modern china

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

• (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


• 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-
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

1) Compare and contrast the Harappan civilization to that of Shang/Zhou China socially,
geographically, and in terms of economic trade.
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?
1) Harappan (Indus) 2) Shang/Zhou China 3) Qin China 4) Han China
Weekly Assessments

Week 3

• (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

• 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
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.
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?
1) Greco/Roman Civilization 2) Mauryan/Gupta Civilization
Weekly Assessments

Week 4
• (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

• 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
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
1) What elements of Roman, Han, and Gupta Civilization are considered “classical” and why?
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]

• [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


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-
e/732tours.html
1) Discuss in detail the social, economic, and political changes that occurred in Arabia and
adjoining regions following the introduction and spread of Islam
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?
1) The Umayyad Caliphate 2) The Abbasid Caliphate

Weekly Assessments

Week 6

• (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”

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-
e/1354-ibnbattuta.html
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
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?
1) Ghana 2) Mali 3) Songhai 4) Swahili Coast
Weekly Assessments

Week 7

• (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


o Medieval Sourcebook: An Arab Ambassador in Constantinople late 10th century-at-
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-
e/witches1.html
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.
1) What diverse cultural elements merged to create European Russia?
2) How does Byzantine Bureaucracy compare to that of China during the same period?
1) Byzantine Empire 2) Kievian Rus 3) Feudal, Manorial, and Monastic Europe
Weekly Assessments

Week 8

• 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

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
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
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?
1) Olmec 2) Maya 3) Inca 4) Aztec
Weekly Assessments

Week 9

• (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

• 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
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?
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
1) Sui/Tang/Song China 2) Feudal Japan
Weekly Assessments

2nd Quarter

Week 10

• (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


• Medieval Sourcebook: John of Monte Corvino: Report from China 1305-at-
e/corvino1.html
• Medieval Sourcebook: Marco Polo: On the Tartars-at-
e/mpolo44-46.html
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
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?
1) Mongols 2) Yuan Dynasty 3) Italian City- States during the Renaissance
Weekly Assessments

Week 11

• (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

• 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
1) Compare and contrast the role of Islam on distant trade in the Eastern Hemisphere to that of
the Mongol Empire
1) How does geography influence Maori notions of property and warfare
1) Polynesians
Weekly Assessments
• Unit Exam

Week 12-[Start of UNIT #3 – EARLY MODERN ERA]

• (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

• 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
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

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?
2) Absolute Monarchies in Europe 2) Southern European Colonization 3) Northern European
Colonization
Weekly Assessments

Week 13
• (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

• 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
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
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?
1) Russia during the Early Modern Period 2) Spanish Colonial System in the Americas
Weekly Assessments

Week 14

• (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

• 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
1) Compare and contrast the political, social, and economic characteristics of Portugal’s colonial
systems to those of Spain.
1) What is the global racial and cultural legacy of the colonization of the Americas?
1) Colonial Systems in Brazil
Weekly Assessments
• Mid-Unit Exam

Week 15

• (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


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
1) Compare and contrast Muslim rule in The Ottoman, Safavid, and Mughal Empires
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?
1) Ottoman Empire 2) Safavid Empire 3) Mughal Empire
Weekly Assessments

Week 16

• (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

o Ming China: The Commercial Revolution-at-http://www.wsu.edu:8080/~dee/MING/MING.HTM
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
1) In what ways has the African Diaspora influenced the contemporary world?

