Course Overview
AP World is a year long course that will explore the expansion of history throughout time. Many time periods will be covered
and you will analyze many revealing facts. You will be taught critical thinking skills and be able to interpret and analyze
historical documents. As you journey throughout history you will research the causes of major historical events, learn to
examine change over time, and thus interpret major developments in history. In AP world students will be able to connect
the events of the past to their own lives and find relevance. You will also learn how to compare different time periods and
regions to find continuities and important changes in World History. There are five themes that will be covered in the class.
These five themes will help you navigate through the chorological history of the world’s history. The five themes that are
covered in AP World are as follows:
Theme 1: Interaction between Humans and the Environment
Theme 2: Development and Interaction of Cultures
Theme 3: State-Building, Expansion, and Conflict
Theme 4: Creation, Expansion, and Interaction of Economic Systems
Theme 5: Development and Transformation of Social Structures
Course Design
AP World requires the development of higher level thinking skills, commitment to analyzing documents of the past to
compare historical events and create a historical narrative. Using the college level texts, primary sources and informational
texts students will be able to become proficient in the following:
1. Interpret evidence to use to creating probing historical arguments
2. Analyze point of view of author and audience of the reader
3. Incorporate global awareness and diversity in World History (into daily lives)
4. Characterize change and continuity over time
Using the Essential Skills of History:
Students must learn to understand, and make use of on their own, authentic skills which professional historians use in their
work.
1. Historical argumentation: This is perhaps the most difficult skill that students must learn to recognize and discuss. The
term which most accurately describes this process is historiography, meaning, the “study of the study of history.” In more
understandable terms, historiography is the study of what sources and methods or processes, historians use in order to
conjure up the works--books, essays, and articles for example--that they produce.
2. Use of historical evidence: This relates directly to historiography. All students of history, on both amateur and
professional levels, must use reputable sources on which to base their arguments or understandings of history. Thus, when
you, my students, write essays, you must explain in your writing where you get the information you are using to come up
with your understanding.
3. Causation: Most simply put, one plus one equals two. Students must understand the “pushes” and “pulls” of history.
4. Continuity and Change over time: All civilizations have characteristics which have both remained the same and
undergone revision, or change, over the period of their existence. All students of history must be able to identify and explain
these trends in order to understand that the past and present are connected.
5. Periodization: The discipline of historiography has established this term. Periodization refers to the fact that certain
periods of history are organized and separated by significant marks in history which are usually drawn by phenomenons
such as technological innovation or disaster.
6. Comparison: Along the vein of continuity and change, students of history must be able to compare civilizations, both
against themselves and others. The term, comparison, in the case of studying history as opposed to English, encompasses
the drawing of both similarities and differences.
7. Contextualization: Thinking as a historian requires that individuals be able to understand the environment, which the
civilizations that will be studied, lived in. For example, certain things which have occurred in history can be partially
explained by the acceptable norms which existed during the time and place of certain events. For example, slavery was
deemed as an acceptable reality and way of business during the eighteenth century. Today of course, slavery is not
acceptable and no longer exists because the world’s social, religious, cultural, and economic environments have evolved.
8. Interpretation: Students of history must simply be able to use the methods listed above in order to shape their thinking
processes and produce, via writing and speaking, an understanding.
Student Notebooks:
Students are required to keep a 3-ring notebook that should include notes, handouts, maps, and other materials given to
the student throughout the semester. This notebook and its contents are the responsibility of the student and cannot be
stored in the classroom. It is recommended that the students purchase at least a 2” 3-ring binder.
Organization of student notebooks:
Section 1: Notes and Class lecture materials
Section 2: Outlines
Section 3: Essays and Assessments
Assignment Descriptions:
1. Reading: There will be very few days in which you will not have a reading assignment for homework. Most nightly
reading assignments are between 10 and 20 pages from the textbook and/or primary sources. Those students who have
been successful in the past were regular readers of the textbook. Complete all reading assignments when assigned.
2. Quizzes: Expect quizzes on a regular basis as they are meant to focus students on preparing for class and to clarify
any misconceptions of basic information. They may be announced or un-announced. Prepare for these by reading the
texts, completing homework, paying attention to class lecture and discussion, and reviewing all notes that you take.
