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    • E.C.H.H.S. AP World History Syllabus Instructor: Mr. Brown Contact Information: Phone-919-969-2482 ex 361 Email-blbrown@chccs.k12.nc.us Course Website: http://www2.chccs.k12.nc.us/blbrown Course Description AP World History is a challenging course that focuses on the interaction between diverse human societies primarily over the past one thousand years. The objective is for students to develop a greater comparative understanding of the causes and effects of such interactions upon different classes of peoples in different areas. The course will focus heavily on Asia, Africa, Latin America, and the Middle East; however Europe and North America will also be explored. It will be presented chronologically over five time periods (units) that students will explore thematically. Students will be assigned a college level text and numerous primary documents and scholastic articles to read. They will be expected to take extensive notes, be prepared to participate in classroom discussions, and write a number of analytical, comparative, evolutionary, and document based essays. All students taking the course will be required to take the AP World History Exam in May. Finally, the scope of this course will require extensive effort by each student outside the classroom. Themes Themes are virtually the language of this course. We will use the themes below to organize our thinking, reading, writing, and review. The Six Key Reoccurring Themes in AP World History • The relationship of change verses continuity from around 8,000 BCE to the present. How and why do some aspects of societies, including their bureaucracies, social systems, institutions, goals, fears, diets, products, demographics, local traditions, global views, self image, and image of others change over time? At the same time, how and why do these things sometimes remain unchanged for many years?
    • • The impact of interaction among and within major societies How does contact between different groups within a culture, or between two or more cultures, change or fail to change those cultures? • The impact of technology, economics, and demography on peoples and their environments over time How does ease of labor, travel, learning, surplus, and shortage, impact groups of people? • The evolution of social and gender structural systems over time How does age, gender, beliefs, self-image, traditions, region, race, wealth, poverty, and knowledge, impact the groups we belong to and the rights or obligations we experience? • Developing cultural, religious, philosophical, and intellectual movements over time How is culture created? How do beliefs grow and spread or decline? Why do ideas become popular or unpopular? • Changes in the goals, functions, and structures of states ( including the rise of nation states) and in the relationships between those states and their various classes of peoples Why do people need to organize themselves? How is political power distributed? Why do governments and empires succeed and fail? Why do people identify with or fail to identify with leaders, places, and systems? Organizational Themes We will be using these themes extensively to organize our comparative reading, comparative writing, comparative review, and overall analysis • Political -including but not limited to governmental systems, bureaucracies, foreign policy and warfare, the law, and human rights • Economic -including but not limited to trade exchange, the creation of and distribution of wealth and property, productivity, and shortage • Social -including but not limited to tradition, class/caste social systems, gender, age, language, world view and religious beliefs, intellectual ideas and philosophies, technology, and cultural exchange • Geographic
    • -including but not limited to climate, typography, and natural barriers or bridges • Technological - including material, procedural, and strategic advances or innovations Units The course is organized around five thematic/ chronological units. • Unit 1-Foundations-8000 BCE to 600 CE The global watersheds that generally frame this unit are the Neolithic revolution, the four “Old World” river societies, and the fall of the classical world • Unit 2-Post-Classical-600 CE to 1450 CE The global watersheds that generally frame this unit are the rise of Islam as an “Old World” global political and economic system, the rise, spread, and evolution of the world’s major religions and philosophies, challenges to Islamic trade dominance, the continued spread of Islamic systems south of the equator, the origin of European nation states and their influence, the global impact of the Mongol Empire, post-Mongol recovery in China, and permanent distant contact • Unit 3-Early Modern 1450 CE to 1750 CE The global watersheds that generally frame this unit are the global consequences of the Columbian Exchange, the massive movement of peoples to different continents, the establishment of a global European presence, the rise of mercantile systems and coercive labor systems, the reemergence of enlightened political and social ideas, revolutionary challenges to monarchy, the origins of the middle class in the west, and the dawn of western industrialization • Unit 4-Modern 1750 CE to 1914 CE The global watersheds that generally frame this unit are industrialization, global interior colonization and settlement by Europe, continued compulsory and voluntary global migrations of large numbers of people, competition between European nations over global influence, colonial holdings, the rise of ethnic nationalism, the emergence of resistance to western hegemony, and the First World War • Unit 5-Post-Modern 1914-Present The global watersheds that generally frame this unit are the decline of western dominance following the First World War, the rise of Marxist systems, the failure of global economic and trading systems, the rise of industrialized totalitarian states, World War Two, the various approaches and paths toward independence and their local and global consequences, the global impact of the Cold War and its conclusion
    • Texts Main Text Adas, Michael, Marc J. Gilbert, Peter Stearns, and Stuart B. Schwartz. World Civilizations: The Global Experience: Advanced Placement Edition. 3rd ed. New York, New York: Prentice Hall, 2003 Additional Readings Documents in World History: Volume 1. 3rd ed. by Stearns, et al. (Prentice Hall, 2003) Documents in World History: Volume 2. 3rd ed. by Stearns, et al. (Prentice Hall, 2003) Readings in World History by Reilly (St. Martin’s Press, 1988) Guns, Germs, and Steel by Diamond (Norton, 1911) Collapse by Diamond (Viking, 2005) Experiencing World History by Adams, et al. (NYU Press, 2000) Internet History Sourcebooks Project by Halsall at http://www.fordham.edu/halsall/ Resources for the Study of World Civilizations at http://www.wsu.edu:8080/~wldciv/ World Civilizations by Hooker at http://www.wsu.edu:8080/~dee/ Chinese Culture by Halsall at http://academic.brooklyn.cuny.edu/core9/phalsall/index.html Course Objectives AP World History is a college level survey course in which students will master the ability to comparatively analyze historically significant events, trends, movements, and systems. Students will also master the ability to identify bias, perspective, point of view, in all primary source material and be able to make inferences and predictions by successfully recognizing reoccurring themes over time. As the course progresses, students will master the ability to recognize what elements and themes are missing from the sources under examination. Course Expectations and Activities
