AP WORLD HISTORYSYLLABUS

Course OverviewAdvanced Placement World History is a challenging one-year course that is structured around the investigation of selected themes woven into key concepts covering distinct chronological periods. AP World History is equivalent to an introductory college survey course. The course has a three-fold purpose. First, it is designed to prepare students for successful placement into higher-level college and university history courses. Second, it is designed to develop skills of analysis and thinking in order to prepare students for success in the twenty-first century. Finally, it is the intent of this class to make the learning of world history an enjoyable experience. Students will be able to show their mastery of the course goals by taking part in the College Board AP World History Exam in May.

Course DesignAdvanced Placement World History is structured around the investigation of five themes woven into 19 key concepts covering six distinct chronological periods. History is a sophisticated quest for meaning about the past, beyond the effort to collect and memorize information. This course will continue to deal with the facts—names, chronology, events, and the like but it will also emphasize historical analysis. This will be accomplished by focusing on four historical thinking skills: crafting historical arguments from historical evidence, chronological reasoning, comparison and contextualization, and historical interpretation and synthesis.

World history requires the development of thinking skills using the processes and tools that historians employ in order to create historical narrative. Students will be required to think on many different geographical and temporal scales in order to compare historical events over time and space.

The course relies heavily on college-level resources. This includes texts, a wide variety of primary sources, and interpretations presented in historical scholarship. These resources are designed to develop the skills required to analyze point of view and to interpret evidence to use in creating plausible historical arguments. These tools will also be used to assess issues of change and continuity over time, identifying global processes, comparing within and among societies, and understanding diverse interpretations.

Students will be required to participate in class discussions using the Socratic seminar format. In addition, students will be responsible for preparing class presentations in order to further develop higher-level habits of mind and/or

thinking skills and broaden content knowledge. The course emphasis is on balancing global coverage, with no more that 20% of course devoted to European history. This course is designed to be rigorous and rewarding, inviting students to take a global view of historical processes and contacts between people in different societies.

Themes and AP World History

The five AP World History Themes that connect the key concepts throughout the course and serve as the foundation of student reading, writing, and presentation requirements are as follows (using the SPICE acronym): (CR2)

Social—Development and transformation of social structures Gender roles and relations Family and kinship Racial and ethnic constructions Social and economic classes

Political—State-building, expansion, and conflict Political structures and forms of governance Empires Nations and nationalism Revolts and revolutions Regional, trans-regional, and global structures and organizations

Interaction between humans and the environment Demography and disease Migration Patterns of settlement Technology

Cultural—Development and interaction of cultures Religions Belief systems, philosophies, and ideologies Science and technology The arts and architecture

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Economic—Creation, expansion, and interaction of economic systems

Agricultural and pastoral production Trade and commerce Labor systems Industrialization Capitalism and socialism

ResourcesMain text: Adas, Michael, Marc J. Gilbert, Peter Stearns and Stuart B. Schwartz. World Civilizations: The Global Experience. 3rd ed. Upper Saddle River, NJ: Prentice Hall, 2003. (CR1a)Primary Sources:

Students will read and analyze selected primary sources (documents, images, and maps) in but not limited to

The Human Record edited by Alfred Andrea and James Overfield, Boston: Houghton Mifflin; 5th ed., 2004.

World History in Documents: A Comparative Reader edited by Peter N. Stearns, New York: New York University Press; 1998.

Worlds of History, a Comparative Reader by Kevin Reilly

Students will analyze quantitative sources through study and interpretation of graphs, charts and tables

Bentley and Ziegler. 2010. Traditions and Encounters, 5th ed. United States: McGraw-Hill.

Bulliet, Richard, Daniel R Headrick, David Northrup, Lyman L. Johnson, and Pamela Kyle Crossley. The Earth and Its People: A Global History. Boston: Houghton Mifflin. Several editions are used from 1997 to present.