3. Writing Assignments/Charts/Reading Questions: Other tasks will be assigned throughout the year to aid in learning the
material and organizing the overwhelming amount of information that is presented in the textbooks. Grade values for these
assignments vary.
4. Tests: Each unit or sub-unit that we complete will conclude with a test that spans two days. The first day of the test will
involve writing an essay. There are three types of essays that will be used to demonstrate students’ comprehension of
material: compare and contrast, continuities and change over time, and document based question essays. The proper
construction of these essays will be taught during the course of the year. The second day of testing involves a rigorous
selection of multiple choice questions (70 to 100 questions). The questions asked are drawn from the assigned readings,
in-class lectures, and discussions. Failure to prepare for tests will certainly reflect in students’ grades. Tests are valued at
a total of 200 points (Essay = 100 points + Multiple Choice = 100 points).
A=93%-100% B=85-92% C=84%-77% D=76-70% F=69%-0%
Textbook
Stearns. 2007. World Civilizations: Global Experience, fifth edition. Pearson. (Provided by NIHS)
*The companion site for the textbook is found at http://wps.ablongman.com/long_stearns_wcap_3/0,8222,1005788,00.html. It includes chapter summaries, multiple choice and true/false reviews, short answer and vocabulary prompts, and
urther aids to help you get the most out of the reading.
*The course includes instruction in a number of primary sources, maps, works of art, and graphs. Specific primary sources
will be introduced throughout each unit of study.
Materials
List of Resources that are utilized throughout the course:
-Adas, Michael, Marc J. Gilbert, Peter Stearns, and Stuart B. Schwartz. World Civilizations:
The Global Experience. Upper Saddle River, NJ: Prentice Hall.
-Fernandez-Armesto, Felipe. The World: A History, Combined Volume. Upper Saddle
River, NJ: Prentice Hall, 2007
-Bentley, Jerry and Herbert Ziegler. Traditions and Encounters: A Global Perspective
on the Past. New York: McGraw-Hill.
-Bulliet, Richard, Daniel R. Headrick, David Northrup, Lyman L. Johnson, and Pamela Kyle
-Crossley. The Earth and Its Peoples: A Global History. Boston: Houghton Mifflin. I use
several editions published from 1997 to the present.
-Spodek, Howard. World’s History. Upper Saddle River, NJ: Prentice Hall. I use several
editions published from 1998 to the present.
- Lockard, Craig A. Societies, Networks, and Transitions: A Global History. Boston:
-Houghton Mifflin Company, 2008.
-World History in Documents: A Comparative Reader edited by Peter N. Stearns, New
York: New York University Press; 1998.
-The World that Trade Created by Kenneth Pomeranz, M.E. Sharpe; 2000.
-The Human Record edited by Alfred Andrea and James Overfield, Boston: Houghton
Mifflin; 5th Ed., 2004.
-Taking Sides: Clashing Views on Controversial Issues in World Civilizations, Volumes I
and II, edited by Helen and Joseph Mitchell, New York: McGraw Hill; 5th ed., 2007.
-Shaffer, L. 1986. China, Technology and Change. World History Bulletin Fall/Winter.
Additional readings and online resources
-Jared M. Diamond. Guns, Germs, and Steel.
We will also read various selections of essays which the teacher completed as a graduate student at Appalachian State
University.
-http://www.learner.org/courses/worldhistory/ Bridging World History. This website provides a free of cost, available to
everyone, full-length college online course in World History. This is a very helpful resource which we will use often in the
course.
-http://www.lib.utexas.edu/maps/world.html World Maps for the purposes of familiarizing ourselves with basic World
Geography.
Unit Activities
Each unit will have the following:
Writing Assignments
1. Document Based Question (DBQ): evaluates students’ skills in analysis and synthesis by requiring that students read
and analyze each document in order to plan and develop an essay that uses the documents to build a unified and coherent
argument to answer the question. Students analyze evidence from a variety of sources. Students will apply many historical
thinking skills as they examine a particular historical problem or question.
2.Comparative Essay: Students will compare historical developments across or within societies
in various chronological and geographical contexts. Students will also appraise
information by connecting ideas from one historical context to another, including the
present.
