Veritas Academy25Q240

A Renzulli School of Learning35-01 Union Street, Flushing, New York 11354

Phone: 718-888-7520 Fax: 718-888-7524

Cheryl Quatrano, Principal www.theveritasacademy.com cquatrano@schools.nyc.gov

Course: Advanced Placement World History (2015-2016) Teacher: Mr. Neadel Email: Lneadel@schools.nyc.govPhone: 718-888-7520 Ext. 1040Room: 104Website: http://neadelAP.weebly.com/

Course Description

“The purpose of the AP World History course is to develop greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. The course emphasizes relevant factual knowledge deployed in conjunction with leading interpretive issues and types of historical evidence. The course builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Periodization, explicitly discussed, forms an organization principle for dealing with change and continuity throughout the course. Specific themes provide further organization to the course, along with the consistent attention to contacts among societies that form the core of world history as a field of study.” (AP World History College Board Description)

Course Overview

Advanced Placement World History provides students with the opportunity to study how the world came to exist today. This course will focus on events that have shaped our world from 8000 B.C.E. and analyze specific parts of the world including Africa, the Americas, Asia, Europe, and Oceana. This course is taught at the college level. Therefore, it requires much more extensive homework and writing assignments compared to other high school courses. In addition to the course requirements, it is encouraged that each student enrolled in AP World History takes the AP World History Exam in May. While this course is designed to prepare students to take this exam, this course is also designed to help students continue to develop their theoretical and analytical skills in analyzing the topics and events in World History. The hope is that students will develop a greater understanding of the global processes, frameworks, changes, and comparisons among the major societies throughout world history.

________________________________________________________________________Very advanced…

Very personal… Very scholarly…

Veritas!

Required Materials:All students are expected to bring their textbook, a pen, notebook, and binder to class each time unless otherwise advised. Students will generally need the following supplies for class:

One three-ring binder Filler Paper Notebook tabs (16 Total: 2 for each chapter) One spiral notebook Pens - blue and black ink Pencils with erasers Highlighters of various colors Red pens Colored pencils

Course Text and Readings:

Main Textbook:o Strayer, Robert. Ways of the World, A Brief Global History. First Edition.

2011

Primary Sources:o Reilly, Kevin. Worlds of History: A Comparative Reader, 2013

Volume I- To 1500 Volume II- Since 1400

Secondary Sources: The syllabus includes relevant works of original historical scholarship (secondary sources) are cited as the following:

o McNeill, J.R., McNeill William, The Human Web: A Bird’s-Eye View of World History, 2003

o Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies, 1999.

Supplemental Reading:o Christian, David, This Fleeting World: A Short History of Humanity. 2008

Course Requirements: Prepare to take the AP Exam

Actively participate in class

Complete all assignments promptly

Attend class daily and arrive on time

Keep a well-organized and complete notebook for the year

Keep up with the notebook all year!

Form a study group for tests and other large assignments

Ask instructor for help if needed

Challenge yourself to work hard and maintain high standards

Classroom Policies and Procedures

Grading: Grades will be based on points that are added up and averaged with total points possible. Grades are available daily. You must check your grades and take personal responsibility for both your grade and for turning in missing assignments.

Assignments in AP World History fall into the following categories:Tests/Quizzes 40%Essays/Projects 30%Homework/Current Events 20%Class Participation 10%

Assignments: Homework is due in class at the beginning of the period. If a student misses a class because they were late to school or dismissed early, then they are responsible to hand in their assignment that same day. If you turn in assignments one day after it is due, it is eligible for half credit. All assignments must include your name, date, and class on the upper right hand side and the title of the assignment on the first line in the center of your paper. It is imperative that you keep up with the reading and questions!

Essays: Throughout the course students will be required to write essays in class demonstrating their mastery of content as well as their ability to develop coherent written arguments that have a thesis supported by relevant historical evidence. During first semester the focus will be on the development of essay writing skills via time spent on essay writing workshops.

Unit Exams: Unit exams shall be based on the AP format. Tests will follow the completion of each unit. You may only write in blue or black ink only. Students are responsible for making up missed tests within a day of your return to class.

