Advanced Placement World History Course Syllabus

Course Design: AP® World History is for the exceptionally studious high school sophomore who wishes to earn college credit through a rigorous academic program. This class approaches history in a non-traditional way in that it looks at the common threads of humanity over time: trade, religion, politics, society and technology and it investigates how these things have changed and continued over time in different places. Students who take the AP® World History course are expected to take the APWH exam in May.

Course Objectives — Students will:  Construct and evaluate arguments, and plausibly use historical evidence  Analyze and use primary and secondary source documents and evidence  Evaluate change and continuity over time with an emphasis on process and causation  Understand diverse interpretations of events through context and point of view  Evaluate and understand patterns and interactions from local to global levels  Analyze comparisons within and among societies  Become aware of similarities and differences among peoples and understand cultural diversity  Answer correctly AP-style multiple choice questions  Effectively compose the three types of APWH essays: the document-based essay (DBQ), the change-over-time essay, and the comparative essay

Main Textbook: The Earth and Its Peoples: A Global History 6th AP Ed. Bulliet, et al Cengage, 2014 Document Reader: Andrea, Al and Overfield, James. The Human Record: Sources of Global History, 4th ed. Vols 1 & 2. Boston: Houghton Mifflin, 2005

Potential Outside Readings and Teachers Resources: 2003-2015 Released Exams and Essays. College Board The Columbian Exchange Crosby Praeger 2003 AP World History Crash Course Harmon 2012 Cracking the APWH Exam (Student Study Guide) 2004, Princeton Review Cultures in Motion: Mapping Key Contacts and Their Imprints in World History Stearns. Yale Press, 2001 Discovering the Global Past: A Look at the Evidence, 3rd ed. Vols 1 & II Wiesner, et al Houghton Mifflin, 2007 Document-Based Assessment Activities for Global History Classes Noonan J. Weston Walch publishers, 1999 DBQ Practice: 10 AP-Style DBQ’s Williams, ed. Social Studies School Services 2004 Experiencing World History Adams, et al NYU Press 2000 Guns, Germs and Steel Diamond Norton, 1999 King Leopold’s Ghost Hochschild Mariner 1999 Norton Anthology of World Masterpieces 1997 Old World Encounters Bentley Oxford press, 1993 Rand McNally Historical Atlas of the World 2003 Readings in Ancient History: From Gilgamesh to Diocletian Bailkey DC Heath, 1992 Something New Under the Sun: An Environmental History of the 20th Century World JR McNeill Norton 2000 Sophie’s World: A Novel About the History of Philosophy Gaardner Berkley Press 1996 Tastes of Paradise: A Social History of Spices, Stimulants and Intoxicants Schivelbusch Vintage books, 1993 Technology in World Civilizations Pacy M.I.T. Press 1998 Things Fall Apart Achebe Anchor 1994 Stearns, et al: World Civilizations: The Global Experience 3rd AP Edition. World History Map Activities Scott J. Weston Walch, publisher 1997 Advanced Placement World History Course Syllabus

World History in Documents: A Comparative Reader Stearns NYU Press 1998 The World That Trade Created Pomeranz and Topik A.E. Sharpe 1999 MindSparks Content-rich materials using visual primary source documents (editorial cartoons, photos, and other visuals) to promote classroom discussion and small group interaction.

Web Resources: . Text Book site for students and instructor . Internet Sourcebook: http://www.fordham.edu/halsall An excellent place for primary documents . Timeline of art history: http://www.metmuseum.org/toah/splash.htm . Rand McNally: www.randmcnallyclassroom.com We will be using this extensively for historic maps and present day reference. . Crash Course videos by John Green – Youtube.com

Course Purpose: This course has several purposes. First and foremost, students will learn World History. The course is also intended to prepare students to take the AP Exam.

Organization: Unit assignment sheets will be provided that will include weekly reading assignments. Quiz and test dates will be noted. Students are responsible for keeping up with reading assignments and being aware of, and ready for, quizzes and tests. Class will be a combination of lecture, group work, coverage of discussion questions, and answering student questions. Within each unit student essays, reports, or presentations will be required. All essays will be scored according to the rubrics developed by College Board.