Christian, David, Maps of Time: An Introduction to Big History from Document Based Questions released by College Board

Secondary Sources: (CR1c)

McNeil, J.R. and McNeil, W. H. 2003. The Human Web. Norton & Co. Pomeranz, K. and Topik, S. 1999. The World that Trade Created. M.E. Sharpe. Taking Sides: Clashing Views on Controversial Issues in World Civilizations,

Vols. I & II, edited by Helen and Joseph Mitchell, New York: McGraw Hill; 5th ed., 2007.

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Unit Activities

The following activities will be used in each of the six units in order to develop the historical analysis to establish a sophisticated quest for meaning about the past. As much as possible, we will follow the same general schedule for each unit. One day will be dedicated to independent reading of course assignments only; two to three days will be devoted to a group discussion of a reading or content topic; one to two days will be set aside for project research and work; and one day will be reserved for lecture OR assessment, which will include frequent quizzes, unit tests, and practice writing document-based essays. The course is organized around addressing historical problems and/or questions and students must demonstrate more than one historical thinking skill such as: contextualization, comparison, and periodization. Throughout the course, instruction in AP exam taking skills and strategies will be offered. (CR6) & (CR14).

Tag Team Teaching

Students will be divided into five or six groups each unit. These groups correspond to the AP World History key concepts. The students will be given “workshop” days where they will be expected to consult a variety of sources, including the “big six” AP texts (Bentley, Bulliet, Spodek, Stearns, Lockard, and Armesto) along with regular class texts. Students consider and analyze the different themes and periodizations that are contained in these sources and record their findings on Unit Focus Sheets in categories mirroring the AP World History themes. Students will identify continuities from previous studies, as well as the nature and causes of change as they apply to their assigned topic. Students will also evaluate multiple causes and consequences of the main historical developments represented in the textbooks. Using an inverted pyramid approach, students will prioritize their most important information. The goal is to synthesize information into five listings per identified heading. Students will use this information to prepare a Power Point presentation for their classmates. Students are required to cite the information used on their slides and they must be able to answer questions and justify their selections.

Student Notebook

Each student will create and maintain a Notebook for each unit of study. The Notebook will be turned in once each 6-week grading period and will include study guides, notes, maps, Time Text Review, Learning Log, and Primary Source Write-Ups. Throughout the first semester, students will have the opportunity to develop and enhance their skills at interpreting, summarizing, and analyzing primary source material including documents, maps, charts, and graphs, and visuals. The ability to comprehend and analyze primary sources will first be practiced in large group and small group discussion then in individual primary source assignments that students

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will summarize and analyze and place in their Notebooks. The Notebook will be color-coded for the unit and the following sections are needed:

General- syllabus, procedures/guidelines Class notes/handouts/maps- all work should be dated and kept in sequential

order Homework – study guides, outlines, assigned SPICE charts, handwritten

notes Chronology- timelines Writing – rubrics for each type of essay, directions for essay writing, personal

essays

Directions for Primary Source Write-Ups: (CR8)

READ the document or STUDY the data or visual then write a summary (the MAIN point or points) of the document. This summary should be a brief paragraph and should highlight the main gist of the source in the student’s own words. The analysis of the source will be contained in a separate paragraph and should include:

Historical context Subject Occasion Audience Intended Purpose Point of View Tone

Essay Writing

Each unit includes writing assignments designed to develop the skills necessary for creating well-evidenced essays on historical topics highlighting clarity and precision.