    • • AP World History is a college level course in which you will be expected to do college level work on a consistent basis. • Students will be required to spend a substantial amount of time each week reading from their course text, along with a large number of additional primary and secondary sources, and formally discuss these readings in class on a weekly basis as part of their overall grade. • Students will be required to write 1 to 2 practice analytical comparative or change-over-time essays each week as part of their homework grade that adhere to the common AP World History essay rubrics for both comparative and change- over-time essays.. The topics will be provided. • Students will be required to create their own document based prompts (DBQs), complete with all necessary corresponding primary sources and a sample response, once per quarter. The responses will adhere to the common AP World History essay rubric for document based questions. The topics will be provided. • Students will be required to create a number of comparative graphic organizers of various styles each week. On a weekly basis students will use a common organizational template that is designed to organize the cultures, civilizations, nations, and empires under examination in terms of political, social, economical, geographic, and technological themes. Additionally, several times per quarter students will use a common organizational template that compares topics in terms of their internal and external causal elements. The subjects will be provided. • Over the life of the course, students will be required to take a large number of classroom assessments that will include: 5 unit examinations, several mid-unit examinations, weekly reading quizzes, weekly graded discussions, a comprehensive final examination, the AP World History National Examination, and an end of year research project. All unit exams will include a writing component consisting of either a comparative, change-over-time, or document based essay prompt. • Students will be expected to analyze large amounts of historical information in a comparative and thematically organized way: including but not limited to political, social, and economic themes • Students will be expected to evaluate bias and perspective in all source material • It is school policy that all students are required to take the AP National Exam each spring in whatever AP subjects they are enrolled. AP World History is no exception • Absent students are singularly responsible for making up all missed work in a timely manner. It is advisable to meet with your instructor immediately following any absences to explain the circumstances of the absence. It is also advisable to find a trustworthy classmate to update you on what you have missed in class. Grading Policy • All classroom assessments combined will account for 50% of a student’s grade. All homework products combined will account for the other 50% of a student’s grade
    • • Students will be allowed to resubmit one assignment for full credit and retake one reading quiz for 77% of full credit each quarter • Cheating or plagiarism of any kind will result in a zero for the work in question and a mandatory teacher/parent/student meeting. • At the end of each semester student’s may read a book from a prepared list a write a thorough book report for extra credit of up to 1% on their quarterly grade. • Our course grading scale will be 100-93 percent = A, 92-86 percent = B, 85-79 percent = C, 78-70 percent = D AP World Daily Textual Readings, Optional Readings, Optional Homework, and Suggested Examination Guide 1st Quarter Week 1 -[Start of UNIT #1 – FOUNDATIONS ERA] Daily Reading and Classroom Topics • FIRST DAY OF SCHOOL-COURSE INTRODUCTION- RULES- INFORMATION EXCHANGE-GLOBAL GEOGRAPHY-Continents, Oceans, Seas and Rivers • GEOGRAPHY OF REGIONS-key political empires up to the year 1000 AD • PALEOLITHIC MIGRATIONS AND LIFESTYLE-hunter-gatherer societies and their demographics and patterns- Text pp. 2-9 Guns, Germs, and Steel reading • NEOLITHIC/AG REVOLUTION AND EARLY SETTLED CIVLIZATIONS-agricultural and pastoral people and their technology and demographics- Text • (CHAPTER 1) Civilization-what is it?The Four Major River Societies Tigris-Euphrates-Text pp. 13-19-Egypt- Text Weekly Additional Readings (Completed by the following Monday) • Read- Guns, Germs, and Steel- pp 83-114 • Read- Experiencing World History- pp. 49-76 • Ancient History Sourcebook: The Code of the Assyria, c. 1075 BCE-at- http://www.fordham.edu/halsall/ancie nt/1075assyriancode.html Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare and contrast the political, social, economic, and technological conditions exhibited by Paleolithic peoples to those exhibited by Neolithic peoples. 2) Compare and contrast the civilizations of Mesopotamia and Egypt politically, socially and
    • economically • Answer Global Context Questions: 1) What permanent political, social, economic, demographic, and technological changes occurred for humans as a result of the Neolithic revolution? 2) Specifically, what conditions led to the rise of the first “civilization” in Mesopotamia? 3) How did the image, behavior, activities, and role of women change following the Neolithic Revolution? • Complete Political/Social/Economic Graphic Organizers for: 1) Mesopotamia 2) Egypt Weekly Assessments • Multiple Choice Reading Quiz-Text Week 2 Daily Reading and Classroom Topics • (CHAPTER 1) Indus-India and Huang He-China- Text • (CHAPTER 1) Heritage of River Societies - Text - Conclusions and comparisons • (CHAPTER 2) Classical China-Patterns- Text • (CHAPTER 2) Classical China-Political Institutions- Text pp. 39-40- Religion and Culture pp. 40-44 • (CHAPTER 2) Classical China-Economy and Society- Text -Conclusions and summary of Classical China Weekly Additional Readings (Completed by the following Monday) • Han Fei-tzu (d. 233 BCE): Legalist Views on Good Government -at- http://www.wsu.edu:8080/~wldciv/wor ld_civ_reader/world_civ_reader_1/ha nfeitzu.html • Examples of Filial Piety (14th Century CE)-at- http://www.wsu.edu:8080/~wldciv/wor ld_civ_reader/world_civ_reader_1/fili al.html
    • • Chinese Cultural Studies: Mengzi Meng-tse [Mencius]: Selections from the Mencius (c.300 BCE)-at- http://academic.brooklyn.cuny.edu/cor e9/phalsall/texts/mencius.html • Chinese Cultural Studies: Xunzi Hsun-tse: Selections From Xunzi (c. 213 BCE)-at- http://academic.brooklyn.cuny.edu/core9/phalsall/texts/hsun-tse.html • Documents in World History: Volume One: Women in Classical China pp. 54-60 Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare and contrast the Harappan civilization to that of Shang/Zhou China socially, geographically, and in terms of economic trade. • Answer Global Context Questions: 1) What is continuity and how might geography have an impact on it? 2) What does the term “classical” mean, and what makes Han Dynasty China Classical? • Complete Political/Social/Economic Graphic Organizers for: 1) Harappan (Indus) 2) Shang/Zhou China 3) Qin China 4) Han China Weekly Assessments • Multiple Choice Reading Quiz-Text Week 3 Daily Reading and Classroom Topics • (CHAPTER 3) Classical India- Framework and Patterns- Text • (CHAPTER 3)Classical India- Political institutions and Religion- Text • (CHAPTER 3)Classical India- Economy and Society - and conclusions on Indian influence in S.E. Asia and the ancient world- Text • (CHAPTER 4)Classical Mediterranean Societies-Persia, Greece, and Rome- Text • (CHAPTER 4) Greek and Roman political and religious institutions- Text Weekly Additional Readings (Completed by the following Monday) • Documents in World History: Volume One: Emperor Ashoka and “Right Conduct”-pp. 81-87 • Documents in World History: Volume One: Gender Relations in India: Four Types of Evidence- pp. 93-99 • Ancient History Sourcebook: Aristotle: Spartan Women-at-http://www.fordham.edu/halsall/ ancient/aristotle-spartanwomen.html • Readings in World Civilizations: Volume One: The Great Traditions: War, Slaves, and Land Reform: Tiberius Gracchus-pp. 86-92 Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare and contrast the impact on Christianity in the Roman Empire to the impact of Buddhism in the Mauryan and Gupta Empires.