Quizzes: Based on the AP format. Quizzes will vary in length and time and will be based on readings from each chapter in the textbook.

Plagiarism and Copying: Plagiarism and copying are defined as taking someone else’s work as your own and not citing it. It is a serious matter to cheat or copy using the internet, friends, or other sources. When I take your work, I grade it carefully. If you are caught having used someone else’s work to supplement you own, it will be considered a violation of your academic integrity. You will be given a zero for the assignment and further administrative action will be taken including possible removal from the course.

Snow Days and Other Emergencies: In the event school is closed because of a snow day or another emergency, students should continue to do assignments, especially reading. The class calendar will not change. Students should check their class calendar and my website to see what they should be completed.

Historical Periodization:

Advanced Placement World History is divided into six periods from approximately 8000 B.C.E. to the present. These provide a temporal framework for the course. These periods are as follows:

Period 1 (8000 to 600 B.C.E.) Technological & Environmental Transformations Period 2 (600 B.C.E. to 600 C.E.) Organization & Re-organization of Human SocietiesPeriod 3 (60 to 1450) Regional & Trans regional InteractionsPeriod 4 (1450 to1750) Global InteractionsPeriod 5 (1750 to 1900) Industrialization & Global IntegrationPeriod 6 (1900 to present) Accelerating Global Change and Realignments

The Three C’s of World History1:

1) Comparison- ‘Seeks to identify the similarities and differences in the experiences of the World’s people’

2) Connection- ‘Effort to counteract a habit of thinking about particular peoples states or cultures as self-contained and isolated communities

3) Changes- ‘In World History, it is the “big picture” changes-those that impact large segments of humankind’

Course Themes:

Students in this course must learn to view history thematically. The AP World History course is organized around five overarching themes that serve as unifying threads throughout the course, helping students to relate what is particular about each time period or society to “big picture” of history. The themes also provide a way to organize comparisons and analyze change and continuity over time. Consequently, virtually all study of history in this class will be tied back to themes by utilizing a “SPICE” acronym. The teaching plans for each unit will utilize these five themes:

1) Interaction Between Humans and the Environment Demography and Disease Migration Patterns of settlement Technology

2) Development and Interaction of Cultures Religions Belief systems, philosophies, and ideologies Science and technology The arts and architecture

3) State-Building, Expansion, and Conflict Political structures and forms of governance Empires Nations and nationalism Revolts and revolution Regional, trans-regional, and global structures and organizations

4) Creation, Expansion, and Interaction of Economic Systems Agricultural and pastoral production

1 Strayer, Robert. Ways of the World, A Brief Global History, First Edition, 2011

Trade and commerce Labor systems Industrialization Capitalism and socialism

5) Development and Transformation of Social Structures Gender roles and relations Family and kinship Racial and ethnic construction Social and economic classes

Habits of Mind:2

Throughout your work in this course, you will develop several skills or “Habits of Mind” that a well-developed student of history acquires in the course of examining, analyzing, and explaining history. There are two categories that these skills or “Habits of Mind fall into. One categories is for skills that are addressed by any rigorous history course. The second category is for skills that are addressed by a world history course.

Skills (Category 1):

Constructing and evaluating arguments: using evidence to make plausible arguments.

Using documents and other primary data: developing the skills necessary to analyze point of view, context, and bias, and to understand and interpret information.

Developing the ability to assess issues of change and continuity over time.

Enhancing the capacity to handle diversity of interpretations through analysis of context, bias, and frame of reference.

Skills (Category 2):

Seeing global patterns over time and space while also acquiring the ability to connect local developments to global ones and to move through levels of generalizations from the global to the particular.

Developing the ability to compare within and among societies, including comparing societies' reactions to global processes.

2 Taken from apcentral.collegeboard.com

Developing the ability to assess claims of universal standards yet remaining aware of human commonalities and differences; putting culturally diverse ideas and values in historical context, not suspending judgment but developing understanding.