Short-Document Analysis: Students analyze three documents (one written, one visual, and one quantitative) from the course primary source readers. (Primary Source Write-ups as described above)

Document Based Question (DBQ): Students analyze evidence from a variety of sources in order to develop a coherent written argument that has a thesis supported by relevant historical evidence. Students will apply multiple historical thinking skills as they examine a particular historical problem or question. (CR6)

Continuity/Change Over Time (CCOT): Students identify and analyze patterns of continuity and change over time and across geographic regions. They will also connect these historical developments to specific circumstances of time and place, and to broader regional, national, or global processes. (CR10)

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Comparative Essay (C/C): Students compare historical developments across or within societies in various chronological and/or geographical contexts. Students will also synthesize information by connecting insights from one historical context to another, including the present. (CR14)

Text Timeline Review

The Text Timeline Review is an activity that will be completed by the end of each unit and placed in Notebook. This activity requires students to use the chronological timeline of their textbook as a baseline for the other primary and secondary source materials they encounter in their readings, research, and other studies. The students will place items from these other sources onto the timeline associated with their textbook. Students will then be asked to write their responses to the following prompts at the bottom of their timeline:

1. What is the relationship between the causes and consequences of the events or processes identified on the completed timeline? (CR9)

2. Discuss the contradictions/inconsistencies between the textbook’s chronological timeline and that of the other sources. (CR11)

Learning Log

Each unit, the student will write a reflective commentary discussing how the history of the (identified) region or era fits into the larger story of world history. These commentaries should be three to five paragraphs in length and will be submitted in the Student Notebook. This is not a place to put your notes, but rather to think about what you really learned concerning “contextualization.” It also allows the student to continue to refine their abilities to develop a written argument and analyze patterns of continuity and change over time. (CR13)

Point/Counterpoint

Students will use the Socratic seminar format in each unit to explore key controversies in world history from ancient times to the present. The foundation for these conversations will be Taking Sides: Clashing Views on Controversial Issues in World Civilizations. This book examines issues that allow students to identify and evaluate diverse historical interpretations by introducing students to controversies in world civilizations. This debate- style reader contains readings representing the arguments of leading historians and commentators of world history and reflects a variety of viewpoints presented in pro/con format. All of the topics/questions listed in each unit for this activity come from this book. (CR7)

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Course Schedule (CR4)

Unit 1: Technological and Environmental Transformations

Periodization: c. 8000 B.C. (BCE) to 600 B.C. (BCE)Main Focus: Beginnings in HistoryLength of Class Time for Unit: Approximately 1 week

Key Concepts: (CR3)

Key Concept 1.1: Big Geography and the Peopling of the EarthI. Paleolithic migrations lead to spread of technology and culture

Key Concept 1.2: The Neolithic Revolution and Early Agricultural SocietiesI. Neolithic Revolution leads to new and more complex economic and social

systemsII. Agriculture and pastoralism begin to transform human society

Key Concept 1.3: The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

I. Location of early foundational civilizationsII. State development and expansionIII. Cultural development in the early civilizations

Unit 1 Major Assignments

1. TEXT READING ASSIGNMENT: World Civilizations: Chp. 1

2. TAG TEAM TEACHING: Students will prepare to present this unit. They will be introduced to the How Historians Work packet and activities (source, classification, value action, garbageolgy, drawing conclusions, periodization). Teacher will review group presentation approach, requirements, and rubric. Teacher will also explain how to use the themed unit focus sheets along with power point presentations on how geography affected the development of political, social, economic, and belief systems in the earliest civilizations: Mesopotamia, Egypt, Indus, Shang (CR5c), Mesoamerica (CR5b)

3. POINT/COUNTERPOINT: Students will be introduced to the workings of Socratic Seminar (see Unit Activities).

4. PARALLEL READING—Students will read from Chp. Guns, Germs & Steel and evaluate Jared Diamond’s perspective on the advantages of the development of

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civilizations on the East –West axis (Eurasian continent) as well as the development of agriculture (CR7)

5. WRITING ASSIGNMENTS: Students will begin preliminary work on how to write a comparative essay (individual timelines/periodization). Handout Essay Writing Packet and begin serious work on the comparative essay. Assign essay comparing the political, economic and social features of Mesopotamia and Egypt. (CR12)

6. SHORT PRIMARY SOURCE ANALYSIS: Teacher will model activity by having students analyze the following textual, visual, and data sources: creation stories in the Rig Veda and Bible; Epic of Gilgamesh, the Egyptian Book of the Dead. The source analysis will include identifying point of view, intended purpose, audience, and historical context of each source. (CR1b) & (CR8).