3.Change and Continuity Over Time :Students will sequence and classify patterns of
continuity and change over time and across geographic regions. They will also justify these historical developments to
specific circumstances of time and place, that are: regional, national, or global processes.
In the units students will be required to do the following
a. Societal Comparisons-students will analyze primary and secondary sources, analyze art and architecture, and write
essays on the similarities and differences between societies during the same time period.
b. Conflicts-students will analyze the causes and effects of conflicts throughout each area of study.
c. Periods in History-Students will analyze and discuss the many ways that history is presented by historians. They
will be able to assess the different views of the time periods and looking at alternative examples. Each student will
analyze different sources (textbooks and primary sources) and make an argument on the beginning and ending
dates of each time period based on their research.
d. Changes and Continuities-Students will be writing essays throughout the year to identify and change over time
and across different regions of the world.
e. Analyzing Maps-Students will study the effects of interactions of people, cultures, and empires that cause the
creation of new agricultural societies, political systems, migrations, and religious centers.
1.
2.
3.
4.
Steps to analyzing POV:
Look at the source of the document
Read the source-can it be used as POV
Ask yourself if you can fully believe the information in the source-exaggeration
Ask yourself why the document’s information may or may not be reliable-background of the author
Examples of Documents
Source:
Source:
Source:
Source:
Procopius; Byzantine Emperor Justinian’s official court historian
Pope Urban II issues a crusade against the Muslims (1095)
The Spirit of Islam by Syed Ameer Ali, a Muslim writer
Barack Obama, excerpt from an American presidential campaign speech (2008)
This course is aligned with the AP College Board course description for AP World History and the North Carolina Standard
Course of Study for world history. Please see the College Board's AP website for further course information
(http://www.collegeboard.com)
Historical Periodization-The AP World History Course contains six chronological periods
Period 1: Technology and Environmental Transformations (to-c. 600 BCE)-3 weeks
 Theme 1: Demography and disease, migration, settlement, and technology
 Theme 2: Religions
 Theme 4: Trade and commerce
GOAL 1: Historical Themes, Tools, and Practices – The learner will identify, evaluate and use the methods and tools valued
by historians, compare the views of historians, and trace the themes of global history. (From Chapter 1 from Stearns and
Primary Reading: Guns, Germs and Steel)
Course Objectives: Students will become familiar with the six AP World History Themes
1.01 Define history and the concepts of cause and effect, time, change and continuity, and perspective across the global
historical periods covered in this course.
1.02 Analyze and interpret primary and secondary sources to compare views, trace themes, and to detect point of view.
(Students will be analyzing point of view documents and historical context of different cultures)-Class debate
1.03 Trace the patterns and the impacts of interaction among major societies: trade, war, diplomacy, and international
organizations.
1.04 Assess the impact of technology and demography on people and the environment including, but not limited to,
population growth and decline, disease, manufacturing, migrations, agriculture, and/or weaponry.
1.05 Compare major features of social and gender structure within and among societies assessing change in those
systems.
1.06 Identify cultural and intellectual developments and interactions among and within societies. -Whole class interpretation
on articles of different cultures
Key Concepts
 1.1
Big Geography and the Peopling of the Earth
o Methods of learning: Students must identify and label on a world map, patterns of migration across
the globe with emphasis on the outlying areas such as Australia and Oceania. Assessments will be
based on map quizzes.
 1.2
The Neolithic Revolution and Early Agricultural Societies
o Patterns of migration directly related to the Agricultural Revolution
o Comparative studies between early farming civilizations (as seen in Guns, Germs, and Steel) which
seek to explain why Oceania developed differently from the Fertile Crescent over time.
Assessments will be based on comparative essays.
 1.3
The Development and Interactions of Early Agricultural, Pastoral and Urban Societies
Historical Interpretation: Students will analyze and make an argument on the evolution of technology introduced
by Jared Diamond of Guns, Germs, and Steel: The Fates of Human Societies (Norton, 1999)
How does the word “civilized” apply to the different people introduced in the introduction and early
chapters of Diamond’s book, Guns, Germs, and Steel?
Primary Source Document Reading
 BUILDING A TOWN from SHIH CHING about 500 B.C.
Assessments:
Location of Continents, oceans, seas, and major rivers. Location of key political units prior to 1000 CE. Defining civilization,
the basic economic systems and technological patterns.