PART ONE: Technological and Environmental Transformations (10,000 BCE-600 BCE)

Overview:This introductory unit will concentrate on the themes of ‘Pre-history’, the importance of the Agricultural Revolution and its impact on the environment, and the development of cultures. The historical thinking skills emphasized will be using evidence to make an argument, evaluating primary sources, making comparisons, assessing issues of continuity and change and looking for global patterns over time and space. Regions examined in this unit will include Africa, Eurasia, Oceana, and the Americas.

Key Concepts and Themes Big Geography and the Peopling of the Earth The Neolithic Revolution and the Early Agricultural Societies The Development and Interactions of Early Agricultural, Pastoral, and Urban

Societies Interaction between Humans and the Environment Development and Interaction of Cultures

Essential Questions:1) What is the significance of the Paleolithic era in world history?2) In what ways did various Paleolithic societies differ from one another, and how

did they change over time?3) What statements in Chapter 1 seem to be reliable and solidly based on facts, and

which ones are more speculative and uncertain?4) How might our attitudes toward the modern world influence our assessment of

Paleolithic societies?5) The Agricultural Revolution marked a decisive turning point in human history.

What evidence might you offer to support this claim, and how might you argue against it?

6) How did early agricultural societies differ from those of the Paleolithic era? How does the example of settled gathering and hunting peoples such as the Chumash complicate this comparison?

7) Was the Agricultural Revolution inevitable? Why did it occur so late in the story of humankind?

8) “The Agricultural Revolution provides evidence for ‘progress’ in human affairs.” Do you agree with this statement?

9) What distinguishes civilizations from other forms of human community?10) How does the use of the term “civilization” by historians differ from that of

popular usage? How do you use the term?11) “Civilizations were held together largely by force.” Do you agree with this

assessment, or were there other mechanisms of integration as well?12) In the development of the First Civilizations, what was gained for humankind, and

what was lost?

Resources:

Textbook: Strayer, Robert. Ways of the World: A Global History, 2011. Ch 1-3

Primary Sources:Reilly, Kevin. Worlds of History: A Comparative Reader, 3rd Edition, 2013.

Natalie Angier, Furs for Evening, But Cloth Was the Stone Age Standby Elise Boulding, Women and the Agricultural Revolution Greda Lerner, The Urban Revolution: Origins of Patriarchy Kevin Reilly, Cities and the Civilization From The Epic of Gilgamesh From Hammurabi’s Code Advice to the Young Egyptian: “Be a Scribe”

Assessments:1) Essay: Analyze the biological, geographic, anthropological, and archeological

perspectives presented in, Guns, Germs and Steel. In small groups, students will use the questions they have answered about the reading to determine what the thesis of the book was and how it was supported. Students will then write a five-part essay, which analyzes three of the books weaker arguments.

2) Compare and Contrast Essay: Students will Compare and Contrast two of the following Paleolithic societies- San (Africa), Chumash (Americas) or Aboriginal Australians (Oceana).

3) Quizzes and Unit Test from Chapters 1-3

PART TWO: Organization and Reorganization of Human Societies (600 BCE-600 CE)

Overview:This unit will examine the Classical era of World History with an emphasis on the evolution of patriarchy, religion and empire building. Students will continue to develop historical thinking skills in crafting arguments from historical evidence, reasoning chronologically, and comparing and contextualizing from the prior unit. Interpreting and synthesis are introduced. Regions examined in this unit will include Africa, Eurasia, and the Americas.

Key Concepts and Themes Development and Codification of Religious and Cultural Traditions Development of States and Empires Emergence of Transregional Networks of Communication and Exchange Development and Interaction of Cultures State-Building, Expansion, and Conflict

Essential Questions:1) What common features can you identify in the empires described in Chapter 4?2) In what ways did these empires differ from one another? What accounts for those

differences?3) How is patriarchy similar/different throughout the Classical empires?4) In what ways did these empires differ from one another? What accounts for those

differences?5) Do you think that the classical empires “lessons” for the present, or are

contemporary circumstances sufficiently unique as to render the distant past irrelevant?

6) “Religions are fundamentally alike.” Does the material of this chapter support or undermine this idea?

7) Is a secular outlook on the world an essentially modern phenomenon, or does it have precedents in the classical era?