7. TEXT TIMELINE REVIEW

8. LEARNING LOG: Write a reflective commentary considering the role of human migration during this era and its connection to the larger story of world history. (CR4)

Unit 1 Assessments:QuizEssay: In-class Comparative EssayNotebook Assignments for Unit

UNIT 2: Organization and Reorganization of Human Societies

Periodization: 600 B.C. (BCE) to 600 A.D. (CE)Main Focus: The Classical Era in World HistoryLength of Class Time: 3 Weeks

Key Concepts: (CR3)

Key Concept 2.1: The Development & Codification of Religious and Cultural Traditions

I. Codifications and further developments of existing religious traditionsII. Emergence, diffusion, and adaptation of new religious & cultural

traditionsIII. Belief systems affect gender rolesIV. Other religious and cultural traditions continueV. Artistic expressions show distinctive cultural developments

Key Concept 2.2: The Development of States and Empires

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I. Imperial societies grow dramaticallyII. Techniques of imperial administrationIII. Social and economic dimensions of imperial societiesIV. Decline, collapse, and transformation of empires (Rome, Han)

Key Concept 2.3: Emergence of Trans-regional Networks of Communication & Exchange

I. The geography of trans-regional networks, communication and exchange networks

II. Technologies of long-distance communication and exchangeIII. Consequences of long-distance trade

Unit 2 Major Assignments:

1. TEXT READING ASSIGNMENT: Chapters 2-5 (Stearns)2. TAG TEAM TEACHING: Students will present this unit. Student groups will

research and make presentations using the tools and guidelines established in Unit 1. Presentation groups will include explaining political and cultural developments in : Southwest Asia, East Asia, South Asia, Mediterranean region, Mesoamerica. (CR5b)

3. WRITING ASSIGMENTS: Students will continue to work on how to write a comparative essay. Possible prompts include: Compare the basic features of two classical civilizations: Mesoamerica, India, China, Greece, or Rome; Compare two of the following major religions or philosophical systems: Historical Vedic religions, Buddhism, Confucianism, Daoism, Judaism, Christianity or Greco-Roman philosophy; Compare the reasons for the outcomes of the fall of two classical civilizations: Rome, Han China, and the Gupta. Students will also be introduced to the CCOT essay and rubric. (CR4), (CR12), (CR5a), (CR5b), (CR5e)

4. TEXT TIMELINE REVIEW5. LEARNING LOG: Write a reflective commentary considering trans-regional

networks of communication and exchange and the consequences of long-distance trade during this era and its connection to the larger story of world history. (CR4)

6. SHORT PRIMARY SOURCE ANALYSIS: Sources include lion pillars of Ashoka, Cyrus cylinder, ancient maps; Leviticus, Twelve Tables, Hammurabi’s Code and/or the Analects; Ban Zhao’s Lessons for Women, Songs of Buddhist Nuns, Hindu mythology; artistic and architectural expression of the classical era: Greek sculpture, Buddhist art, landscape painting of Han China ; architecture in Mediterranean, Middle East, South Asia, East Asia or Meso-America.

7. POINT/COUNTERPOINT: “Does Alexander the Great merit his exalted reputation?” “Did the benefits of the First Emperor of China’s rule outweigh the human cost?” “Did Christianity liberate women?” (CR4) & (CR5c)

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Unit 2 Assessments:

Test: 50 Multiple Choice QuestionsEssay: In-class essay on analyzing comparisons or changes over time.Notebook: Assignments for unitTeam Presentations

UNIT 3: Regional and Trans-regional Interactions

Periodization: 600 A.D. (CE) to 1450Main Focus: A Time of Accelerating ConnectionsLength of Class Time for Unit: 7 weeks