1) Ming China 2) Early Modern Sub-Saharan Africa
Weekly Assessments

Week 17

• (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

• Documents in World History: Volume Two: Early Modern Japan: Tokugawa Laws and
Instruction-pp. 69-78
1) Compare and contrast China’s response to western pressure to that of Japan’s.
1) After years of technological superiority what were the internal and external forces that led to
China’s falling behind the West?
1) Early Modern Japan
Weekly Assessments
• Unit Exam

Week 18-[Start of UNIT #4 – MODERN ERA]

• (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


• Modern History Sourcebook: Mary Woolstonecraft: A Vindication of the Rights of Women-at-
mw-vind.html
• Modern History Sourcebook: Olympe de Gouge: Declaration of the Rights of Women, 1791-at-
1791degouge1.html
• Documents in World History: Volume Tow: The French Revolution: The Laws and the
Marseillaise-Text
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)

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?
1) The Early Industrialized West 2) The Napoleonic Empire

Weekly Assessments

Second Semester

3rd Quarter
Week 19

• (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


• Modern History Sourcebook:Sir Robert Clive:The Battle of Plassey, 1757-at-
1757plassey.html
• Raja Rammohan Roy: A Second Conference Between an Advocate for, and An Opponent of the
Practice of Burning Widows Alive (1820)-at-

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
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
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?
1) The British East India Company 2) The Dutch East India Company
Weekly Assessments

Week 20


• (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

• 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

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
1) Discuss the impact of 19th century reform movements in Latin America on the peasant classes
1) 19th Century Mexico 2) 19th Century Central and South America
Weekly Assessments

Week 21

• 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


• Modern History Sourcebook: The Young Turks: Proclamation for the Ottoman Empire, 1908-at-
1908youngturk.html
• Modern History Sourcebook: Commissioner Lin: Letter to Queen Victoria, 1839-at-
1839lin2.html
• Chinese Cultural Studies: The Taiping Rebellion, 1851-1864-at-
http://academic.brooklyn.cuny.edu/cor
e9/phalsall/texts/taiping.html
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
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
1) Qing Dynasty China 2) 19th Century Ottoman Empire
Weekly Assessments

Week 22

• 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


• 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
• 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
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?
1) 19th Century Russia 2) Meiji Japan
Weekly Assessments

Week 23

• (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

• Provided Review Materials
1) Discuss the changes and continuities around the globe for both the middle and peasant classes
from 1750 to 1914
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]


• (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


• 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
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
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?
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

Week 25


• (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

• 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-
1914Pankhurst.html
1) Discuss the political, social, and economic changes over time in Russia from 1917 to 1989
1) What role does the Cold War play in the development of the emerging independent nations in
Asia, Latin America, and Europe
Weekly Assessments

Week 26


• (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

• Documents in World History: Volume Two: Changing Gender Relations in Modern Japan-

1) Discuss both the internal and external conditions that contributed to Japan’s rapid economic
growth during the second half of the 20th century
1) Were there cultural compromises associated with Japan’s economic rise after World War II?
Discuss.
1) Japan in the later 20th Century
Weekly Assessments
• Interim Exam

Week 27

• (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

• 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
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.
1) Should attempts at land reform in early 20th century Mexico be considered a success or
failure? Explain your answer.
Weekly Assessments

4th Quarter

Week 28


• (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

• Documents in World History: Volume Two: African Nationalism-pp.376-383
1) Create DBQ Documents and Prompt with sample Response (Topic: Comparing the
characteristics of independence movements around the globe over the 20th century)

1) What was the role of the indigenous middle classes in independence movements in Asia and
Africa
1) White Settler Colonies of the 20th Century 2) Tropical Dependent Colonies of the 20th Century
Weekly Assessments

Week 29


• (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


• Modern History Sourcebook: Dean Acheson: United States Position on China, August 1949-at-
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-

1966-mao-culturalrev1.html
• Modern History Sourcebook: Vietnamese Declaration of Independence, 1945-at-http://
www.fordham.edu/halsall/mod/1945vi
etnam.html
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
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
1) China during the 20th Century 2) Vietnam during the 20th Century
Weekly Assessments

Week 30


• Final Exam Pt. #1 (Multiple Choice)

• Final Exam Pt. #2 (DBQ Essay)

• Review for National Exam



Weeks 31-33


• 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


• Individual Final Project Presentations Daily (until the end of term)

END OF COURSE

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