

19% 6 weeks

5. Era of Revolutions and European Hegemony: 1750-1900 CE

19% 6 weeks

6. The Twentieth Century: 1900- Present 19% 3 weeks Course Outline – Extended Week Chapter & Topic Activities 1 1. The First Civilizations: The

Peoples of Western Asia and Egypt o Course introduction o Mental maps and discussion of world views o Socratic seminar on Duiker, Ch.1 o Chapter 1—Big Picture Quiz

2

2. Ancient India o Writing Workshop – writing the Data-Based Question

o Introduce GRAPE note taking strategy o Data-Based Question – Role of Women in

Classical China/ Essay Circles 3 3. China in Antiquity

o Image analysis – Comparing Buddhist symbols from India to China, Korea, and Japan



4 4. The Civilization of the Greeks

o GRAPES notes o Writing Workshop – Writing the Change-Over-

Time Essay 5 5. The World of the Romans

o Moderator Discussion on Duiker o GRAPES notes o Explore Plato’s Allegory of the Cave o Leader Analysis o Ch. 4&5 Quiz

6 6. The Americas o Fishbowl Discussion on Duiker o GRAPES notes o Comparison Essay –The Aztec, Mayan, and Inca

empires o Aztec Storybook

7 7. Islam and Byzantium o GRAPES notes o Film: The Crusades o Leader Analysis – Saladin o Ch. 6&7 Quiz

8 8. Early Civilizations in Africa

o GRAPES notes o Data-Based Question – Christian and Islamic

Attitudes Towards Trade and Commerce o Essay Circles

9 9. The Expansion of Civilization in Southern Asia

o GRAPES notes o Snatch the Eraser review game o Ch. 8&9 Quiz

10 10. The Flowering of Traditional China

o GRAPES notes o Change-Over-Time Essay: Buddhism o Essay Circles o Era 2 Exam

11 11. The East Asian Rimlands: Early Japan, Korea, and Vietnam

o GRAPES notes o “Snapshots” for Ch.1-11 o Ch. 10&11 Quiz

12

o Thanksgiving Holiday (use for “catching up”)

13 12. The Making of Europe

o GRAPES notes o Document-Based Question essay: The Crusades o Essay Circles

14 13. New Encounters: The Creation of a World Market

o GRAPES notes o Middle Passage film and image analysis o Ch. 12&13 Quiz

15 14. Europe Transformed: Reform and State Building

o Powerpoint guided lecture o Group Project on Reformations, Religious Wars,

Absolutism, English Civil War and Glorious Revolution

o Group Presentations o Winter Break

o Prepare for the Best Leader Debate



16 15. The Muslim Empires o GRAPES Comparison of Ottoman, Mughul, and Safavid

o Era 3 Exam 17 16. The East Asian World

o Data-Based Question – Mughal India o Essay Circles

18 17. The West on the Eve of a New World Order

o Interactive Lecture on Enlightenment and Revolution in Europe

o Philisophes Trading Card Project o French Revolution Film and analysis o Ch. 16&17 Quiz

19 Review for Midterm o AP World History Midterm Exam

New Semester 20 18. The Beginnings of

Modernization: Industrialization and Nationalism 1800-1870

o Moderator Discussion on Ch. 18 o GRAPES notes o “Children of the Mills” document analysis o DBQ on Forced Labor Systems

21

19. The Emergence of Mass Society in the Western World

o GRAPES notes o Document Analysis on Changing Role of Women o Ch. 18&19 Quiz

22 20. The High Tide of Imperialism

o GRAPES notes o Multi-Genre Project o Analyze Primary Sources: Political Cartoons on

Imperialism and “White Man’s Burden”

23 21. Shadows Over the Pacific: East Asia Under Challenge

o GRAPES notes o Opium War comic strip o Era 4 Exam

24 22. The Beginning of the Twentieth-Century Crisis: War and Revolution

o MAIN causes of WWI o Russian Revolution film

25 23. Nationalism, Revolution, and Dictatorship: Africa, Asia, and Latin America from 1919-1939

o GRAPES notes o Fascist Takeover Prezi o Post-colonial movement lecture and group

activity o Ch. 22&23 Quiz

26

24. The Crisis Deepens: World War II (2 weeks)

o Powerpoint Lecture on WWII o GRAPES notes o Appeasement Group Activity o Data-Based Question - Fascism o Moderator Discussion—was fascism necessary?