Tests: Tests will be a combination of objective and essay questions.

Study Techniques: The reading load, especially in the first 7-10 weeks, is considerable. You are responsible for understanding all of the material for testing. The amount of time required for homework for this class will vary with your reading speed. Assignments vary in length. Watch your daily assignment sheet and plan ahead for long assignments, supplemental readings, take-home essays, etc. Time management is an essential skill for this class, and you must take the responsibility for budgeting your time. As you become accustomed to the course format and texts, things will fall into place and become more manageable. It is important to not get discouraged.

Advanced Placement Exam: The AP Exam is given in May. Registration for the exam takes place in March. Although the exam is not required, it is highly recommended and may earn college credit and/or advanced placement.

Comprehensive Class Exam: At the end of the first semester, all students will take a semester final exam. At the end of the second semester, all students, whether or not they have taken the AP Exam, will be required to take a comprehensive exam covering the entire year’s course. This comprehensive exam will be considered in computing final grades. Students not taking the AP Exam are encouraged to participate in the AP review sessions prior to the exams.

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Advanced Placement World History Course Syllabus

Course Outline — Semester 1

Unit 1: Emergence of Human Communities, to circa 600 BCE (1 week) Readings: Key Concept 1.1: Big Geography and the Peopling of the Earth 1.2: The Neolithic Revolution and Early Agricultural Societies 1.3: The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies Text, Bulliet, Chapters 1-3 Handouts

Big Ideas/Concepts: 1. Patterns of settlement 2. Agricultural and pastoral production 3. Gender roles/relations 4. Technology

Content:  World history in place and time  Interaction of geography and climate with the development of human society  Major population changes resulting from human and environmental factors  Nature and causes of changes  Religious beliefs  Early literature (The “Epic of Gilgamesh”) / This reading is compared to the biblical flood  Continuities and breaks within the course (periodization) – what “works” and what doesn’t?  Developing agriculture and technology (metallurgy, plows, wheels, etc.)  Agricultural, pastoral, and foraging societies and their characteristics  Emergence of agriculture and other technological change  Effects of agriculture on the environment and peoples (gender relations)  Basic features of early civilizations in different environments  Political and social structure of Mesopotamia, Egypt, Indus, Shang, Mesoamerican, and Andean South America  Monumental architecture and urban planning  Early writing: Cuneiform, Hieroglyphics, Quipu – study pictures from each and be able to distinguish between Hieroglyphics and Cuneiform

Major Assignments and Assessments (Testing):  Habits of Mind and Historiography skills  Themes of the course  Note taking  AP world map (quiz this throughout the year)  Periodization activity: Develop a personal timeline explaining continuity and change over time in your own life. Compare/contrast with a partner. Use this to have the students identify recognizable periods in their lives and then branch into why historians use periodization to break history into manageable chunks of time. Introduce the periods of Advanced Placement World History Course Syllabus

the course from the published College Board course description. As an extension, the students will stay with that partner and develop alternate periods to divide the course into and justify their new timeline to the class. We will end with a discussion where they will see that there is no set model, but various methods that could work.  Complete PERSIAN charts over each of the River Valley and early Bronze Age societies  MindSparks: Ancient Egypt, Ancient Mesopotamia, Ancient China, Ancient India  Using unfamiliar items (“artifacts”) or items (“artifacts”) from other cultures the students will create culture boxes that they will exchange in class with other students. Each student will develop theories for what the items are/used for and make conclusions about the society/culture that they have “discovered”. The activity will end with a discussion on the contributions of archaeologists and how much of what they do is guess work versus educated theories.