Key Concepts: (CR3)

Key Concept: 3.1: Expansion and Intensification of Communication and Exchange Networks

I. Improved transportation technologies and commercial practices and their influence on networks

II. Linguistic and environmental contexts for the movement of peoplesIII. Cross-cultural exchanges fostered by networks of trade and

communicationIV. Continued diffusion of crops and pathogens throughout the Eastern

Hemisphere

Key Concept 3.2: Continuity and Innovation in State Forms and Their Interactions

I. Empires collapse and were reconstitutedII. Greater inter-regional contacts and conflict encourages technology and

cultural transfer

Key Concept 3.3: Increased Economic productive Capacity & Its ConsequencesI. Increasing productive capacity in agriculture and industryII. Changes in urban demographyIII. Changes and continuities in labor systems and social structures

Unit 3 Major Assignments: 1. TEXT READING ASSIGNMENTS: Chapters 6-15 (Stearns)

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2. TAG TEAM TEACHING: Student groups will research and make presentations on: development of political institutions in the Islamic World (Abbasid Caliphate, Seljuq empire, sultanate of Delhi, Mali Empire), Central Asia (Mongol Khanates), East Asia (Tang/Song dynasties), Latin West and Byzantine Empire, Africa (Swahili city-states and Great Zimbabwe, South and Southeast Asia, Mesoamerica and the Andes; Bantu peoples, Vikings, Polynesians, and Bedouins; importance of travelers such as Marco Polo and Ibn Battuta; role of new cities such as Timbuktu, Tenochtitlan, or Cordoba; influence of new ideas and technologies: Neo-Confucianism, printing, gunpowder, and medical responses to the bubonic plague and other diseases (CR5a), (CR5b), (CR5d) & (CR5e)

3. WRITING ASSIGNMENTS: Students will continue to work on how to write essays that compare historical developments and assess the effects of changes over time. Possible prompts include questions from previous released AP exams: Compare European and sub-Saharan African contacts with the Islamic world; Essay: Compare the Aztec and Inca empires; Compare Japanese and European feudalism; Compare effects of Islam and Christianity on social systems and gender roles; Compare developments in political and social institutions in both eastern and western Europe; Assess the effects of the spread of Islam up to 1450. Students also will learn how to incorporate analysis of primary sources into their written arguments. Practice using the DBQ on the spread of Buddhism to China (CR5b), (CR5c) & (CR12)

4. TEXT TIMELINE REVIEW; Place in Notebook5. LEARNING LOG: Write a reflective commentary considering the continued

diffusion of flora, fauna, and pathogens throughout the Eastern Hemisphere during this era and its connection to the larger story of world history using statistics on mortality rates from the 14th century bubonic plague pandemic.

6. SHORT PRIMARY SOURCE ANALYSIS: The source analysis will include identifying point of view, intended purpose, audience, and historical context of each source. Sources include excerpts from the travel books of Marco Polo, Ibn Battuta and the Secret History of the Mongols. Visual images of mosque architecture in Cordoba and Timbuktu; images of Western European knights and Japanese samurai armor and weapons; maps of Mansa Musa’s pilgrimage, Ibn Battuta’s travels, Crusades, Marco Polo travels, Silk Road, Indian Ocean trade complex, Trans-Sahara trade routes, Swahili trading cities on East African coast, Black Death, spread of Islam, Mongols, Cairo, Baghdad, Venice. (CR1b) , (CR8)

7. POINT/COUNTERPOINT: Students will employ Socratic Seminar strategy. Taking Sides topics: Does the modern University have its roots in the Islamic world? Were environmental factors responsible for the collapse of Mayan civilization? Were the Crusades an early example of western imperialism? (CR4) & CR5b)

Unit 3 Assessments:

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Test: 55 Multiple Choice QuestionsEssay: In-class, C/C or CCOT topic; also DBQ in-class essayNotebook: Unit 3 assignments Team Presentation