Map Quizzes and Essays as described in the bullet points below Key Concepts 1.1 and 1.2.
Period 2: Organization and Reorganization of Human Societies (600 BCE-600 CE)-3 weeks
 Theme 1: Technology, Disease, Migration
 Theme 2: Religions, Belief system, philosophies, science and art
 Theme 3: Political structures, governance, empires, nations, revolts
GOAL 2: Emerging Civilizations – The learner will analyze the development of early civilizations in Africa, Asia, Europe, and
the Americas, c. 8000 BCE to 600 CE. (Chapters: 1-5 from Stearns)
Course Objectives
2.01 Examine the indicators of civilization, including writing, labor specialization, cities, technology, trade, and political and
cultural institutions in early civilizations.
2.02 Trace the development and assess the achievements in the arts, sciences, and technology of early river civilizations,
including but not limited to those around the Huang-He (China), Indus (India), Nile (Egypt), and Tigris-Euphrates
(Mesopotamia) rivers.
2.03 Identify the roots of Greek civilization and recognize its achievements in the arts, sciences, and technology from the
Minoan era through the Hellenistic period.
2.04 Describe the developments and achievements of Roman civilization in the arts, sciences, and technology, and analyze
the significance of the fall of Rome. DBQ writing: The Mediterranean World
2.05 Examine the importance of India as a hub of world trade and as a cultural and religious center during the rise and fall of
its empirical period. –Debate on the importance of the Indian Ocean trade routes
2.06 Assess the distinctive achievements of Chinese civilization in the arts, sciences, and technology.
2.08 Describe the rise and achievements in the arts, sciences, and technology of African civilizations, including, but not
limited to, Axum, Ghana, Kush, Mali, Nubia,
and Songhai and analyze the reasons for their decline.
2.09 Compare the major belief systems prior to 600 CE including, but not limited to, Buddhism, Christianity, Confucianism,
Daoism, Hinduism, Judaism, and polytheism. –Simulation on religions
Key Concepts
 2.1
The Development and Codification of Religious and Cultural Traditions
 2.2
The Development of States and Empires
 2.3
Emergence of Transregional Networks of Communication and Exchange
We use the lesson on the “National Geographic” website
(http://www.nationalgeographic.com/expeditions/lessons/06/g912/). Use the data and evidence as “Archeologists”
and discuss the findings. Compare and contrast the data and evidence that each group collected.
Explain to the students that they will be conducting in-depth research into one aspect of the spread of Buddhism in
Asia. Divide students into five groups. Assign each group one of the following tasks:





Compare the caves of Ajanta in India with the caves along the Silk Road routes in China and Seokguram in
Korea. In what ways are these cave temples the same or different?
Look for examples of stupas and pagodas in various Asian countries. Compare their examples with the Great
Stupa at Sanchi, India. In what ways are they the same or different? Be sure to also include Borobudur on the
island of Java in Indonesia. Might it be one great stupa? Why is there no image of the Buddha in the top stupa?
Look online for examples of sculptures of the Buddha in different countries. Be sure to include marks and
mudras of the Buddha. Consider the Ganhdaran Buddhas and the so-called laughing Buddha. How are the
images similar or different?
Look for images of the Buddhist deity Avalokitesvara (Kuan Yin, Kunon), "the one who hears the cries of the
world," in different countries. What are the differences? What are possible reasons for the differences? Which
images do you think people would find more appealing? If someone were in trouble or pain, which image might
they pray to? Why?
Research Angkor Wat and Angkor Thom of the Khmer Empire and Zen gardens in Japan. Why were they
constructed? What Buddhist ideas do they symbolize? Both are replications of the universe. In what ways are
they similar and different?
Explain to each group that they will be presenting their findings
Primary Document Readings
 Alexander Speaks to his Soldiers (324 BCE) from Patterns of Interactions
 Hannibal Crosses the Alps (218 BCE) from Patterns of Interactions
Assessments:
Essay Prompts
1. Compare and contrast the political and social structures of two early civilizations, using any of the two of the
following: Tigris-Euphrates, Egyptian, and Chinese civilizations.