    • 2) Discuss Rome’s political, social, and economic changes over time from 508 BCE to 476 CE. • Answer Global Context Questions: 1) What political, economic, social. geographic, and demographic problems did the Roman Empire face that it could not overcome? 2) What elements of the world’s major religions tend to transcend political boundaries and social traditions, and why? 3) What is the difference between Theravada and Mahayana Buddhism and why was Mahayana Buddhism more appealing to the masses? • Complete Political/Social/Economic Graphic Organizers for: 1) Greco/Roman Civilization 2) Mauryan/Gupta Civilization Weekly Assessments • Multiple Choice Reading Quiz-Text Week 4 Daily Reading and Classroom Topics • (CHAPTER 4) Greek and Roman economies and conclusions- Text • (CHAPTER 5) The Classical Period, Directions, Diversities, and Declines -Expansion and Integration-Beyond Classical Civilizations- Text • (CHAPTER 5) Decline of Empires in China, India, and Rome and the rise of new societies.Contrast and compare –conclusions – Text • (CHAPTER 5) The New diffusion and interaction- Text • Religious Map-Contrast and compare new religions- Review-Foundations-Continuities v. Changes and their causes in the ancient world- major interactions of people- compare rise and fall of great empires Weekly Additional Readings (Completed by the following Monday) • Documents in World History: Volume One: The Fall of Rome- pp. 129-132 • Readings in World Civilizations: Volume One: Paul and His Opponents-pp. 122-130 Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare and contrast the causes of decline of the Roman, Han, and Gupta Empires. 2) Compare and contrast the impact of Confucianism on Han China to that of Hinduism on Gupta India. 3) Compare and contrast the roles and status of women in the Roman, Han, and Gupta Empires • Answer Global Context Questions: 1) What elements of Roman, Han, and Gupta Civilization are considered “classical” and why? • Complete Political/Social/Economic Graphic Organizers for: 1) Decline of Rome 2) Decline of Han 3) Decline of Gupta Weekly Assessments • Multiple Choice Reading Quiz-Text pp. 80-107 • Multiple Choice Unit Exam (FOUNDATIONS UNIT)- Text pp. 2-107 • Unit Essay Exam (Contrast and Compare)
    • Week 5 [Start of UNIT #2 - POST-CLASSICAL ERA] Daily Reading and Classroom Topics • [UNIT 1000-1450] PERIODIZATION (CHAPTER 6) The First Global Civilization (Islam) Birth of Islam - Text • (CHAPTER 6) Empire of the Umayyads- Text • • (CHAPTER 6)Empire of the Abbasidsand impact of Islam- Text • (CHAPTER 7)Abbasid Decline- Text • (CHAPTER 7) Islam's Spread to South Asia- Text Weekly Additional Readings (Completed by the following Monday) o Medieval Sourcebook: Accounts of The Arab Conquest of Egypt-at- http://www.fordham.edu/halsall/sourc e/642Egypt-conq2.html o Medieval Sourcebook: Arabs, Franks, and the Battle of Tours, 732: Three Accounts-at- http://www.fordham.edu/halsall/sourc e/732tours.html Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Discuss in detail the social, economic, and political changes that occurred in Arabia and adjoining regions following the introduction and spread of Islam • Answer Global Context Questions: 1) Why did Islam diverge into two distinct groups: Sunni and Shiite? 2) What impact did the spread of Islam have on the Byzantine and Sassanian Empires? 3) What role did Sufism play in the spread and practice of Islam? • Complete Political/Social/Economic Graphic Organizers for: 1) The Umayyad Caliphate 2) The Abbasid Caliphate Weekly Assessments • Multiple Choice Reading Quiz-Text Week 6 Daily Reading and Classroom Topics • (CHAPTER 7) Islam's Spread to S.E. Asia and impact of global Islamic diffusion- Text
    • • (CHAPTER 8) Spread of Islam into Africa-Contrast and Compare traditional African societies Africa's Grassland Kingdoms- Text • (CHAPTER 8) East Coast of Africa-Swahili societies- Text • (CHAPTER 8) Central African and Societies- contrast and compare African societies-conclusions- Text • Global Economic, Social, and Political Impact of Islam in the Eastern Hemisphere-Comparison of Islams diverse evolution resulting from its spread into diverse areas of the “Old World” Weekly Additional Readings (Completed by the following Monday) o Documents in World History: Volume One: African Kingdoms and Islam (Ibn Battuta)-pp.266-271 o Medieval Sourcebook: Ibn Battuta: Travels in Asia and Africa 1325-1354-at- http://www.fordham.edu/halsall/sourc e/1354-ibnbattuta.html Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare and contrast the spread of Islam into Africa to that of its spread into South East Asia 2) Compare and contrast Islam’s impact of the western Sudan and the Swahili Coast • Answer Global Context Questions: 1) How did Islam standardize trade throughout much of the Eastern Hemisphere? 2) How do stateless African societies compare with the Empires of the Western Sudan? • Complete Political/Social/Economic Graphic Organizers for: 1) Ghana 2) Mali 3) Songhai 4) Swahili Coast Weekly Assessments • Multiple Choice Reading Quiz-Text Week 7 Daily Reading and Classroom Topics • (CHAPTER 9) Eastern Europe-Byzantine and Orthodox societies-Byzantine Empire-rise and decline- Text • (CHAPTER 9) Byzantine Empire cont… and Kievan Rus. Conclusions of outside impact on Eastern Europe- Text • (CHAPTER 10) New Civilization in Western Europe- Post Classical Europe- Text • (CHAPTER 10) Post Classical Medieval Religion and Economy- Text • (CHAPTER 10) Medieval Apex and Decline- impact of exterior and interior factors- Text Weekly Additional Readings (Completed by the following Monday)