8) “Religion is a double-edged sword, both supporting and undermining political authority and social elites.” How might you support both sides of this statement?

9) How would you define the appeal of the religious/cultural traditions discussed in this chapter? To what groups were they attractive, and why?

10) What is the difference between class and caste?11) Why was slavery so much more prominent in Greco-Roman civilization than in

Indian or Chinese civilization?12) What philosophical, religious, or cultural ideas served to legitimate the class and

gender inequalities of classical civilizations?13) “Social inequality was both accepted and resisted in classical civilizations.” What

evidence might support this statement?14) “The histories of Africa and the Americas during the classical era largely

resemble those of Eurasia.” Do you agree with this statement? Explain why or why not.

15) “The particular cultures and societies of Africa and the Americas discussed in this chapter developed largely in isolation from one another.” What evidence would support this statement, and what might challenge it?

16) What generated change in the histories of Africa and the Americas during the classical era?

Resources:Textbook: Strayer, Robert. Ways of the World: A Global History, 2011. Ch 4-7

Primary Sources:Reilly, Kevin. Worlds of History: A Comparative Reader, 2013.

Greek and Indian Civilizations, William H. McNeill From the Upanishads: Karma and Reincarnation From the Bhagavad Gita: Caste and Self Plato, Form the Republic China and Rome Compared, S.A.M. Adshead Confucius, From the Analects Chinese and Greco-Roman Innovation, G.E.R. Lloyd The Salt and Iron Debates Lessons for Women, Ban Zhao

Assessments:1) Compare and Contrast Essay: Students will Compare and Contrast the following

Classical era civilizations Rome (Imperial) and China (Han)

2) Compare and Contrast Essay: Students will Compare and Contrast patriarchy in two of the following Classical societies-Greece, Rome, India, Africa, and China

3) Document Based Essay (DBQ)-Preambles to Constitutions-France, West Germany, Vietnam, Japan, Mexico, Republic of Congo. Students will analyze historical context, purpose and/or intended audience, the author’s point of view, type of source or argument and tone. (Introduction to Format/writing process)

4) Quizzes and Unit Test from Chapters 4-7

PART THREE: Regional and Trans-Regional Interactions (600 CE-1450 CE)

Overview:This unit will examine the Age of Accelerating Connections of World History with an emphasis on the solidification and impact of trade and trade routes, which connect Western Europe, the Middle East, India, China, and the outer reaches of Oceana. Students will continue to develop all of the historical thinking skills of the prior units, as well as identify the key concepts. Regions examined in this unit will include Africa, Eurasia, and the Americas

Key Concepts and Themes Expansion and Intensification of Communication and Exchange Networks Continuity and Innovation of State Forms and Their Interactions Increased Economic Productive Capacity and its Consequences Creation, Expansion, and the Interaction of Economic Systems

Essential Questions:1) What motivated and sustained the long-distance commerce of the Silk Roads, Sea

Roads, and Sand Roads?2) Why did the Eastern Hemisphere develop long-distance trade more extensively

than did the societies of the Western Hemisphere?3) In what ways did commercial exchange foster other changes4) In what ways was Afro-Eurasia a single interacting zone, and in what respects

was it a vast region of separate cultures and civilizations?5) In what ways did Tang and Song dynasty China resemble the classical Han

dynasty period, and in what ways had China changed?6) Based on this chapter, how would you respond to the idea that China was a self-

contained or isolated civilization?7) In what different ways did nearby peoples experience their giant Chinese

neighbor, and how did they respond to it? 8) How can you explain the changing fortunes of Buddhism in China?9) How did China influence the world beyond East Asia? How was China itself

transformed by its encounters with the wider world?10) How did the histories of the Byzantine Empire and Western Europe differ during

the era of third-wave civilizations?11) What accounts for the different historical trajectories of these two expressions of

Christendom?12) How did Byzantium and Western Europe interact with each other and with the

larger world of the postclassical era?13) Was the civilization of the Latin West distinctive and unique, or was it broadly

comparable to other third-wave civilizations?14) How does the history of the Christian world in the postclassical era compare with

that of Tang and Song Dynasty China?