Supplemental Reading: The Epic of Gilgamesh Early laws: Compare The Judgments of Hammurabi, Rome’s Twelve Tables, Hebrew law codes Egypt: Search for Eternal Life in Egypt Olmec: The Were-Jaguar China/Shang: China: The Land of The Yellow River China: Mandate of Heaven The Vedas

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Unit 2: Classical Civilizations, 600 BCE – 600 CE (4 Weeks) Readings: Key Concept 2.1: The Development and Codification of Religious and Cultural Traditions 2.2: The Development of States and Empires 2.3: Emergence of Transregional Networks of Communication and Exchange Text, Chapters 4-7 Handouts

Big Ideas/Concepts: 1. Political structures and forms of governance 2. Empires 3. Social and economic classes 4. Technology 5. Belief systems, philosophies, ideologies

Content:  ajor political developments in China, India, the Mediterranean, and Mesoamerica  Social and gender structures  Ancient Iran/Persia: rise of the Sasanid  Emergence of the Greek polis and The Hellenistic synthesis  Creation of Rome and origin of Imperial China (Han) and their parallels  The Indian subcontinent: Maurya and the rise of the Gupta  Southeast Asian civilizations Advanced Placement World History Course Syllabus

 Interregional networks and contacts: development and shifts in interregional trade, technology and cultural exchange  Trans-Saharan trade, Indian Ocean trade, Mediterranean trade, and Silk Routes  Major belief systems and their origins; contacts between major religions: Hinduism, Islam, Christianity, Judaism, Buddhism, Confucianism  Chinese vs. Greek medical theories  Compare/contrast ancestor veneration  Role of border peoples

Major Assignments and Assessments (Testing):  Chart and discuss the major belief systems and their origins: basic tenets  Compare the role of women in two or three of the belief systems  Compare the caste system to other systems of inequality  Analyze the role of technology  Explain the role of merchants along the various trade routes (Trade Map Test)  Introduce AP essay rubrics  Trace connections between trade systems and spread of belief systems on historical maps and in travel journals of Faxian and other monks  2006 CCOT Fall of Classical Empires 100-600 CE: Students learn to write the CCOT and trace changes and continuities throughout a time period. Their first assessment is with this essay.  2007 DBQ Han/Roman Technology: Students learn to write the DBQ and work with and interpret documents in order to form a historical argument addressing the prompt in this essay.  MindSparks: Ancient Greece, Ancient Rome

Supplemental Readings: All are from Andrea/Overfield – Chapter 4 has an excellent compare contrast of the thought patterns of China and Greece (spiritual/philosophical versus rational). The questions at the end of the reading ask the students to compare/contrast the differing points of view from the two regions. China: Mandate of Heaven (if not already covered in unit 1) India: Developing the Spiritual Traditions of India and Southwest Asia, The Emergence of Brahminical Hinduism, The Hindu Search for Divine Reality (Upanishads), Dharma: The Imperative of Caste Law Buddhism: Admitting Women to the Mendicant Life (The Discipline Basket), The Path to Enlightenment: The Buddha, Two Lessons

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Advanced Placement World History Course Syllabus

Unit 3: Growth/ Interaction of Cultural Communities, 600 CE – 1450 (4 weeks) Readings: Key Concept 3.1: Expansion and Intensification of Communication and Exchange Networks Text, Chapters 8-11 Handouts

Big Ideas/Concepts: 1. Empires 2. Gender roles and relations 3. Political structures and forms of governance 4. Technology

Content:  The Islamic world: the rise and role of Dar al-Islam in Eurasia and Africa; Islamic political structures; arts, sciences, and technologies  Developments in Europe: restructuring of European economic, social, and political institutions; the division of Christendom into eastern and western cultures  China’s expansion: the Tang and Song economic revolutions; Chinese influence on surrounding areas and its limits  Social, cultural, economic, and political patterns in the Amerindian world: Maya, Aztec, and Inca  Shifts in trade, technology, and exchange  Entrepots and what was traded through them

Major Assignments and Assessments (Testing):  2002 DBQ “Christianity and Islam”  Andrea/Overfield: American and Japanese architecture: a comparison  C/C Feudal Japan and Europe (Venn diagram followed by an essay): Students will understand the role of the manor along with the relationship between lord, vassal, serf, etc.  Analyze maps showing spread of Islamic empire: map test over the information  Compare the 5 pillars of Islam to major tenets in Judaism and Christianity  Andrea/Overfield: Read sources to compare Justinian with Charles the Great as well as religious art depicting the two and the differences between east and west  2004 DBQ Spread of Buddhism in China to 9th C  Create charts and graphs in order to visualize the items moving along the various trade routes and draw comparisons and conclusions based on that information regarding the present and future roles of merchants and entrepot cities.  MindSparks: The Rise of Islam