    • o Medieval Sourcebook: An Arab Ambassador in Constantinople late 10th century-at- http://www.fordham.edu/halsall/sourc e/byz-arabambas.html o Documents in World History: Volume One: Russia Converts to Christianity-pp.225-229 • Documents in World History: Volume One: Feudalism: Contemporary Descriptions and the Magna Carta-pp. 229-235 • Documents in World History: Volume One: Merchants and the Rise of Commerce-pp. 256-260 • Medieval Sourcebook: Witchcraft Documents [15th Century]-at- http://www.fordham.edu/halsall/sourc e/witches1.html Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare and contrast the role of Catholicism in Medieval Western Europe to that of Orthodox Christianity on the Byzantine Empire 2) Discuss the economic changes over time in Western Europe from the fall of Rome to 1400 CE. • Answer Global Context Questions: 1) What diverse cultural elements merged to create European Russia? 2) How does Byzantine Bureaucracy compare to that of China during the same period? • Complete Political/Social/Economic Graphic Organizers for: 1) Byzantine Empire 2) Kievian Rus 3) Feudal, Manorial, and Monastic Europe Weekly Assessments • Multiple Choice Reading Quiz-Text Week 8 Daily Reading and Classroom Topics • REVIEW-Exchanges in peoples and ideas-class and gender roles-trade-continuity v. breaks in tradition • INTERIM EXAM • (CHAPTER 11) Civilization in the Americas at its apex- prior to invasion- The Aztecs- Text • (CHAPTER 11) The Inca Empire and Inca Socialism- Text • (CHAPTER 11) Other Indian Societies- Impact of interaction between American societies- conclusion- Text Weekly Additional Readings (Completed by the following Monday) o Documents in World History: Volume One: The Mayan Creation Story-pp. 273-277 o Documents in World History: Volume One: Tribute under the Aztecs-pp. 277-280 Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare and contrast in detail Incan Bureaucracy to that of Aztec Bureaucracy
    • 2) Discuss the changes in Aztec Culture from their time as mercenary nomads to their time of contact with the Spanish • Answer Global Context Questions: 1) How does Aztec human sacrifice compare to examples of human sacrifice in the “old World?” 2) How did the Inca conquer and govern such a sizable empire in such a short amount of time? • Complete Political/Social/Economic Graphic Organizers for: 1) Olmec 2) Maya 3) Inca 4) Aztec Weekly Assessments • Multiple Choice Reading Quiz-Text Week 9 Daily Reading and Classroom Topics • (CHAPTER 12) Chinese Renaissance and Unification- Sui rise, decline and rise of the Tang- Text • (CHAPTER 12) Tang decline and rise of Song- Text • (CHAPTER 12) Tang and Song golden age legacy and conclusions- Text • (CHAPTER 13) Spread of Chinese Civilization- Japan in the Imperial Age- Text • (CHAPTER 13) Korea -Vietnam and conclusion of Chinese influence- Text Weekly Additional Readings (Completed by the following Monday) • Experiencing World History: Gender Structures in the Post-Classical Period: East Asia- pp.226-228 • Experiencing World History: Labor and Leisure Systems in the Post-Classical Period: Feudalism and Manorialism in Circum Meditarranian and Japan 234-236 • Experiencing World History: Labor and Leisure Systems in the Post-Classical Period: The State and Labor in Prosperous China-pp.237-239 Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Create DBQ Documents and Prompt with sample Response (Topic: impact of global belief systems on various global cultures and their classes) 2) Compare and contrast the degree to which Sinification influenced Post-Classical Korea, Japan, and Vietnam. 3) Discuss how did the attitude toward Buddhism changed over time in China during the Sui/Tang/Song Era? • Answer Global Context Questions: 1) Why is the Sui/Tang/Song Era considered a Renaissance in Chinese History? 2) What is the relationship in Sui/Tang/Song China between the Scholar-Gentry class and the Merchant class and what are the causes of this relationship? why • Complete Political/Social/Economic Graphic Organizers for: 1) Sui/Tang/Song China 2) Feudal Japan Weekly Assessments • Multiple Choice Reading Quiz-Text 2nd Quarter
    • Week 10 Daily Reading and Classroom Topics • (CHAPTER 14) Rise of the Mongols Under Chinggis Khan - Text • (CHAPTER 14) Nomadic Mongols Conquer parts of the West- Text • (CHAPTER 14) Period of Mongol control in China- and conclusion- Text • (CHAPTER 15) The West-decline of the old West and Rise of the New West- Text • (CHAPTER 15) The Renaissance and the first Western exploration- Text Weekly Additional Readings (Completed by the following Monday) • Medieval Sourcebook: John of Monte Corvino: Report from China 1305-at- http://www.fordham.edu/halsall/sourc e/corvino1.html • Medieval Sourcebook: Marco Polo: On the Tartars-at- http://www.fordham.edu/halsall/sourc e/mpolo44-46.html Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Contrast and compare the impact of the Mongol conquest of China to that of their conquest of the Middle East and Russia 2) Explain how Mongol control of China could be considered a disruption to Chinese continuity • Answer Global Context Questions: 1) What was the Mongol contribution to the spread of trade, technology, and ideas between the East and the West? 2) How does the Mongol conquest of Russia impact that nation’s social history and outside contact? 3) How did the rise of the merchants in the Italian city-states alter the course of the western European class and financial systems? • Complete Political/Social/Economic Graphic Organizers for: 1) Mongols 2) Yuan Dynasty 3) Italian City- States during the Renaissance Weekly Assessments • Multiple Choice Reading Quiz-Text Week 11 Daily Reading and Classroom Topics • (CHAPTER 15) Developments in the Pacific-Polynesia and New Zealand-and conclusions- Text
    • • REVIEW-Migrations of peoples-Mongol, Turks, Arabs-exchanges-diseases and ideas-continuity v. change-class and gender roles • UNIT EXAM PT. 1 • UNIT EXAM PT. 2 (Essay) • [Unit-Early Modern Period- 1450-1750]- PERIODIZATION- "The World Shrinks" – Text Weekly Additional Readings (Completed by the following Monday) • Wayfinders: A Pacific Odyssey: Polynesian History and Origin-at-http://www.pbs.org/wayfinders/ polynesian2.html • Collapse: How societies Choose to Fail or Succeed: Twilight at Easter-chapter 2- pp. 79-120 Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare and contrast the role of Islam on distant trade in the Eastern Hemisphere to that of the Mongol Empire • Answer Global Context Questions: 1) How does geography influence Maori notions of property and warfare • Complete Political/Social/Economic Graphic Organizers for: 1) Polynesians Weekly Assessments • Multiple Choice Reading Quiz-Text • Unit Exam Week 12-[Start of UNIT #3 – EARLY MODERN ERA] Daily Reading and Classroom Topics • (CHAPTER 16) Transformation in the West- Changes in Culture and Commerce-Reformation- Text • (CHAPTER 16) Science v. Absolutism- Text • (CHAPTER 16) Status of the West at 1750 and conclusions- Text • (CHAPTER 17) Western Exploration Spain and Portugal and their effects- Text • (CHAPTER 17) The Great Columbian Exchange-disease, flora, fauna, race, and the global impact- Text and handout reading Weekly Additional Readings (Completed by the following Monday) • Medieval Sourcebook: Martin Luther: Letter to the Archbishop of Mainz, 1517-at- http://www.fordham.edu/halsall/source/lutherltr-indulgences.html • Documents in World History: Volume Two: Protestantism and Women- pp. 19-22 Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare and contrast the political, social, and economic, impact of the Columbian Exchange on the Western Hemisphere to that of the Eastern Hemisphere 2) Discuss how the Reformation changed Western Europe between the 1500s and the 1700s