15) What distinguished the first centuries of Islamic history from the early history of Christianity and Buddhism? What similarities and differences characterized their religious outlooks?

16) How might you account for the immense religious and political/military success of Islam in its early centuries?

17) In what ways can Islamic civilization be described as “cosmopolitan”?18) “Islam was simultaneously both a single world of shared meaning and interaction

and a series of separate and distinctive communities, often in conflict with one another.” What evidence could you provide to support both sides of this argument?

19) What changes did Islamic expansion generate in those societies that encountered it, and how was Islam itself transformed by those encounters?

20) Prior to the rise of the Mongols, in what ways had pastoral peoples been significant in world history?

21) What accounts for the often-negative attitudes of settled societies toward the pastoral peoples living on their borders? Why have historians often neglected pastoral peoples’ role in world history?

22) In what ways did the Mongol Empire resemble other empires, and in what ways did it differ from them? Why did it last a relatively short time?

23) In what different ways did Mongol rule affect the Islamic world, Russia, China, and Europe?

24) How would you define both the immediate and long-term significance of the Mongols in world history?

25) Assume for the moment that the Chinese had not ended their maritime voyages in 1433. How might the subsequent development of world history have been different? Is there value in asking this kind of “what if?” or counterfactual question? Or is it an irrelevant waste of time?

26) How does this chapter distinguish among the various kinds of societies that comprised the world of the fifteenth century? Are there other ways of categorizing the world’s peoples that might work as well or better?

27) What predictions about the future might a global traveler of the fifteenth century reasonably have made? Would it depend on precisely when those predictions were made?

Resources:Textbook: Strayer, Robert. Ways of the World: A Global History, 2011. Ch 8-13

Supplemental Reading: Christian, David, This Fleeting World: A Short History of Humanity. 2008

Primary Sources:Reilly, Kevin. Worlds of History: A Comparative Reader, 2013.

The Buddha’s First Sermon Buddhism and Caste The Bible: History, Laws, and Psalms The Bible: Prophets and Apocalypse

Christianity: Jesus according to Matthew The Spread of World Religions, Jerry H. Bentley From the Qur’an Feudalism: AN Oath of Homage and Fealty Manoralism: Duties of a Villein From the Magna Carta Islam: Sayings Ascribed to the Prophet Love in Medieval Europe, India, and Japan, Kevin Reilly From The Tale of Genji, Murasaki Shikibu Fulcher of Charters, The Siege of Antioch Ibn al-Athir, The Conquest of Jerusalem Were the Barbarians a Negative or Positive Factor in Ancient and Medieval

History?, Gregory Guzman From the Secret History of the Mongols Origins of the Black Death, Gabriele de’ Mussis Images of the Black Death Ahmad al-Maqrizi, The Plague in Cairo Gregorio Darti, Corporations and Communities in Florence Marco Polo, From The Travels of Marco Polo S.D. Goiteim, Cairo: An Islamic City in Light of the Geniza Bernal Diaz, Cities of Mexico Lynn White Jr., The Historical Roots of Our Ecological Crisis

Assessments:1) Document-Based Essay (DBQ)-Mongol Conquest: Use a variety of primary and

secondary source documents, maps, graphics, and quantitative data to explain how the Mongols accomplished the conquest of such a large territory with such a short time period. Students will analyze historical context, purpose and/or intended audience, the author’s point of view, type of source or argument and tone.

2) Compare and evaluate the big picture periodization presented in David Christian’s This Fleeting World with that of Robert Strayer’s Ways of the World: A Global History

3) Quizzes and Unit Test from Chapters 8-13

PART FOUR: Global Interactions (1450 CE-1750 CE)

Overview:This unit will examine the early Modern Period of World History with an emphasis on European settlement of the Americas, acceleration and implications of global trade networks, continued impact of religion and the impact of China’s political turmoil throughout the Indian Ocean and Oceanic regions. Students will show a fundamental understanding of all of the historical thinking skills developed in prior units with an emphasis on historical interpretation and synthesis, as well as identify the key concepts. Regions examined in this unit will include, Africa, Eurasia, and the Americas and Oceana.