Supplemental Readings: Andrea/Overfield – 40. Faxian, Travels; 56. The Qu’ran; There are various other readings in this reader that would go well with the unit. Christendom: The Christian Empire: The Theodosian Code, The Christian Emperor: The Barberini Ivory, The Origins of Christian Monasticism: Saint Ephraem of Edessa: The Life of Saint Mary the Harlot, (additional reading on Crusades and Byzantium in Ch. 10) Advanced Placement World History Course Syllabus

Islam: Islam: Universal Submission to God, The Word of God (The Qur’an), Muhammad’s Night Journey and Ascent to Heaven (Muhammad ibn Ishaq, The life of the Messenger of God), God’s Martyrs: The Party of Ali (Ibn Babawayh al-Saduq, Creed Concerning the Imams), Judaism / Islam: The Jewish Community of Twelfth-Century Baghdad: Benjamin of Tudela, Book of Travels) China Tang/Song: China: The Ages of Tang and Song, Open to the World: Christianity in Tang China (Bishop Adam, The Christian Movement, Troubles in Late Tang (Du Fu Poems), The Dao of Agriculture in Song China (Chen Pu, The Craft of Farming), Japan: Zen Buddhism in Japan, Dogen, On Life and Death, Japan: Creating a Distinct Civilization, History in Serivce to State-Building (Yasumaro, Preface to Records of Ancient Matters), An Aristocratic Woman in Eleventh-Centrury Japan (Murasaki Shikibu, Diary), The Ideal Samurai (Chronicle of the Grand Pacification),

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Unit 4: Interregional Patterns, 600 - 1450 (4 Weeks) Readings: Key Concept 3.2: Continuity and Innovation of State Forms and Their Interactions 3.3: Increased Economic Productive Capacity and Its Consequences Text, Chapters 12-15 Handouts

Big Idea/Concepts: 1. Empires 2. Migration 3. Demography and Disease 4. Science and Technology 5. Labor systems

Content:  Rise and fall of the Mongols; their effects on international contacts and specific societies  Positive and negative contacts of major religions  Fall of Islam  Division of Christianity  Consequences of plague pandemics  Change and centralization in Europe  Mongol foundation in China: Yuan to Ming and achievements; influence in Korea and Japan, influence on Silk Road trade  Systems in Africa: Sudanic empires (Mali, Ghana, Songhay), lucrative African coasts such as Swahili and Gold coast  Causes and effects of the nomadic migrations on Afro-Eurasia: the Bantu and their influence  Delhi Sultanate in India  Peasants and plague in Europe: rise of Renaissance and Humanists  Maritime revolution and expansion; contact of cultures and the advancements in maritime technology that spurred those contacts  Sources of change: nomadic migration versus urban growth Advanced Placement World History Course Syllabus

Major Assignments and Assessments (Testing):  Analyze gender systems and changes such as the effects of Islam  Analyze the interactions between Jews, Christians, and Muslims  Compare developments in political and social institutions in both eastern and western Europe  Compare European and sub-Saharan African contacts with the Islamic world  C/C Bantu and Polynesian migration  Analyze primary sources from and about the Mongols  2009 CCOT Silk Roads 200 BCE to 1450  2002 DBQ Christianity/Islam to 1500  2005 C/C Effects of Mongol Rule: The students will learn how to write the C/C essay and be able to craft historical arguments to prove their thesis.  MindSparks: Nomads of the Steppes, Christendom: After Rome’s Fall, Christendom: The High Middle Ages

Supplemental Readings: Andrea/Overfield – Choose from a variety of readings in chapter 10 (e.g. 89. John of Paris, A Treatise on Royal and Papal Power); 76. Al-Jahiz, The Merits of the Turks and of the Imperial Army as a Whole; Africa: The Land of Ghana: Eleventh-Century Western Sudan (Abu Ubaydallah al-Bakri, The book of Routes and Realms), The Land of Seyon: Fourteenth-Century Ethiopia (The Glorious Victories of ‘Amda Seyon), A Yoruba Woman of Aurthority? (Seated Female Figure) Mongols: 104. Traveling Among the Mongols (William of Rubruck, Journey to the Land of the Tartars), 105. Traveling the Silk Road (Marco Polo, Description of the World), The Fordham Sourcebook has readings on Mongols (These readings regarding the Mongols offers two differing views of the group. . . one as hellish barbarians and the other as a civilized nomadic group. The students then decide which they agree with.).