    • • Answer Global Context Questions: 1) How do the systems of colonization differ between the Northern European colonial powers and the Southern European Colonial Powers? 2) What economic, social, political.and demographic impact did colonization have on the continents of Europe, Africa, Latin America and Asia? • Complete Political/Social/Economic Graphic Organizers for: 2) Absolute Monarchies in Europe 2) Southern European Colonization 3) Northern European Colonization Weekly Assessments • Multiple Choice Reading Quiz-Text Week 13 Daily Reading and Classroom Topics • (CHAPTER 17) Global Conquests for the West and their impact for the World- Text -and conclusions on joining of the hemispheres • (CHAPTER 18) Rise of Russia Expansion and Westenrization under the tsars- Peter the Great - Text • (CHAPTER 18) Legacy of Early Modern Russia heading toward European conflicts-and conclusions- Text • (CHAPTER 19) Early Latin America- Spanish and Portuguese-Reconquista to Conquest- Text • (CHAPTER 19) Destruction of Indian Societies and Colonial economies and governments- Text Weekly Additional Readings (Completed by the following Monday) • Documents in World History: Volume Two: Economy and Society in Latin America-pp. 80-88 • Documents in World History: Volume Two: Russian Peasants: Serfdom and Emancipation-pp. 137-142 Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare and contrast the causes and characteristics of Russia’s territorial expansion to that of the colonizing nations of Western European 2) Compare and contrast the social and economic consequences of plantation slavery in the Americas to Serfdom in Russia • Answer Global Context Questions: 1) What were the significant demographic changes that took place around the globe as a result of early colonialism? 2) What were the reasons why Russia lagged behind the West in terms of political, social and economic development? • Complete Political/Social/Economic Graphic Organizers for: 1) Russia during the Early Modern Period 2) Spanish Colonial System in the Americas Weekly Assessments • Multiple Choice Reading Quiz-Text Week 14 Daily Reading and Classroom Topics • (CHAPTER 19) Brazil- a plantation case study-sugar and gold- Text
    • • (CHAPTER 19) Conflicts in Europe effecting the colonies and 18th century reforms-conclusions- Text • REVIEW-1)Continuity v. change 2)Change over time 3)Comparison of societies 4)Effects of diffusion 5)Identifying themes • INTERIM EXAM • (CHAPTER 20) The Muslim Empires-The rise of the Ottomans- Text Weekly Additional Readings (Completed by the following Monday) • Bartolome De Las Casa: A short Account of the Destruction of the Indies-at- http://www.fordham.edu/halsall/mod/modsbook08.html#The%20Conquest%20and %20Exploitation%20of%20the%20Americas • Documents in World History: Volume Two: Political Styles in Latin America: Colonial Bureaucracy-pp. 88-91 Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare and contrast the political, social, and economic characteristics of Portugal’s colonial systems to those of Spain. • Answer Global Context Questions: 1) What is the global racial and cultural legacy of the colonization of the Americas? • Complete Political/Social/Economic Graphic Organizers for: 1) Colonial Systems in Brazil Weekly Assessments • Multiple Choice Reading Quiz-Text • Mid-Unit Exam Week 15 Daily Reading and Classroom Topics • (CHAPTER 20) Ottomans at their height and the beginning of their decline • (CHAPTER 20) The Shi'ite challenge of the Safavids- Text • (CHAPTER 20) The Mughal Empires and the height of Islam in India- Text • (CHAPTER 20) Conclusion-Watershed-The Rise of Europe and the Eclipse of Islamic Civilization as a pivot point to World Order • (CHAPTER 21) Africa and Africans in the age of the Atlantic Slave Trade-The Slave Trade- Text Weekly Additional Readings (Completed by the following Monday) o Modern History Sourcebook: A Visit to the Wife of Suleiman the Magnificent (Translated from a Genoese Letter), c. 1550-at-
    • http://www.fordham.edu/halsall/mod/ 1550sultanavisit.html o Jewish History Sourcebook: Islam and the Jews: The Status of Jews and Christians in Muslim Lands, 1772 CE-at- http://www.fordham.edu/halsall/jewis h/1772-jewsinislam.html o Documents in World History: Volume Two: Babur and the Establishment of Mughal Rule in India- pp. 53-58 Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare and contrast Muslim rule in The Ottoman, Safavid, and Mughal Empires • Answer Global Context Questions: 1) What were the internal and external sources of decline in both the Ottoman and Mughal Empires? 2) What internal and external political, economic and technological forces allowed Europe to grow in strength and influence during the Early Modern Period? • Complete Political/Social/Economic Graphic Organizers for: 1) Ottoman Empire 2) Safavid Empire 3) Mughal Empire Weekly Assessments • Multiple Choice Reading Quiz-Text Week 16 Daily Reading and Classroom Topics • (CHAPTER 21) African Societies and the effects of the slave trade on those societies- Text • (CHAPTER 21) White Settlement in Southern Africa and its impact- Text • (CHAPTER 21) The African Diaspora and its impact on world history- conclusions- Text • (CHAPTER 22) Asian Transitions in the Age of Rapid Global Change-The Asian Trading World and European interaction- Text • (CHAPTER 22) Ming China and its decision to turn inward-and the effects of that decision- Text Weekly Additional Readings (Completed by the following Monday) o Ming China: The Commercial Revolution-at-http://www.wsu.edu:8080/~dee/MING/MING.HTM Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Discuss the social, political, and demographic changes in Sub-Saharan Africa brought about by the African Triangular Slave Trade 2) Discuss the internal changes in Ming China that eventually led to the recall of the great Ming fleets • Answer Global Context Questions: 1) In what ways has the African Diaspora influenced the contemporary world? • Complete Political/Social/Economic Graphic Organizers for:
    • 1) Ming China 2) Early Modern Sub-Saharan Africa Weekly Assessments • Multiple Choice Reading Quiz-Text Week 17 Daily Reading and Classroom Topics • (CHAPTER 22) Japan under Western pressure and its unification and inward focus- Text • (CHAPTER 22) Conclusions-compare China's reaction to western pressure to that of Japan's • UNIT EXAM PT. 1 • UNIT EXAM PT. 2 • [UNIT 1750-1914] -PERIODIZATION-" Industrialization and Western Global Hegemony"- Text Weekly Additional Readings (Completed by the following Monday) • Documents in World History: Volume Two: Early Modern Japan: Tokugawa Laws and Instruction-pp. 69-78 Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare and contrast China’s response to western pressure to that of Japan’s. • Answer Global Context Questions: 1) After years of technological superiority what were the internal and external forces that led to China’s falling behind the West? • Complete Political/Social/Economic Graphic Organizers for: 1) Early Modern Japan Weekly Assessments • Multiple Choice Reading Quiz-Text • Unit Exam Week 18-[Start of UNIT #4 – MODERN ERA] Daily Reading and Classroom Topics • (CHAPTER 23) Forces behind the Industrial Revolution-The Age of Revolutions- Text • (CHAPTER 23) The American and French Revolutions • (CHAPTER 23) Consolidation of the Industrial Order and cultural transformations- Text • (CHAPTER 23) Western Settler Societies and a Prelude to WWI- Text • (CHAPTER 23) Conclusions on modern Europe-Geopolitical Status and comparison of societies Weekly Additional Readings (Completed by the following Monday)
    • • Modern History Sourcebook: Mary Woolstonecraft: A Vindication of the Rights of Women-at- http://www.fordham.edu/halsall/mod/ mw-vind.html • Modern History Sourcebook: Olympe de Gouge: Declaration of the Rights of Women, 1791-at- http://www.fordham.edu/halsall/mod/ 1791degouge1.html • Documents in World History: Volume Tow: The French Revolution: The Laws and the Marseillaise-Text Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare and contrast the political, economic, and social institutions that emerged following the French and America Revolutions. 2) Compare the origins and the permanent changes brought about by the Industrial Revolution to those of the Neolithic Revolution 3) Create DBQ Documents and Prompt with sample Response (Topic: Varying Global Responses to European Aggression) • Answer Global Context Questions: 1) What characteristics did Britain and later Northern Europe and the United States posses that enabled these areas to industrialize first? 2) What are the political, social, and economic characteristics of Western Settler Societies as compared with other types of European colonies? 3) How does colonialism contribute to increased tension between the nations of Europe? • Complete Political/Social/Economic Graphic Organizers for: 1) The Early Industrialized West 2) The Napoleonic Empire Weekly Assessments • Multiple Choice Reading Quiz-Text Second Semester 3rd Quarter Week 19 Daily Reading and Classroom Topics • (CHAPTER 24) The European Global Order and its impact-The Asian Land Empires- Text • (CHAPTER 24) A comparison of the British and Dutch in Asia • (CHAPTER 24) Western Rivalvies and the carving up of the World- Text
    • • (CHAPTER 24) Themes of Domination-Continuity and Change- Text • (CHAPTER 24) Conclusions- Global Status at the dawn of the 20th century Weekly Additional Readings (Completed by the following Monday) • Modern History Sourcebook:Sir Robert Clive:The Battle of Plassey, 1757-at- http://www.fordham.edu/halsall/mod/ 1757plassey.html • Raja Rammohan Roy: A Second Conference Between an Advocate for, and An Opponent of the Practice of Burning Widows Alive (1820)-at- http://www.wsu.edu:8080/~wldciv/wor ld_civ_reader/world_civ_reader_2/roy .html • Indian History Sourcebook: François Bernier: An Account of India and the Great Moghul, 1655 CE-at- http://www.fordham.edu/halsall/india/ 1655bernier.html Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare and contrast the characteristics of British and Dutch colonial rule in Asia with that of their Portuguese predecessors. 2) Discuss the political, social, and economic changes over time brought about by European colonial intrusion into the interiors of Asia • Answer Global Context Questions: 1) What allowed the Europeans, given their comparatively small populations, to colonize vastly superior numbers in Asia? 2) What were the differences between the European colonization of Asia to that of Africa? • Complete Political/Social/Economic Graphic Organizers for: 1) The British East India Company 2) The Dutch East India Company Weekly Assessments • Multiple Choice Reading Quiz-Text Week 20 Daily Reading and Classroom Topics • (CHAPTER 25) Emergence of Nations in Latin America- New nations, Old Problems- Text
    • • (CHAPTER 25) 19th Century Latin America in the Global Economy-a comparison- Text • CHAPTER 25 Linguring Class Patterns and new expressions- Text • CHAPTER 25) The Great Boom in Latin America and its effects- Conclusions on Latin American legacy in the 19th century- Text • (CHAPTER 26) Decline of Islamic and Chinese Empires in the 19th century-The Fall of the Ottoman Empire-Birth of Turkey and Ataturk- Text Weekly Additional Readings (Completed by the following Monday) • Documents in World History: Volume Two: Independence and Consolidation of New States (1810-1914)-pp. 194-202 • Documents in World History: Volume Two: Economy and Society of Latin America: Slavery on the Henequen Plantation of Yucatan-pp. 202-209 Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare and contrast the independence movements in Latin America that occurred during the first quarter of the 19th century to the later attempts at socio-economic revolution in the same region 2) Discuss both internal and external political forces that influenced 19th and early 20th century Latin American reform movements • Answer Global Context Questions: 1) Discuss the impact of 19th century reform movements in Latin America on the peasant classes • Complete Political/Social/Economic Graphic Organizers for: 1) 19th Century Mexico 2) 19th Century Central and South America Weekly Assessments • Multiple Choice Reading Quiz-Text Week 21 Daily Reading and Classroom Topics • CHAPTER 26) Ottoman Decline Continued and Western Pressure in Arab Islamic World- Text • CHAPTER 26) The Western pressure on Arab Islamic heartlands continued • CHAPTER 26) China and the slow decline of the Qing-Gunboat Emperialism and Extra Territorial Rights- Text • CHAPTER 26) Qing Decline Continued… French and British and independent Siam • (CHAPTER 26) Conclusion-Comparison of Declines in Islam and Asia Weekly Additional Readings (Completed by the following Monday)