Key Concepts and Themes Globalizing Networks of Communication and Exchange New Forms of Social Organization and Modes of Production State Consolidation and Imperial Expansion State-Building, Expansion and Conflict Creation, Expansion, and Interaction of Economic Systems Development and Transformation of Social Structures

Essential Questions:1) In comparing the European empires in the Americas with the Russian, Chinese,

Mughal, and Ottoman empires, should world historians emphasize the similarities or differences? What are the implications of each approach?

2) In what different ways was European colonial rule expressed and experienced in the Americas?

3) Why did the European empires in the Americas have such an enormously greater impact on the conquered people than the Chinese, Mughal, and Ottoman empires?

4) In what ways did the empires of the early modern era continue patterns of earlier empires? In what ways did they depart from those patterns?

5) In what specific ways did trade foster change in the world of the early modern era?

6) To what extent did Europeans transform earlier patterns of commerce and in what ways did they assimilate those into older patterns?

7) Describe and account for the differing outcomes of European expansion in the Americas (see Chapter 14), Africa, and Asia.

8) How should we distribute moral responsibility or blame for the Atlantic slave trade? Is this a task appropriate for historians?

9) What lasting legacies of early modern globalization are evident in the early twenty-first century? Pay particular attention to the legacies of the slave trade.

10) Why did Christianity take hold in some places more than others?11) In what ways was the missionary message of Christianity shaped by the cultures

of Asian and American peoples?12) Compare the processes by which Christianity and Islam became world religions.

13) In what ways did the spread of Christianity, Islam, and modern science give rise to culturally based conflicts?

14) Based on Chapters 13 through 16, how does the history of Islam in the early modern era challenge a Eurocentric understanding of those centuries

Resources:Textbook: Strayer, Robert. Ways of the World: A Global History, 2011. Ch 14-16

Primary Sources:Reilly, Kevin. Worlds of History: A Comparative Reader, 3rd Edition, 2013.

Christopher Columbus, Letter to King Ferdinand and Queen Isabella Gavin Menzies, From 1421: The Year China Discovered America Zheng He, Iscription to the Goddess From Broken Spears: The Aztec Account of the Conquest of Mexico Olaudah Equaino, Enslaved Captive William Bosman, Slave Trader

Assessments:1) Document Based Essay (DBQ)-Columbian Exchange: Use a variety of

documents, including journals, diaries, illustrations, and quantitative data as evidence to write an essay discussing how Natives and Europeans reacted to their encounters with each other. Students will analyze historical context, purpose and/or intended audience, the author's point of view, type of source or argument and tone.

2) Ibn Battuta Project (Islam and impact on Eurasia and Africa). Students will prepare a presentation relating the causes and effects of Battuta’s travels on the development and solidification of Afro-Eurasian trade networks.

3) Students identify and evaluate the different interpretations of the making of modern markets using “The Ghost of Maximillion” and “Banking on Asia” in Ken Pomeranz’s and Steven Topik’s The World that Trade Created: Society, Culture, and the World Economy.

4) Second Thoughts, Quizzes and Unit Test from Chapters 14-16

5) Mid Term

PART FIVE: Industrialization and Global Integration(1750 CE-1900 CE)

Overview:This unit will examine the European Moment with an emphasis on the political, economic and social revolutions as well as their impact and implications on global trade networks, colonization and migrations. This unit will also examine the changing role of women and the impact of economics on religion. Students will be working towards mastery of all of the historical thinking skills, with an emphasis on historical interpretation and syntheses, as well as all the key concepts. Regions examined in this unit will include, Africa, Eurasia, and the Americas and Oceana

Key Concepts and Themes Industrialization and Global Capitalism Imperialism and Nation-State Formation Nationalism, Revolution, and Reform Global Migration Development and Interaction of Cultures State-Building, Expansion, and Conflict Creation, Expansion, and Interaction of Economic Systems

Essential Questions:1) Make a chart comparing the North American, French, Haitian, and Spanish

American revolutions. What categories of comparison would be most appropriate to include?