27 o Spring Break



28 25. In the Grip of the Cold War:

The Breakdown of the Yalta System

o GRAPES notes o Both Sides of the Berlin Wall social structure

analysis o Jigsaw of Kapuscinski’s “Imperium” o Era 5 Exam

29 26. Brave New World – Communism on Trial

o GRAPES notes o Debate: Why did communism fail? o Data-Based Question Essay

30 27. Europe and the Western Hemisphere Since 1945

o Begin AP Exam Review o Ch. 26-27 Quiz

31 28. Challenges of Nation-Building in Africa and the Middle-East

o Moderator Discussion on Duiker, Ch. 28 o State Testing

32 29. Toward the Pacific Century? o AP Exam Review o Era 6 Exam

33 Review / AP Exam o Review Games for A.P. Exam o AP Exam Thursday, 5/12/2016 at 8am; cost $89

34 Supplementary o Disney WWII Propaganda Cartoons o Introduction to Outlines: Mr. Williams Style

35 Supplementary o Introduce Course Timeline Project o Begin research/ development o Essay topic selection o Begin Research for Essay o Williams Style Outline of Essay

36 Supplementary o “13 Days” Film and quiz o Peer Edit of Essay o Essay due 6/1/2012

37 Supplementary o Review for Final Week

38 Finals Week o Finals Week

TIME PERIOD 1 – 8000 BCE – 600 BCE

UNIT A – NEOLITHIC REVOLUTION THROUGH THE BRONZE AGE: 8000 – 600BCE Key Concepts:

• Big Geography and the Peopling of the Earth • Neolithic Revolution and the Early Agricultural Societies • Development and Interactions of Early Agricultural, Pastoral, and Urban

Societies



TIME PERIOD 2 – THE CLASSICAL PERIOD 600 BCE-600CE Key Concepts:

• Development and Codification of Religious and Cultural Traditions • Development of States and Empires • Emergence of Transregional Networks of Communication and Exchange

1. The rise of Classical Persia, Greece, and Rome; the establishment of traditions;

monotheism and the emergence of Judaism, Zoroastrianism, and Christianity. • Religious philosophy and the contrast with religions of the era • Students will plot regional locations (on a map) of the origins of those religions

and areas they were spread • The domination of the Persian, Greek, Roman Empires and reasons for that

development • Emergence of maritime economies and focus on key trade routes such as the

Silk Road and regional empires that arose out of them 2. The rise of Asian Empires in India and China

• Contrasting religious philosophy with the Classical civilizations • Origins, reasons for the popularity of, and spread of Hinduism, Confucianism;

Buddhism, Jainism, and Daoism • Exchange of regional goods, ideas, technologies, cultures, and disease along

the Silk Roads, including varying geography of the route 3. The Fall of Rome and Han China and it’s aftereffects

• Compare and contrast causes and consequences of collapse TIME PERIOD 3 – THE POST-CLASSICAL PERIOD 600 CE – 1450

Key Concepts: Expansion and Intensification of Communication and Exchange networks Continuity and Innovation of State Forms and Their Interactions Increased Economic Productive Capacity and Its Consequences 1. The Rise of Islam, spread of Muslim trade, and establishment of the Caliphate’s impact on trade on the Silk Roads, Mediterranean, Trans-Saharan, and Asian trade networks (Indian Ocean), including:

• An urban “archipelago” of trade-based cities such as Samarqand, Timbuktu, Baghdad, and Melaka as part of dar-al-Islam

• The use of new trade technologies, including camels & camel saddles, dhows to assure safe & reliable transport, which contributed to the rise of cities