    • • Modern History Sourcebook: The Young Turks: Proclamation for the Ottoman Empire, 1908-at- http://www.fordham.edu/halsall/mod/ 1908youngturk.html • Modern History Sourcebook: Commissioner Lin: Letter to Queen Victoria, 1839-at- http://www.fordham.edu/halsall/mod/ 1839lin2.html • Chinese Cultural Studies: The Taiping Rebellion, 1851-1864-at- http://academic.brooklyn.cuny.edu/cor e9/phalsall/texts/taiping.html Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Discuss the economic, political, and social changes and continuities in China over the course of the Qing Dynastic Cycle 2) Compare and contrast the external and internal forces that contributed to European incursions into China during the Qing Dynasty • Answer Global Context Questions: 1) Why was there interest in propping up the declining Ottoman Empire among some European powers? 2) How did Ottoman influence in Egypt and the Middle East contribute to later resistance movements against the British in the region • Complete Political/Social/Economic Graphic Organizers for: 1) Qing Dynasty China 2) 19th Century Ottoman Empire Weekly Assessments • Multiple Choice Reading Quiz-Text Week 22 Daily Reading and Classroom Topics • CHAPTER 27) Diffusion of Industrialization into Russia and Japan and its implications -Russian Reforms- Text • (CHAPTER 27) The First Russian revolution and its shortcomings- Text • (CHAPTER 27) Meiji Japan-Transition -fall of the Shoguns- Text • (CHAPTER 27) Rise of the Meiji State and the Japanese Industrial Revolution- Text • (CHAPTER 27) Effects of Meiji and Industrialization on Japanese Society and Culture- Text Weekly Additional Readings (Completed by the following Monday)
    • • Documents in World History: Volume Two: The Meiji Restoration in Japan-pp. 165-173 • Documents in World History: Volume Two: Russian Conservatism-pp. 142-149 Weekly Homework Assignments (Always due the following Monday) • Practice Contrast and Compare Essays: 1) Compare and contrast Russia’s approach to industrialization to that of Meiji Japan 2) Discuss the changes and continuities over time in Japan from the beginning of the Tokugawa Shogunate to the end of the Meiji Era • Answer Global Context Questions: 1) Why was Meiji Japan’s approach to western pressure more successful than the approach taken by Qing China? 2) What problems in Russia remained unresolved at the beginning of the 20th century and why? • Complete Political/Social/Economic Graphic Organizers for: 1) 19th Century Russia 2) Meiji Japan Weekly Assessments • Multiple Choice Reading Quiz-Text Week 23 Daily Reading and Classroom Topics • (CHAPTER 27) Conclusion and comparison of Chinese, Japanese and Russian approaches to Western expansion in the late 1800s-Text • REVIEW • UNIT EXAM PT. 1 • UNIT EXAM PT. 2 • [UNIT 1914-present] PERIODIZATION-The Industrial West in the 20th Century-conditions for conflict- Text Weekly Additional Readings (Completed by the following Monday) • Provided Review Materials Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Discuss the changes and continuities around the globe for both the middle and peasant classes from 1750 to 1914 • Answer Global Context Questions: 1) Assess the impact of free and coercive labor systems on the creation and control of wealth around the world from 1750-1914 Weekly Assessments • Unit Exam Week 24-[Start of UNIT #5 – POST-MODERN ERA] Daily Reading and Classroom Topics • (CHAPTER 28) World War I in Europe, Africa, Asia, and the Middle East- Text
    • • CHAPTER 28) Treaty of Versailles Effects and the Global Depression- Text • (CHAPTER 28) World War II- Text • (CHAPTER 28) World War II…cont- Text • (CHAPTER 28) The Beginnings of the Cold War- Text Weekly Additional Readings (Completed by the following Monday) • Modern History Sourcebook: The Treaty of Berlin, 1878-Excerpts on the Balkans-at- http://www.fordham.edu/halsall/mod/1878berlin.html • Modern History Sourcebook: The Treaty of Versailles, 28, June, 1919-at- http://www.fordham.edu/halsall/mod/1919versailles.html Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Compare the global causes of the First World War to the European causes of the war 2) Compare the problems created by the Treaty of Versailles for Europe, Asia, and the Middle East • Answer Global Context Questions: 1) Was the First World War inevitable? If so why? If not, how could it have been avoided? 2) What were the internal and external reasons for the initial success of totalitarianism in Europe and Asia following the First World War? 3) How, in detail, does the global depression represent a failure in both global and local institutions? • Complete Political/Social/Economic Graphic Organizers for: 1) Post-World War I Europe 2) Post-World War I Asia 3) Post-World War I Middle East 4) The Totalitarian States Weekly Assessments • Multiple Choice Reading Quiz-Text Week 25 Daily Reading and Classroom Topics • (CHAPTER 29) Impact of the West on the 20th Century-Years of Decline- Text • (Chapter 29) Post-Colonialism and Cold war Geo-politics post WWII- Text • (CHAPTER 29) Global Impact of Western Culture- Text • (CHAPTER 30) Russia in the 20th Century- The Revolutions, Civil War and stabilization- Text • (CHAPTER 30) Stalinism and the Soviet Superpower- Text Weekly Additional Readings (Completed by the following Monday) • Documents in World History: Volume Two: The Western State-pp. 261-267 • Documents in World History: Volume Two: Consumerism pp. 267-273