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Unit 5: The Globe Encompassed, 1450 - 1750 (4 Weeks) **This unit will spill over to second semester by one week. Readings: Key Concept 4.1: Globalizing Networks of Communication and Exchange 4.2: New forms of Social Organization and Modes of Production 4.3: State Consolidation and Imperial Expansion Text, Chapters 16-20 Handouts

Big Ideas/Concepts: 1. Empires 2. Migration 3. Demography and disease 4. Science and technology 5. Labor systems

Advanced Placement World History Course Syllabus

Content:  Europe transforms: religious reformation, class struggle, Scientific Revolution and the Enlightenment  American colonial societies: new vs. old; Spanish and English attempts and tactics – what was similar and what was different  Changing agricultural techniques:Waru Waru, terracing, rice varieties  Demographic and environmental change: diseases, animals, crops, and comparative population trends  New economic systems: mercantilism, capitalism and effects on indigenous populations  Changed in trade, technology, and global interactions  Atlantic slave trade: compare slave systems  Forms of labor organizations  The far east: Russian empire and its drive east  The rise of the Safavids  The end of the Ming and rise of Qing along with the importance of the voyages of Zheng He  Japanese Shogunate and its economy  Know the major empires and other political units and social systems: Ottoman, China, Portugal, Spain, Russia, France, England, Tokugawa, Mughal. African empires: Kongo, Benin, Oyo, and Songhay

Major Assignments and Assessments (Testing):  2006 “Silver” DBQ  Compare coercive labor systems  Compare imperial systems: seaborne versus land-based  Complete annotated map of the Columbian Exchange  Complete gunpowder empires chart  2005 CCOT Atlantic World 1492-1750  2003 CCOT Impacts of Islam 1000-1750  MindSparks: China: From Han to the Manchu, India: The Maurya to the Mughal; Civilizations of Africa and the Americas; Clan, Emperor, Shogun: Japan in the Middle Ages; Martin Luther and the Reformation; Science Technology and the Enlightenment, Islam and the Ottoman Empire

Supplemental Readings: Andrea/Overfield – Chapter 1 has great readings on Luther, the Protestant split, and the Catholic Response; Chapter 4 provides readings regarding changes in Asia; Chapter 2, readings 18 and 19 describe exploitation in the Americas Ming: Zheng He’s Western Voyages (Ma Huan, The Overall Survey of the Ocean’s Shores), Ottoman: 21. A European Diplomat’s Impressions of Suleiman I, 22. Father Paul Simon, Report to Pope Paul V, 23. Jahangir, Memoirs, 26. Women in Ottoman Society Atlantic Slave Trade: Ch. 6 – a lot of good readings

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Advanced Placement World History Course Syllabus

Course Outline — Semester 2

Unit 6: Revolutions Reshape the World, 1750 - 1900 (3 Weeks) Readings: Key Concept 5.1: Industialization and Global Capitalism 5.2: Imperialism and Nation-State formation 5.3: Nationalism, Revolution, and Reform 5.4: Global Migration Text, Chapters 21, 22, 24 Handouts

Big Ideas/Concepts: 1. Science and technology 2. Social and economic classes 3. Revolts and revolutions 4. Industrialization 5. Capitalism and Socialism 6. Labor Systems

Content:  Changes in global commerce, communications, and technology  Changes in patterns of world trade  Causes and effects of the Industrial Revolution: political, economic, social, environmental  Demographic and environmental changes: migrations, end of Atlantic slave trade, new birthrate patterns, food supply  Changes in social and gender structure, especially as related to the Industrial Revolution  Political revolutions and independence movements and new political ideas: revolutions in the United States, France, Haiti, Mexico, China, Latin America  Rise of nationalism, nation-states, and movements of political reform  Rise of democracy and its limitations