• Increased demand for new luxury goods from East Africa, The Middle East, South Asia, and East Asia

• The use of Islam as an imperial ideology during the Caliphate and later sultanates



Selected Resources: “How the Other Half Traded” from Topik & Pomerantz “Southernization” by Shaffer 2. Cross-cultural exchanges resulting in and from the spread of Islam and the establishment of diasporic Arab communities in the Indian Ocean region, including:

• The establishment of mosques and madrasas throughout Afro-Eurasia (including Islamic art and architecture)

• The spread of Islamic law (sharia) in civil, criminal, domestic and business affairs, including impact on gender roles

• The travel writings of travellers such as Ibn Battuta • The diffusion of science and technology, including the influence of Greek and Indian

mathematics and philosophy on Muslim scholars of Baghdad’s House of Wisdom • The synthesis of Persian and Arab Muslim traditions • Interaction between Abbasids and Tang China • Cultivation of sugar in a plantation environment (new labor organization) for the

trans-regional market

Selected Resources: “Sweet Revolutions” from Topik & Pomerantz The Adventures of Ibn Battuta from Dunn. R. 3. The establishment of new trade routes centering on Mesoamerica and the Andes resulting from the Inca and Aztec empires, including:

• The rise of Tenochtitlan as imperial and trade capital of Mesoamerica • The establishment of the Incan Trail system (infrastructure) to facilitate Incan

socialism, the mita system • The use of chocolate as a trade currency • Use of chinampa technologies to increase crop yields and support Tenochtitlan

Selected Resources: “Chocolate: From Coin to Commodity” from Topik & Pomerantz 4. The re-emergence of China and spread of Chinese influence, including:

• New state practices and state-sponsored infrastructure that facilitated trade • Innovations of China during the Sui-Tang-Song period, including the grand canal, use

of paper money. • The spread of Chinese traditions in East Asia, including the diffusion of Neo-

Confucianism and Buddhism in East Asia as well as writing, and architecture; impact of Buddhism & Neo-Confucianism on gender relations and family structures.

• The impact of Champa rice on East Asian societies, especially China • The Song commercial revolution and production of porcelain for trans-regional

export



• The use of free-peasant agriculture as an enduring from of labor organization • Peasant revolts contributing to dynastic change

Selected Resources: Prince Shotoku’s Constitution 5. The regional division and Christianization of Europe and Western Europe’s re-emergence into the trans-regional economy, including:

• Collapse of the Western Roman Empire and establishment of the Byzantine Empire in Eastern Europe.

• The development of decentralized government (feudalism) in western Europe and rule by land-owning elites & drop in agricultural productivity, serfdom as a way to organize labor

• The division of eastern versus western Europe and establishment of Orthodox versus Catholic churches

• The development of early Russian society, including participation in the Amber trade route and establishment of Novgorod as a trade city.

• The Crusades, and resulting technological and cultural transfers • The influence of Muslim intellectual culture on Europe: Aristotle, mathematics and

Arab (Indian) numerals, medicine • The emergence of city-states in Italy in response to increased trade in the

Mediterranean and subsequent cultural developments of the Renaissance & establishment of Venetian thallosocracy

• Development of craft, trade, and banking guilds in response to expanding zones of trade.

• Impact of the Little Ice Age on agricultural productivity and population; subsequent warming’s impact on agricultural productivity and population.

• Impact and decline of invasions (e.g. Vikings) and impact on political stability in Western Europe

Selected Resources: “The Crusades” by Mayers “Soldiers of the Faith: Crusaders and Moslems at War” by Finucane Structured academic controversy (interpretive): Were the Crusades motivated primarily by religion Document-based activity: What caused the Great Schism? 6. The rise of the Mongol Empire and establishment of the Pax Mongolica:

• Pre-imperial Mongol lifestyle as nomadic pastoralists • The spread of infectious disease as a result of trade and conquest (the plague) • Increased flow of goods, ideas, peoples, and animals along the Silk Roads • Use of tax farming and indirect rule, along with serfdom as a way to organize labor