2. Compare and contrast the political, cultural, and economic developments in two classical civilizations, using any of
the following: Chinese, Indian, and the Mediterranean.
Period 3: Regional and Transregional Interactions (600-1450) -7 weeks
 Theme 3: Forms of Governance, empires, nationalism, revolts, and transregional organizations
 Theme 4: Trade and commerce, labor systems
 Theme 5: Gender roles, Racial and ethnic constructions, and social and economic classes
GOAL 3: Emerging Monarchies and Empires – The learner will investigate significant events, people, and conditions in the
growth of monarchical
and imperial systems. (Chapters 6-8, Chapters 9, 10, 15, Chapters 11 and 14, and Chapters 12-13 from Stearns). There
will be four exams in this unit.
Course Objectives
2.07 Describe the rise and achievements in the arts, sciences, and technology of the Islamic and Byzantine civilizations.
DBQ: The Rise of Islam
3.02 Describe events in Western Europe from the fall of Rome to the emergence of nation-states and analyze the impact of
these events on economic, political, and social life in medieval Europe.
3.03 Assess the interchange of the church and feudalism on the events of the Middle Ages noting their social, political,
economic, and cultural impact.
3.04 Assess the migration of agricultural peoples to new island territories in the Pacific (Polynesian Migration)
 Students will research and present the similarities and differences between migration movements between
the Polynesians in Oceania and the Vikings in the Atlantic Region
3.05 Examine the Aboriginal Society in Australia before the arrival of Europeans
3.06 Trace social, political, economic, and cultural changes associated with the Renaissance, Reformation, the rise of
nation-states, and absolutism.
4.02 Evaluate the
achievements of the major civilizations of the Americas during the pre-Columbian epoch in the arts, sciences, and
technology including, but not limited to, the Aztecs, Incas, and Mayas.
Key Concepts
 3.1
Expansion and Intensification of Communication and Exchange Networks
 3.2
Continuity and Innovation in State Forms and Their Interactions
 3.3
Increased Economic Productive Capacity and its Consequences
Primary Document Readings
 Pilgrimage to Mecca from Ibn Battuta (1350’s)
 The Merits of the Turks (800’s)
 The Character of Justinian and Theodora (565)
 The Life of Charlemagne (about 830 from Einhard)
 HUMAN SACRIFICE AMONG THE AZTECS (1590 from José de Acosta)
 THE TARTARS From TRAVELS OF MARCO POLO about 1300 from Marco Polo
 THE ART OF PAINTING from NOTEBOOKS about 1508 Leonardo da Vinci
Assessments:
Essay Prompts
1. Pick one of the following regions and discuss the changes and continuities in the spread of Islam from 600-1450.
Be sure to explain how alterations in the framework of Islam interacted with regional factors to produce the changes
and continuities throughout the period: The Arabian World, South and Southeast Asia, and African Civilizations
2. Pick one of the following regions and discuss the changes and continuities in the restructuring of economic, social
and political institutions from the 6th-15th centuries: Eastern Europe and Western Europe
3. Compare and contrast the political, social and economic structures of the Aztecs and Incas civilizations during the
postclassical era.
4. Compare and contrast the spread of Chinese civilization in two of the following regions: Japan, Korea, and Vietnam
Period 4: Global Interactions (1450-1750) -7 weeks
 Theme 1: Demography and disease, migration and patterns of settlement
 Theme 2: Religions, belief systems, technology, and architecture
 Theme 3: Political Structures, empires, nations
GOAL 4: Global Interactions – The learner will investigate the causes and effects of global exploration and development of
the resulting global
interactions. (Chapters16-19) and (Chapters 17, 20, 21, and 22) and (1421 The Year China Discovered America)
Course Objectives
3.01 Trace the political and social development of monarchies and empires including, but not limited to, the Ming and
Manchu dynasties, the Moghul Empire, the Safavid Empire, and the Ottoman Empire. –Debate on Muslim Empires
4.01 Examine European exploration and analyze the forces that caused and allowed the acquisition of colonial possessions
and trading privileges in Africa, the Americas, and Asia.
4.03 Cite the effects of European expansion on Africans, Asians, Europeans and the pre-Columbian Americans. DBQ: The
Colombian Exchange
4.04 Compare the influence of religion; social structure, and colonial export economies on North and South American
societies.