Major Assignments and Assessments (Testing):  Discuss Crane Brinton’s outline of revolution (stages)  Complete charts comparing political revolutions  Cause/effect chart of the Industrial Revolution: Why Britain first? Compare with the East (i.e. Japan)  Compare Haitian and French Revolutions  Begin discussion of suffrage and abolition movements  2004 CCOT Labor Systems 1750-1914  2002 C/C Japan/China Responses to the West  2006 C/C Emergence of Nation States 19th/20th C  MindSparks: The Industrial Revolution; The French Revolution

Supplemental Readings: Andrea/Overfield – Chapters 6-10 have various reading to choose from regarding revolutions and the many “isms” that play a key role in revolutionary thought Advanced Placement World History Course Syllabus

79. Indian Railroads and the people’s Welfare Industrialization: Ch. 8 including 61. Testimony before Parliamentary Committees on Working Conditions in England, 64. Women’s “Separate Sphere”, British Imperialism: 68. Advertisements and Illustrations from British Books and Periodicals,

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Unit 7: Imperialism, 1750 - 1900 (3 weeks) Readings: Key Concept 5.2.I: Industrializing powers est. transoceanic empires 5.2.II: Imperialism influenced state formation and contraction around the world 5.2.III: New racial ideologies, especially social Darwinism, facilitated and justified imperialism Text, Chapters 23, 25, 26 (first half) Handouts

Big Ideas/Concepts: 1. Warfare and diplomacy 2. Racial and ethnic constructions 3. Technology

Content:  The Ottoman Empire: struggle and reform  Rise of western dominance: imperialism; cultural and political reactions  Scramble for Africa

Major Assignments and Assessments (Testing):  Analyze writings of Marx (Communist Manifesto) and other documents from the Russian Revolution and be able to discuss how these ideas regarding politics and economics shapes future generations and leaders’ ideas and therefore influences history.  2009 DBQ African Responses to European Imperialism 19th-20th C  2003 C/C Roles of Women 19th C  2007 C/C Empire Building 1450-1800  MindSparks: Russia’s Revolution and the World; The Great War: 1914-1918; The Age of the Totalitarians; The End of the Imperial Age

Supplemental Readings: Andrea/Overfield – Certain documents may be chosen, but it is worth considering using all documents from chapter 11 in order to highlight the various conflicting philosophies that lead to global war Arab Nationalism: 77. The Beginnings of Arab Nationalism India: Marxism: 63. Karl Marx and Friedrich Engels, The Communist Manifesto Meiji Japan – Ch. 10 (specifically 85. Prints and Drawings, 1853-1887)

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Unit 8: Global Dominance and Diversity, 1900 – PRESENT (3 weeks) Readings: Key Concept 6.1: Science and the Environment 6.2: Global Conflicts and Their Consequences Text, Chapters 27, 28, 29 Handouts

Big Ideas/Concepts: 4. Warfare and diplomacy 5. Racial and ethnic constructions 6. Technology

Content:  Wars and diplomacy: the World Wars, Holocaust, Cold War, international organizations (NATO, Warsaw Pact, etc.), globalization of diplomacy and conflict, reduction of European influence  League of Nations, United Nations, European Union, non-aligned nations  Economic crisis: depression in industrial nations  Modern Independence movements: Africa, India, Latin America  What were the debates over women’s roles? How do they apply to industrialized areas? How do they apply to colonial societies?  New patterns of nationalism

Major Assignments and Assessments (Testing):  Putting the World in WWI: activity highlighting the roles of countries other than those European or American. Students will study a series of maps and charts showing contributions from various countries, troop deployments, and other quantitative data proving how widespread the war truly was.  Analyze writings of Marx (Communist Manifesto) and other documents from the Russian Revolution and be able to discuss how these ideas regarding politics and economics shapes future generations and leaders’ ideas and therefore influences history.  Analyze Wilson’s 14 points and Treaty of Versailles  Analyze primary sources on WWII technology  Compare the effects of the World Wars on areas outside of Europe  Analyze nationalist ideologies and movements in contrasting European colonial environments  Compare the different types of independence struggles  Roots of the Cold War  2004 C/C Outcomes of WWI outside Europe  MindSparks: Russia’s Revolution and the World; The Great War: 1914-1918; The Age of the Totalitarians; The End of the Imperial Age