• Destruction of resistant cities (e.g. Kiev, Baghdad), and subsequent rise of others (Moscow, Cairo)

• Contrast between Mongol and Han Chinese gender roles

TIME PERIOD 4 – GUNPOWDER EMPIRES AND TRULY GLOBAL NETWORKS 1450– 1750

Key Concepts: Globalizing Networks of Communication and Exchange New Forms of Social Organization and Modes of Production State Consolidation and Imperial Expansion 1. The causes and effects of the establishment of truly global trade networks:

• European technological developments building on previous classical, Islamic, and Asian innovations (caravals, the astrolabe, Mercator-projection maps)

• The establishment of royal charters in the Americas and Asia by European monarchies following initial exploration by the Spanish and Portuguese

• Attempts to find alternate routes to Asia, including a “northwest passage” • Areas still outside the global network (Oceania & Polynesia)

2. The circulation of silver from the Americas to purchase Asian goods and subsequent boost to established regional trade networks:

• Europeans new role as middlemen between Asian regions • Rise of commercialization facilitated by the flow of silver • Role of new European economic policies and practices in the context of nation

competition (mercantilism, joint-stock companies) • Establishment of an Atlantic System involving triangular trade of goods, wealth,

and laborers 3. The effects of the Columbian Exchange:

• Spread of infectious diseases and subsequent impact on Amerindian population (smallpox)

• Transfer of weeds, European livestock with destructive grazing habits, and vermin to the Americas

• Transfer of American staple food crops resulting in nutritional benefits and population increase in Europe (potatoes)

• Cultivation of cash crops for global export using plantation agriculture (sugar) • Transfer of European and African food crops to the Americas by European settlers

and African slaves (horses, pigs, cattle, rice) • Environmental impacts of European agricultural practices on the Americas (grazing

and rooting of cows and pigs, loss of the eastern white pine)



Selected Resources: The Diversity of Africa; Leo Africanus, History and Description of Africa 4. The spread and blending of religions resulting from increased interactions and new contacts: The spread and adaptation of Islam by Sufi mystics and others into areas such as South and SE Asia

• Intensification of the Sunni-Shi’a split in Islam • The impact of the Reformations and subsequent missionary efforts on the diffusion

of Christianity to the New World and unexposed or latent areas of Afro-Eurasia • Syncretic religions resulting from the spread of Christianity, Islam, Buddhism, and

other great religions with local traditions (Vodun in the Americas, Zen Buddhism in East Asia, Sikhism in South Asia)

5. Increased wealth among merchants and governments led to increased funding for the arts

• Changes in the visual arts, e.g. Renaissance art in Europe • Expansion of literacy, including popular works (Epic of Sundiata, Shakespeare)

6. Changes in modes of production (agricultural and manufacturing) which served to increase output of increasingly desired raw materials and manufactured goods:

• Intensification of peasant labor (e.g. Serf labor in Siberia) • Continuities and changes in the trade and use of slaves within and outside of Africa

in the Indian Ocean • The use of African slaves and native coerced laborers in the Americas on

plantations and in mines (Chattel slavery and mita) 7. Restructured systems of social stratification arose, often influenced by race, ethnicity, and gender:

• The rise of new elites resulting from empire and global opportunities (Creoles in the Americas, European gentry in Western Europe)

• Bearers of elite power struggled to influence increasingly powerful monarchs (daimyo in Japan, European nobility)

• Changes to gender and family structures, especially resulting from the slave trade (use of marriage in SE Asia by European traders)

• New racial and ethnic classifications in the Americas (Sociedad des las Castas) 8. The emergence of more centralized states led by rulers who used a variety of means to gain, keep, and exercise coercive power:

• Use of art and architecture to legitimize rule (Louis XIV’s Versailles, St. Petersburg in Russia)

• Continued use of religion to legitimize rule (divine right monarchy in Europe, human sacrifice of Aztecs)



• Ethnic and religious groups were used to bolster the economy while having their power restricted (Ottoman Janissaries)

• Bureaucratic elites and military professionals were recruited and used to maintain centralized power (Chinese scholar-bureaucrats and the exam system)

• The collection of taxes and tribute was used to fund imperial expansion (Incan mita)

9. The use of gunpowder technologies and armed trade to establish large, global empires:

• European thallosocracy impacted the power of European and African rulers and enriched merchants from both areas. (Portuguese factories in West Africa, responses of Dahomey versus Kongo in West Africa)

• Land empires increased their range dramatically, including the Manchu (Qing) in China, the Mughals in South Asia, the Ottomans in the Mediterranean, and the Russians.