4.05 Evaluate the effects of colonialism on Africa, the Americas, Asia, and Europe.
Key Concepts
 4.1
Globalizing Networks of Communication and Exchange
 4.2
New Forms of Social Organization and Modes of Production
 4.3
State Consolidation and Imperial Expansion
Historical Interpretation: The students will identify and evaluate the different interpretations of the Rise of the West
using:
Jack Goldstone, Why Europe? The Rise of the West in World History 1500-1850. McGraw-Hill (2008)
William H. McNeill, The Rise of the West. University of Chicago Press (1963 and 1991-we use)
Eugene F. Rice, The Foundations of Early Modern Europe, 1460-1559. W. Norton & Company (1994)
Primary Document Readings





from the NINETY-FIVE THESES 1517 Martin Luther
from the Essay forms of Government mid 1700 King Frederick II
from LETTERS OF PETER THE GREAT AND HIS SON ALEXIS 1715
DESCRIPTIONS OF THE TURKS AND THE CHRISTIANS 1453 and about 1500 Bertrandon de La Brocquière
and Sultan Bayezid II
From Bernard Smith, Imagining the Pacific: in the Wake of the Cook Voyages (New Haven:
Yale University Press, 1992) (Secondary and Tertiary Sources) Accounts of James Cook’s travels to
the Oceania and Australian regions which address the impetus behind his voyages. How were Cook’s
voyages pushed by the European Renaissance? What lasting, imperialistic characteristics were
transplanted by Cook’s voyages to Australia?
Assessments
Essay Prompts
1. Pick one of the following regions and discuss the changes and continuities in the transformation of their political,
economic, and cultural structures from 1450-1750: Russia, Iberian Peninsula, or Western Europe
2. Assess the impact of the Colombian Exchange by describing two of the following civilizations both before and after
1492: The Americas, Africa, Europe, or Asia
3. Compare and contrast the political, economic, and cultural structures between the three Muslim Empires
Period 5: Industrialization and Global Integration (1750-1914)-5 weeks
 Theme 1: Migration and Technology
 Theme 2: Science and Technology
 Theme 3: Revolts and Revolutions
 Theme 4: Industrialization, Capitalism/Socialism, and Labor Systems
GOAL 5: Revolution and Nationalism – The learner will assess the causes and effects of movements seeking change, and
will evaluate the sources and consequences of nationalism. (Chapters 23-24) and (Chapters 25-27) and the first three
Chapters from The Guns of August.
Course Objectives
5.01 Analyze the causes of fifteenth to nineteenth century political revolutions in England, North America, and France and
assess the influence on individuals,
governing bodies, church-state relations, and diplomacy.
5.02 Describe the changes in economies and political control in nineteenth century Africa, Americas, Asia, and Europe.
5.03 Evaluate the growth of nationalism as a contributor to nineteenth century European revolutions (e.g., in the Balkans,
France, Germany, and Italy). DBQ: Greek independence movement over The Ottoman Empire
5.04 Trace the developments of the Enlightenment and Scientific Revolution and assess their impact on global trends
including, but not limited to, social, political,
cultural, intellectual, and economic movements.
5.05 Examine the factors that gave rise to the Industrial Revolution in Great Britain, and assess the subsequent global
impact of industrialization.
Key Concepts
 5.1
 5.2
 5.3
 5.4
Industrialization and Global Capitalism
Imperialism and Nation-States Formation
Nationalism, Revolution, and Reform
Global Migration
Primary Document Readings
 From THE COMMUNIST MANIFESTO 1848 Karl Marx and Friedrich Engels
 THE SENTENCING OF THE LUDDITES 1813 York Special Commission
 THE BOER WAR: THE SUFFERING OF THE CIVILIAN POPULATION 1900 J. E. Neilly
 From ADDRESS TO THE SECOND NATIONAL CONGRESS OF VENEZUELA 1819 Simón Bolívar
ACTIVITY: Analyzing Changes over Time Lesson on The Brazilian Empire
The Colonial Period (1500-1821) and the Post-Colonial Period (1822-1920_
Structure of government
Political Problems/controversies
Economic Structures
Societal Makeup
Situation of Coerced Laborers
Assessments
Essay Prompts:
1. Discuss the changes and continuities of the west in patterns of expansion, imperialism, and colonialism and the
different cultural and political reactions.