UNIT 4: Global Interactions

Periodization: 1450 to 1750Main Focus: The Early Modern WorldLength of Class Time for Unit: 4 weeks

KEY CONCEPTS: (CR3)

KEY CONCEPT 4.1: Globalizing Networks of Communication and ExchangeI. Intensification of regional trade networks II. Trans-Oceanic maritime reconnaissanceIII. New maritime commercial patternsIV. Technological developments enabling trans-oceanic tradeV. Environmental exchange and demographic trends: Columbian ExchangeVI. Spread and reform of religionVII. Global and regional networks and the development of new forms of art

and expressionKEY CONCEPT 4.2: New Forms of Social Organization and Modes of

ProductionI. Labor systems and their transformationsII. Changes and continuities in social hierarchies and identities

KEY CONCEPT 4.3: State Consolidation and Imperial ExpansionI. Techniques of state consolidationII. Imperial expansionIII. Competition and conflict among and within States

Unit 4 MAJOR ASSIGNMENTS:

1. TEXT READING ASSIGNMENTS: Chapters 16-222. TAG TEAM TEACHING: Student groups will research and make

presentations. Presentation groups will be responsible for explaining: the political and cultural developments in Spain, Portugal, France, England, Holland, Russia, Ottoman Empire, Ming/Qing China, Tokugawa Japan, Mughal Empire, Safavid Empire, Aztec and Inca empires; economic effects of cod fisheries, mercantilism, astrolabe, caravels, gunpowder, Columbian Exchange, and new labor systems (encomienda, indentured servitude, janissaries, chattel slavery in the Americas) (CR5a), CR5b), (CR5d), (CR5e), & (CR4).

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3. WRITING ASSIGNMENTS: Students will continue work on how to write essays. Possible prompts include questions from previous released AP exams: Compare coercive labor systems in the Americas; economic and social systems: European monarchy compared with a land-based Asian empire (China or Japan); Compare Russia’s interaction with the West and one of the following: Ottoman Empire, China, Tokugawa Japan, Mughal India; CCOT the Indian Ocean Trade complex 600 to 1750 (CR10), (CR12)

4. TEXT TIMELINE REVIEW: Place in Notebook5. LEARNING LOG: Write a reflective commentary considering the impact of

the Columbian Exchange during this era and its connection to the larger story of world history.

6. SHORT PRIMARY SOURCE ANALYSIS: The source analysis will include identifying point of view, intended purpose, audience, and historical context of each source. Sources include: De Las Casas, Letter from Cortes, Martin Luther’s 95 Theses; visual sources: Ming Treasure Ships, caravels, dhows, Polynesian outrigger canoes; tools used to facilitate trade: coins, maps, compasses, astrolabes and sails; chart of world silver flow during 1450-1750; maps of Atlantic slave trade and triangular trade, Indian Ocean trade complex (changes from previous era), expansion of Russia; Ming porcelain, Renaissance perspective in art, Mughal art/architecture, Spanish Baroque art/architecture, Dutch art, Ottoman art/architecture. (CR1b), (CR8)

7. POINT/COUNTERPOINT: Socratic Seminar: Should Christopher Columbus be considered a hero? Did Tokugawa policies strengthen Japan? Did Oliver Cromwell advance political freedom in seventeenth-century Europe? Did Peter the Great exert a positive influence on the development of Europe?

8. DISCUSSION: Does the term “Renaissance” apply to members of lower classes in late Medieval Europe? Are there other Renaissances in other parts of the world? If so, how might this change our understanding of this term as a marker of a particular period in time? (CR11)

9. SYNTHESIS: Students consider how and why art historians emphasize the importance of artists’ discovery of linear perspective in the Italian Renaissance. (CR15)

Unit 4 Assessments:

Test: 60 Multiple choice questionsEssay: In-class essay drawn from either the past C/C, CCOT or DBQ formatsNotebook: Unit 4 completed assignmentsTeam Presentation