• Maritime empires were established by the Portuguese, Spanish, Dutch, French, and British which reflected state rivalries and led to competition over trade routes.

• Local resistance led to challenges to state consolidation and expansion ( peasant uprisings in China)

• State rivalries developed between gunpowder empires that led to open conflict (Ottoman-Safavid conflict)

Selected Resources: Joa dos Santos, Easter Ethiopia TIME PERIOD 5 – EUROPEAN DOMINATION AND DEMOCRATIC REVOLUTIONS—

1750-1900

Key Concepts: • Industrialization and Global Capitalism • Imperialism and Nation-State Formation • Nationalism, Revolution, and Reform • Global Migration

1. Industrialization emerged as a prominent model for production of goods

• Causes of industrialization in Europe, including geographic, economic, technological, and geographic.

• Mechanization including new power sources which dramatically increased available energy for production (

• A system of concentrated labor in factories and resulting increase in specialization of labor

• The spread of industrial technologies and techniques throughout Europe, Russia, and Japan



• A second wave of industrial advances in steel, chemicals, electricity, and precision machinery

2. A world system developed, integrating core and peripheral nations as industrialized nations sought raw materials for manufacture and new markets for manufactured goods:

• The growth of export-oriented economies that specialized in mass producing single natural resources and purchased finished goods with the profits (palm oil in West Africa)

• The decline of formerly productive agriculture-based economies (textile production in India)

• The drive to find new consumer markets for manufactured goods by core nations (“free market” imperialism in China)

• The development of extensive mining centers to provide precious metals as well as copper, iron, zinc, and other metals used in industry. (copper mines in Chile)

• New transportation and communication technologies, including railroads, steamships, telegraphs, and canals (Suez Canal)

3. The development and expansion of financial institutions to provide capital for investment in production, and the ideological precursors and reactions:

• Capitalism and classical liberalism (Adam Smith and John Stuart Mill) • New or expanded financial instruments to generate capital (stock markets) • The rise and spread of large-scale transnational businesses (United Fruit Company

in Guatemala) 4. Varied responses throughout the globe to capitalism

• Labor organizations to improve working conditions and increase wages • Alternative visions of society (Marxism) • Rejection of industrialization by some governments, including Qing China and the

Ottoman Empire • Top-down, state sponsored attempts at industrialization (Muhammad Ali in Egypt

versus Meiji Japan) • Reforms in response to the negative impacts of global capitalism on the part of

some governments (suffrage in Britain) 5. Fundamental restructuring of societies due to industrialization and changes in the global economy:

• New social classes including the bourgeoisie and proletariat • Changes in gender roles, family dynamics, and demographics • Urbanization resulting from global capitalism and its health and social consequences



Selected Resources: Shorter, E. “Female Emancipation, Birth Control, and Fertility in European History” Tilly, L., Scott, J. & Cohen, M. “Women’s Work and European Fertility Patterns” Selected Activities: Structured Academic Controversy (interpretive): industrialization and sexual revolution in 19th century Europe (using Shorter and Tilly above) 6. The establishment of trans-oceanic empires by industrial powers:

• Increased control over existing colonies (British Raj in India) • New or expanded global empires (Britain in India, Egypt & Sudan, Australia) while

older Spanish and Portuguese empires declined • Establishment of new empires in Africa following the Berlin Conference (Belgium in

Congo) • Establishment of settler colonies (British in Australia, New Zealand, and southern