    • • Documents in World History: Volume Two: Stalin and the Soviet Union During the 1930s: Progress and Terror-pp. 278-283 • Modern History Sourcebook: Emmeline Pankhurst: My Own Story, 1914-at- http://www.fordham.edu/halsall/mod/ 1914Pankhurst.html Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Discuss the political, social, and economic changes over time in Russia from 1917 to 1989 • Answer Global Context Questions: 1) What role does the Cold War play in the development of the emerging independent nations in Asia, Latin America, and Europe • Complete Political/Social/Economic Graphic Organizers for: Weekly Assessments • Multiple Choice Reading Quiz-Text Week 26 Daily Reading and Classroom Topics • (CHAPTER 30) The Fall of the Soviet Union and the New Federalism- Text • INTERIM EXAM • (CHAPTER 31) Japan and the Pacific Rim-Pacific Rim in the Post War- Text • (CHAPTER 31) Rise of Japan as a Global Economic Power- Text • (CHAPTER 31) Other Pacific Rim Transformations- Text Weekly Additional Readings (Completed by the following Monday) • Documents in World History: Volume Two: Changing Gender Relations in Modern Japan- Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Discuss both the internal and external conditions that contributed to Japan’s rapid economic growth during the second half of the 20th century • Answer Global Context Questions: 1) Were there cultural compromises associated with Japan’s economic rise after World War II? Discuss. • Complete Political/Social/Economic Graphic Organizers for: 1) Japan in the later 20th Century Weekly Assessments • Multiple Choice Reading Quiz-Text • Interim Exam Week 27 Daily Reading and Classroom Topics • (CHAPTER 32) Introduction to Latin America in the 20th Century- Text
    • • (CHAPTER 32) The Co-opting of the Mexican Revolution- Text • (CHAPTER 32) Radical Options to solve problems during the 1950s-And- Military Options of the 1960s and 70s- Text • (CHAPTER 32) Latin American Movements at the beginning of the 21st Century- Text • (CHAPTER 33) Decolonization and the Decline of Western Influence-India and Egypt- Effects of WW I on Decolonization- Text Weekly Additional Readings (Completed by the following Monday) • Documents in World History: Volume Two: Twentieth Century Latin American Politics: The Revolutionary Challenge-pp. 357-364 • Documents in World History: Volume Two: Latin America’s Social Crisis in the 20th Century- pp.370-376 Weekly Homework Assignments (Always due the following Monday) • Practice Essays: 1) Trace the changes and continuities experienced by the peasant and middle classes in Latin America over the course of the 20th century. 2) Discuss both the internal and external economic forces influencing Latin American political reform in the later 20th century. • Answer Global Context Questions: 1) Should attempts at land reform in early 20th century Mexico be considered a success or failure? Explain your answer. • Complete Political/Social/Economic Graphic Organizers for: Weekly Assessments • Multiple Choice Reading Quiz-Text 4th Quarter Week 28 Daily Reading and Classroom Topics • (CHAPTER 33) World War II and the Further Collapse of Empires- Text • (CHAPTER 33) Comparative case studies between South Africa and the Middle East- Text • (CHAPTER 34) African and Asian Independence Movements- Text • (CHAPTER 34) Neo-Colonialism and the Road to Justice-The Iranian Revolution- Text • (CHAPTER 34) The Failure of Apartheid in South Africa- Text Weekly Additional Readings (Completed by the following Monday) • Documents in World History: Volume Two: African Nationalism-pp.376-383 Weekly Homework Assignments (Always due the following Monday) • Practice Contrast and Compare Essays: 1) Create DBQ Documents and Prompt with sample Response (Topic: Comparing the characteristics of independence movements around the globe over the 20th century) • Answer Global Context Questions:
    • 1) What was the role of the indigenous middle classes in independence movements in Asia and Africa • Complete Political/Social/Economic Graphic Organizers for: 1) White Settler Colonies of the 20th Century 2) Tropical Dependent Colonies of the 20th Century Weekly Assessments • Multiple Choice Reading Quiz-Text Week 29 Daily Reading and Classroom Topics • (CHAPTER 35) China and Vietnam in the later 20th Century- Text • (CHAPTER 35) Rival Forces in China- Text • (CHAPTER 35) Era of Mao-Fall of Colonialism and Revolution in Vietnam- Text • Review for Comprehensive Final Exam • Review for Comprehensive Final Exam Weekly Additional Readings (Completed by the following Monday) • Modern History Sourcebook: Dean Acheson: United States Position on China, August 1949-at- http://www.fordham.edu/halsall/mod/ 1949-acheson-china.html • Modern History Sourcebook: Editorial of the Liberation Army Daily (Jiefangjun Bao): Mao Tse- Tung's Thought is the Telescope and Microscope of Our Revolutionary Cause, June 7, 1966-at- http://www.fordham.edu/halsall/mod/ 1966-mao-culturalrev1.html • Modern History Sourcebook: Vietnamese Declaration of Independence, 1945-at-http:// www.fordham.edu/halsall/mod/1945vi etnam.html Weekly Homework Assignments (Always due the following Monday) • Practice Contrast and Compare Essays: 1) Compare and contrast the revolutions in China and Vietnam with other independence movements in Asia 2) Discuss changes and continuities experienced by China’s peasant classes during the 20th
    • century • Answer Global Context Questions: 1) What were the internal and external forces that influenced the communist movement in 20th century China to eventually defeat the Nationalist movement. 2) Has global communism been more a benefit or a hindrance to women? Defend your answer • Complete Political/Social/Economic Graphic Organizers for: 1) China during the 20th Century 2) Vietnam during the 20th Century Weekly Assessments • Multiple Choice Reading Quiz-Text Week 30 Daily Reading and Classroom Topics • Final Exam Pt. #1 (Multiple Choice) • Final Exam Pt. #2 (DBQ Essay) • Review for National Exam • Review for National Exam • Review for National Exam Weeks 31-33 Daily Reading and Classroom Topics • Review for National Exam continues daily until exam day.* • Following National Exam-Daily Research Work on Individual Final Project Papers and Presentations (History’s Obscure yet Significant) Week 34-36 Daily Reading and Classroom Topics • Individual Final Project Presentations Daily (until the end of term) END OF COURSE