UNIT 5: Industrialization and Global Integration

Periodization: 1750-1900

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Main Focus: The European Moment in World HistoryLength of Class Time for Unit: 3 weeks

KEY CONCEPTS: (CR3)

KEY CONCEPT 5.1: Industrialization and Global Capitalism

I. IndustrializationII. New patterns of global trade and productionIII. Transformation of capital and financeIV. Revolutions in transportation and communication; Railroads,

steamships, canals, telegraphV. Reactions to the spread of global capitalismVI. Social transformations in industrialized societies

KEY CONCEPT 5.2: Imperialism and Nation-State Formation

I. Imperialism and colonialism of trans-oceanic empires by industrializing powers

II. State formation and territorial expansion and contractionIII. Ideologies and imperialism

KEY CONCEPT 5.3: Nationalism, Revolution, and Reform

I. The rise and diffusion of Enlightenment thoughtII. 18th century peoples develop a sense of commonalityIII. Spread of Enlightenment ideas propels reformist and revolutionary

movementsIV. Enlightenment ideas spark new transnational ideologies and

solidarities

KEY CONCEPT 5.4: Global MigrationI. Demography and urbanizationII. Migration and its motivesIII. Consequences of and reactions to migrations

Unit 5: MAJOR ASSIGNMENTS:

1. TEXT READING ASSIGNMENTS: Chapters 23-27 (Stearns)2. TAG TEAM TEACHING: Student groups will research and make

presentations. Presentation groups will be responsible for the following topics: Seven Years’ War, Napoleonic Wars, Berlin Conference, Opium Wars,

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Zulu, Formation of Hawaii, German and Italian Unification, Meiji restoration, Abolition, Marxism, Indian National Congress, Industrialization; Migration, suffrage, Scientific Revolution, Atlantic revolutions, Latin America Independence movements, Boxer Rebellion, Indian Revolt of l857, Taiping rebellion, Wahhabi Movement, Tanzimat, Self-Strengthening movement, Liberalism, Socialism, Communism, Anarchism, pan-Slavism, pan-Islamism, Factory System, and Second Industrial revolution (CR4)

3. WRITING ASSIGNMENTS: Students will continue work on how to write essays. Possible prompts include questions from previous released AP exams: DBQ-Indentured Servitude; Development of Global trade patterns 1750-1914; Compare the French and Haitian revolutions; Compare reaction to foreign domination in the Ottoman Empire, China, India, and Japan; Compare nationalism, e.g., China and Japan, Cuba and the Philippines, Egypt and Nigeria; Compare forms of Western intervention in Latin America and in Africa; Compare the roles and conditions of women in the upper/middle classes with peasantry/working class in Western Europe and Japan. (CR12)

4. TEXT TIMELINE REVIEW: Place in Notebook5. LEARNING LOG: Write a reflective commentary considering the roots and

influences of Enlightenment thought during this era and its connection to the larger story of world history. (CR4)

6. SHORT PRIMARY SOURCE ANALYSIS: The source analysis will include identifying point of view, intended purpose, audience, and historical context of each source. Sources might include excerpts from: Locke, Montesquieu, Declaration of Independence, Declaration of the Rights of Man and Citizen, Adam Smith, and Karl Marx; statistics about bonded labor migrations from Asia to the Americas and Africa.: images of factories in England, USA, France and Japan showing the size of the steam-powered machines and women working in the factories; images of industrial cities with air or water pollution (CR1b), (CR8)

7. POINT/COUNTERPOINT: Socratic Seminar: Did the West define the modern world? Was the French Revolution worth its human costs? Did the Meiji Revolution Constitute a revolution in 19th century Japan? Were Confucian values responsible for China’s failure to modernize? (CR4)

8. SIMULATION: Students will create an English village in l700’s and will experience the changes caused by the Industrial Revolution over a 100 years period.