Africa) • The practice of economic imperialism by industrial powers (Britain in China, US in

the Americas) • Rise of new racial ideologies (e.g. Social Darwinism) that facilitated and justified

imperialism 7. The global influence of imperialism on the fate of states

• US influence in Tokugawa Japan contributing to the Meiji Restoration • American and Russian imperialism through westward and eastward expansion • Contraction of the Ottoman empire due to imperial resistance (Greek and Serbian

independence) • The rise of new states on periphery of existing empires (Filipino nationalism) • Development and spread of nationalism leading to new communal identities (German

nationalism) based on language, religion, social customs, and territory. 8. The rise and spread of Enlightenment thought contributed to revolutions and rebellions

• Changes in how thinkers saw humanity’s place in the natural world, including rationalism and empiricism which influenced many spheres of life including religion, society, individual rights, and the social contract (Voltaire, Lock, Montesquieu)

• Influence of enlightenment thinkers on revolutionary documents in France, North America, and South America

• Impact of Enlightenment ideology on social justice, including the suffrage and abolition movements as well as the end of serfdom in Western Europe.



9. Reformist and revolutionary movements were stimulated by discontent with imperial rule and French subjects rebelled against their absolute monarchy

• Some subjects challenged the rule of centralized imperials governments (Maratha Confederation in India)

• Numerous American subjects led rebellious independence movements, including North America, France, Haiti, and mainland Latin America

• Slave resistance challenged existing authorities in the Americas (Mexico) • Anticolonial movements arose due to questioning of political authority and growth of

nationalist movements (Indian Revolt of 1857); some were influenced by religious movements or millenarianism (Taiping Rebellion in China)

• Imperial powers sometimes reacted with reforms in imperial policies (Tanzimat reforms in the Ottoman Empire)

10. New transnational ideologies and solidarities emerged from the spread of European political and social thought

• New anti-monarchical political ideologies including liberalism, socialism, and communism

• Women’s suffrage and feminist movements challenged existing hierarchies

Selected Resources: Olympe de Gougue’s “Declaration of Rights of Women and the Female Citizen”

Selected Resources: The American Declaration of Independence The French Declaration of Rights of Man and Citizen Simon Bolivar’s Jamaica Letter

11. Challenges to existing ways of life in the face of demographic change led to migrations in core and peripheral nations:

• Demographic changes resulting from improved agricultural and medical technologies • Urbanization due to improved transportation • Both voluntary (specialized professionals seeking work) and involuntary migration

(indentured servants as manual laborers on plantations, slavery within Africa, convict labor in Australia)

• Migrant laborers including temporary and seasonal migrants did not permanently migrate (Italians in Argentina)

12. Large scale migrations led to consequences and reactions for migrants and host communities

• Changes in families and home societies resulting from male-predominant migration • Creation of ethnic enclaves (Chinese in SE Asia, Caribbean, South America, and

North America)



• Racial and ethnic prejudice and discrimination resulting in migration restrictions (Chinese Exclusion Act)

ERA 6 – THE TWENTIETH CENTURY--1900-PRESENT

Key Concepts: Science and the Environment Global Conflicts and Their Consequences New Conceptualizations of Global Economy and Culture 1. Rapid advances in science spread throughout the world through new technologies. 2. The unprecedented growth of the human population had environmental consequences. 3. Demographic shifts occurred as a result of disease, scientific innovations, and conflict 4. Europeans maintained hegemony in the beginning of the twentieth century, but by the end of the century transoceanic and land-based empires declined in favor of new forms of political organization. 5. Anti-imperialist ideologies contributed to the fall of empires and restructuring of states. 6. Political changes coincided with major demographic and social change. 7. Global military conflicts involving most nations occurred. 8. Many groups opposed violent conflict while some intensified them. 9. States responded to the century’s economic challenges in different ways. 10. Growing interdependence of states, communities, and individuals led to institutions of global governance. 12. Society and culture were thought of in new ways, including ways that challenged how race, class, gender, and religion were seen and often involving new technologies to propagate new visions. 13. A global popular and consumer culture arose.



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