2) Do revolutions originate in oppression and injustice, in the weakening of political authorities, in new ideas, or in the activities of small groups of determined activists?

3) "The influence of revolutions endured long after they ended." To what extent does this chapter support or undermine this idea?

4) In what ways did the Atlantic revolutions and their echoes give a new and distinctive shape to the emerging societies of nineteenth-century Europe and the Americas?

5) What was revolutionary about the Industrial Revolution?6) What was common to the process of industrialization everywhere, and in what

ways did it vary from place to place?7) What did humankind gain from the Industrial Revolution, and what did it lose? 8) In what ways might the Industrial Revolution be understood as a global rather

than simply a European phenomenon?9) How did European expansion in the nineteenth century differ from that of the

early modern era?10) What differences can you identify in how China, the Ottoman Empire, and Japan

experienced Western imperialism and confronted it? How might you account for those differences?

11) "The response of each society to European imperialism grew out of its larger historical development and its internal problems." What evidence might support this statement?

12) What kind of debates, controversies, and conflicts were generated by European intrusion within each of the societies examined in this chapter?

13) Why were Asian and African societies incorporated into European colonial empires later than those of the Americas? How would you compare their colonial experiences?

14) In what respects were colonized people more than victims of colonial conquest and rule? To what extent could they act in their own interests within the colonial situation?

15) Was colonial rule a transforming, even a revolutionary, experience, or did it serve to freeze or preserve existing social and economic patterns? What evidence can you find to support both sides of this argument?

Resources:Textbook: Strayer, Robert. Ways of the World: A Global History, 2011. Ch 17-20

Primary Sources:Reilly, Kevin. Worlds of History: A Comparative Reader, 2013.

The Declaration of the Rights of Man and the Citizen The American Declaration of Independence Lynda Norene Shaffer, China, Technology, and Change Mary Wollstonecraft, A Vindication of the Rights of Women Arnold Pacey, Asia and the Industrial Revolution Adam Smith, Form The Wealth of Nations Karl Marx and Friedrich Engels, From The Communist Manifesto Joseph Conrad, From Heart of Darkness Rudyard Kipling, The White Man’s Burden

Assessments:1) Continuity and Change Over Time Essay (CCOT)- Pick ONE of the following

regions and discuss the changes and continuities in European settlement from 1450 to 1750. Latin America Australia North America

2) Continuity and Change Over Time Essay (CCOT)- Analyze the economic and social changes in two of the following regions from 1450 to 1750.Western Europe East Asia Americas South Asia Sub Saharan Africa

3) Continuity and Change Over Time Essay (CCOT)-Discuss the changes and continuities in Western Europe's outside contacts with ONE of the following areas between 1450-1914. (South Asia, East Asia, Sub-Saharan Africa)

4) Using Joseph Conrad’s “From the Heart of Darkness” and Rudyard Kipling’s “The White Man’s Burden” students will identify and evaluate differing interpretations of the goals of British Imperialism in the 19th century.

5) Quizzes and Unit Test from Chapters 17-20

PART SIX: Accelerating Global Change and Realignment (1900 CE-Present)

Overview:This unit will examine the Modern Period of World History with an emphasis on the World Wars, the economic struggles between communism and capitalism and it evolution into the modern economic institutions of the present. Students will also examine impact of decolonization and the rise of Asia as a dominant social, political and economic force. We will also examine the extent to which patriarchy plays a role in the modern world as well as the role of religion. Students will show a mastery of understanding all of the historical thinking skills as well as identify the key concepts. Regions examined in this unit will include, Africa, Eurasia, and the Americas and Oceana.

Key Concepts and Themes Science and the Environment • Global Conflicts and Their Consequences New Conceptualizations of Global Economy, Society, and Culture Interaction between Humans and the Environment Development and Interaction of Cultures State-Building, Expansion, and Conflict Creation, Expansion, and Interaction of Economic Systems Development and Transformation of Social Structures

Essential Questions:1) What explains the disasters that befell Europe in the first half of the twentieth

century?2) In what ways were the world wars a motor for change in the history of the

twentieth century?3) To what extent were the two world wars distinct and different conflicts, and in

what ways were they related to each other? In particular, how did the First World War and its aftermath lay the foundations for World War II?