Supplemental Readings: Andrea/Overfield – Certain documents may be chosen, but it is worth considering using all documents from chapter 11 in order to highlight the various conflicting philosophies that lead to global war Advanced Placement World History Course Syllabus

Arab Nationalism: 77. The Beginnings of Arab Nationalism India: Marxism: 63. Karl Marx and Friedrich Engels, The Communist Manifesto WW2: 92. Stalin- The result of the first five-year plan, 93. Hitler’s Dreams, 100. A Call for Islamic Social and Political Action 101. Mohandas Gandhi, “Indian Home Rule” Mexico: 106. Economic Nationalism in Mexico 109. Mao Zedong Revolutionary China: 82. Sun Yat-sen The Three People’s Principles and the Future of the Chinese People,

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Unit 9: Perils / Promises of a Global Community, 1900 – PRESENT (3 Weeks) Readings: Key Concept 6.3: New Conceptualizations of Global Economy, Society, and Culture Text, Chapters 30-32 Handouts

Big Ideas/Concepts: 1. Gender roles and relations 2. Regional, transregional, and global structures and organizations 3. Migration 4. Science and technology 5. Arts and architecture 6. Trade and commerce

Content:  Patterns of nationalism: decolonization and its political, economic, and social causes and effects  Government controlled economies and industrialization  Genocide  Rise and fall of the USSR  Effects of major global economic developments: IMF, World Bank, WTO  Development of the Pacific Rim and multinational corporations: Asia as a exporter, Coca-Cola and Sony  Social Reforms and Social Revolutions: changing gender roles, family structures, and rise of feminism  Marxism in its various forms  Globalization of science, technology, culture, and the developments in global cultures and regional reactions (including patterns of resistance against technology)  Demographic and environmental changes: migrations due to explosive population growth leading to new forms of urbanization, deforestation, and environmental movements  Environmental protest movements  Pop culture (go beyond The Beatles): Bollywood, Reggae, video games, James Bond

Major Assignments and Assessments (Testing): Advanced Placement World History Course Syllabus

 Analyze the global effects of the Western consumer society  Assess different proposals for economic growth in the developing world and the social and political consequences  Compare global interactions in cultural arenas (e.g. reggae, art, sports [soccer’s World Cup])  2002 CCOT Global Trade 1750-Present  2008 DBQ Olympics 20th C  2006 C/C 20th C Revolutions  MindSparks: The Rise of the Modern Middle East; China and Japan in the Modern Age

Supplemental Readings: Andrea/Overfield – Use the last two chapters in order to supplement the end of the course. The readings on the Cold War and Globalization are especially helpful. 109. Mao Zedong (if unable to cover in Unit 7) 110. Cold War Origins: A U.S. Perspective 111. Cold War Origins: A Soviet Perspective These two readings (110 and 111) from Andrea, Al and Overfield, James. The Human Record: Sources of Global History, 4th ed. Vols 1 & 2. Boston: Houghton Mifflin, 2005 offer differing viewpoints from two authors with different opinions as to how the Cold War began. The students answer questions from the readings that require them to evaluate the author’s arguments and look for any bias in the readings. 115. World bank, World Development 116. Zand Dokht, “The Revolution that Failed Women” 119. Nelson Mandela, The Rivonia Trail Speech to the Court 122. Mikhail Gorbachev, Perestroika (Plan to save Communism in the Soviet Union) 123. The Earth’s Future: “There’s Plenty of Good News: - Julian Simon 124. Environmental Degradation Is Overtaking the Planet

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AP Review: Review of the course using the Curriculum Framework (4.5 weeks)

The review will consist of the following:  Curriculum framework divided into its six sections. These will act as outlines that students will complete both in class and at home.  Multiple choice practice questions.  Essay practice. o DBQ o Change over time o Comparative  Mock Exam

Students will be assessed based on completion, participation, and accuracy.