2. Compare and contrast the ration of Western intervention in two of the following areas between the years of 17501914: Russia, Japan, Latin America, The Arab Heartland, or Qing China
Period 6: Accelerating Global Change and Realignments (1900 to the Present)-7 weeks
 Theme 3: Forms of Governance, Nationalism, Global Structures and organization
 Theme 4: Capitalism and Socialism, Agricultural Production
 Theme 5: Gender roles and relations, Racial and Ethnic constructions, and Social and economic classes
GOAL 6: Global Conflicts – The learner will analyze the causes and results of nineteenth and twentieth century conflicts
among nations (Chapters 28-29) and (Chapters 30-31)
Course Objectives
6.01 Analyze the causes and course of World War I and assess its consequences. (Use Excerpts from The Guns of August)
and (Debate on the causes of WWI) and (Simulation on the movement of troops)
6.02 Examine the causes and effects of the Russian Revolution and assess its impact on Russia and the global community.
DBQ: The Causes and effects of the Russian Revolution
6.03 Assess the significance of the war experience on global foreign and domestic policies of the 1920s and 1930s.
6.04 Analyze the causes and course of World War II and evaluate it as the end of one era and the beginning of another.
7.02 Examine governmental policies and the role of organizations established to maintain peace and judge their continuing
effectiveness including, but not limited to the Kellogg-Briand Pact, the League of Nations, and the United Nations.
7.05 Assess patterns of new nationalism and the subsequent problems related to the movement including, but not limited to,
genocide, racism, discrimination, the dismantling of the Soviet Union, and the plight of developing countries.
Key Concepts
 6.1
Science and the Environment
 6.2
Global Conflicts and Their Consequences
 6.3
New Conceptualizations of the Global Economy, Society, and Culture
GOAL 7: New World Order – The learner will trace the changes in the global world order as a result 20th century conflicts.
(Chapters 32-33) and (Chapters 34-35)
Course Objectives
7.01 Trace the course of the Cold War and judge its impact on the global community including, but not limited to, the Korean
War, the satellite nations of Eastern Europe, and the Vietnam War.
7.03 Evaluate the causes and effectiveness of twentieth century nationalistic movements that challenged European
domination in Africa, Asia, and Latin America.
7.04 Compare the origins, motives, organization, and lasting effects of women’s suffrage movements in western and nonwestern societies.
Primary Document Readings
 DEATH COMES TO SARAJEVO 1928 Sidney B. Fay
 From NONVIOLENCE 1922 Mohandas K. Gandhi
o Gandhi. Columbia Pictures, 1983. A secondary source, full length film that will help students visually
compare the issues facing and molding the life of Gandhi.
 From SPEECH IN THE HOUSE OF COMMONS 1938 Neville Chamberlain
 From TESTIMONY BEFORE THE SPECIAL SENATE COMMITTEE ON ATOMIC ENERGY 1945 Philip Morrison
 From MASAKHANE—LET US BUILD TOGETHER 1996 Nelson Mandela
ACTIVITY: 60 minutes “Cold War Developments: West vs. East”
Probing interviews are to be conducted on the pattern of the television program, “Sixty Minutes.” Working in small
pre-assigned groups, one student will take the part of the television interviewer and the other(s) will take the part(s) of an
historical personality-famous or common-who will inform the audience regarding a broad Cold War development by
answering the interviewer’s probing questions. A minimum of topics should be probed at each interview. As each interview
is conducted, the class will follow along by documenting answers to the basic questions put forward by the interviewer.
Assessments
Essay Prompts
1. Pick one of the following and discuss the changes and continuities of the international contacts and conflicts
between the years of 1914 to 1989. Be sure to explain how alterations in the framework of conflict interacted with
regional factors to produce the changes and continuities throughout the period: World War I, World War II, or The
Cold War
2. Pick one of the following and discuss the changes and continuities of revolution and reaction between the years of
1914-1990’s: Russia, Japan, or Latin America
3. Compare and contrast two of the following revolutions or independence struggles and how it effected social roles of
society in the 20th century: India, Africa, Iran, or China