4) In what ways did Europe's internal conflicts between 1914 and 1945 have global implications?

5) What was the appeal of communism, in terms of both its promise and its achievements? To what extent did it fulfill that promise?

6) Why did the communist experiment, which was committed to equality and a humane socialism, generate such oppressive, brutal, and totalitarian regimes?

7) What is distinctive about twentieth-century communist industrialization and modernization compared to the same processes in the West a century earlier?

8) What was the global significance of the cold war?9) "The end of communism was as revolutionary as its beginning." Do you agree

with this statement?10) In what ways did the colonial experience and the struggle for independence shape

the agenda of developing countries in the second half of the twentieth century?11) To what extent did the experience of the former colonies and developing countries

in the twentieth century parallel that of the earlier "new nations" in the Americas in the eighteenth and nineteenth centuries?

12) How would you compare the historical experience of India and China in the twentieth century?

13) How has the experience of modern development in the third world differed from that of the capitalist West and the communist East?

14) To what extent did the processes discussed in this chapter (economic globalization, feminism, fundamentalism, environmentalism) represent something new in the twentieth century? In what respects did they have roots in the more distant past?

15) In what ways did the global North/South divide find expression in the twentieth century?

16) What have been the benefits and drawbacks of globalization since 1945?17) Does the twentieth century as a whole confirm or undermine Enlightenment

predictions about the future of humankind?18) "The twentieth century marks the end of the era of Western dominance in world

history." What evidence might support this statement? What evidence might contradict it?

19)Resources:Textbook: Strayer, Robert. Ways of the World: A Global History, 2011. Ch 21-24

Supplemental Reading: Christian, David, This Fleeting World: A Short History of Humanity. 2008

Primary Sources:Reilly, Kevin. Worlds of History: A Comparative Reader, 2013.Theodore von Laue, From The World Revolution of WesternizationMohandas K. Gandhi, From Hind SwarajWorld War I Propaganda Posters • V.I. Lenin, From War and RevolutionWoodrow Wilson, Fourteen PointsJoachim C. Fest, The Rise of HitlerJean-Francois Steiner, From Treblinka Iris Chang, From The Rape of NankingDavid Fromkin, On the Balfour DeclarationThe Marriage Law of the People’s Republic of ChinaPhilippe Legrain, Cultural Globalization is not AmericanizationBenjamin Barber, From Jihad vs. McWorld

Assessments:1) Document analysis- Students will watch the PBS Documentary, Perilous Fight to

determine where the creators use the five key concepts of World history. Students will need to keep a journal of the film structured on the key concepts and argue in small and large group settings to what they believe are the strongest examples of each.

2) Compare and evaluate the big picture periodization presented in David Christian’s This Fleeting World with that of Robert Strayer’s Ways of the World: A Global History.

3) Quizzes and Unit Test from Chapters 21-24

PART SEVEN: Exam Review

Overview:Students will have achieved mastery all the required elements of the AP World History program and will begin a comprehensive review to prepare for the AP exam. The review will be a combination of strategies to take the AP exam, which include a Compare and Contrast, DBQ, and CCOT essay, terms, themes and ‘Big’ ideas that we have covered over the course of the year.

Assessments:1) Compare and Contrast Essay-Students will compare and contrast two of the

following- Jesus, Muhammad, Buddha, and Moses

2) Document Based Essay (DBQ)-Haitian Revolution: Use primary and secondary source documents and images to explain how the Haitian revolution was a global event in terms of its origin, its process, and its legacy. Students will analyze historical context, purpose and/or intended audience, the author's point of view, type of source or argument and tone.

3) Analyze the changes and continuities in what came to be known as Latin America from approximately 1400 CE to 1800 CE. Be sure to evaluate the causes of the changes and the reasons for the continuities. Your analysis must address at least TWO of the following aspects of pre- and post- Colombian Latin America: Political/Economic/Social

4) Multiple Choice Exams-Pre-History to Present