Unit 5 Assessments:

Test: 65 Multiple choice questionsEssay: In-class essay drawn from either the past C/C, CCOT, or DBQ formatNotebook: Unit 5 completed assignmentsTeam Presentation

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UNIT 6: Accelerating Global Change and Realignments

Periodization: 1900 to PresentMain Focus: The most recent centuryLength of Class Time for Unit: 6 weeks

KEY CONCEPTS: (CR3)

KEY CONCEPT 6.1: Science and the Environment

I. Rapid advances in science spread assisted by new technologyII. Humans change their relationship with the environmentIII. Disease, scientific innovations, and conflict led to demographic shifts

KEY CONCEPT 6.2: Global Conflicts and Their Consequences

I. Europe’s domination gives way to new forms of political organizationII. Emerging ideologies of anti-imperialism contribute to dissolution of

empiresIII. Political changes accompanied by demographic and social

consequencesIV. Military conflicts escalateV. Individual and groups oppose, as well as, intensify the conflict

KEY CONCEPT 6.3: New Conceptualizations of Global Economy, Society, and Culture

I. States, communities and individuals become increasingly interdependent

II. People conceptualize society and culture in new waysIII. Popular and consumer culture become global

UNIT 6: MAJOR ASSIGNMENTS:

1. TEXT READING ASSIGNMENTS: Chapters 28-362. TAG TEAM TEACHING: Students will make individual presentations in this

unit. Topics include: WWI, WWII, Cold War, International Organizations, Decolonization in Algeria, Decolonization in sub-Sahara Africa, economic developments in Argentina/Brazil, Cuban Revolution, Great Depression, economic developments in the Pacific Rim, Communism in Russia and China, feminist movements, globalization, Indian/Pakistan Partition, Jewish settlement/Palestine, Irish partition, Nuclear weapons, Marshall Plan, NATO, Warsaw Pact, genocides of the 20th century, civil rights movements, European Union, Antibiotics, and HIV/AIDS. (CR4), (CR5a), (CR5b), (CR5d)

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3. WRITING ASSIGNMENTS: Students will continue to work on how to write essays. Possible prompts include questions from previous released AP exams: Compare the notion of the “East” and the “West” in Cold War ideology; DBQ- Muslim Nationalist Movements; Choose two revolutions (Russian, Cuban, Chinese, Iranian) and compare their effects on the roles of women; Compare the causes and effects of the World Wars on areas outside of Europe; Compare legacies of colonialism and patterns of economic development in two of the following regions: Asia, Latin America, Africa; Compare patterns and results of decolonization in Africa and India. (CR5b), (CR5c) & (CR5e)

4. TEXT TIMELINE REVIEW: Place in Notebook5. LEARNING LOG: Write a reflective commentary considering social

movements during this era and its connection to the larger story of world history. (CR4)

6. SHORT PRIMARY SOURCE ANALYSIS: Sources might include Gandhi, Nkrumah, and Mao; data on the growth of outsourcing and business cycles of multinational corporations in the 20th century; images of advancements in science and technology in the 20th century, soviet realism; map of reverse migration of the 20th century (CR1b) & (CR8)

7. POINT/COUNTERPOINT: Socratic Seminar: Did the Bolshevik Revolution improve the lives of Soviet women? Was Stalin responsible for the Cold War? Does Islam revivalism challenge a secular world order? Should Africa’s leaders be blamed for the continent’s current problems? Were ethnic leaders responsible for the disintegration of Yugoslavia? Will the Oslo Peace Accords benefit both Israelis and Palestinians? (CR4)

8. Review sessions prior to AP World History Exam: Before and/or after-school tutoring will be spent reviewing major concepts and ideas from all units, including essay strategies. Review sessions will be offered on selected days. Attendance at the review sessions is recommended, but voluntary.

UNIT 6 Assessments:

Test: 70 Multiple choice questionsEssay: C/C, CCOT or DBQ in-class essay formatNotebook: Unit 6 completed assignmentsIndividual Presentation

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