COURSE DESCRIPTION: World History
2009-10
I. CONTENT
Pre-Modern World History: This is a full year course, taken by most students in ninth
grade. The first semester begins with a look at the rise of civilizations in the earliest river
centers in Mesopotamia, Egypt, China, as well as early civilizations in sub-Saharan
Africa and the Indian Ocean. We then move on to classical civilizations of China,
Greece, and Rome, followed by units on South and Southeast Asia and the rise of Islam.
The second semester begins with the study of Post-Classical China and the Mongol
impact on Eurasia. Further study includes units on Tropical Africa and Asia and the
Byzantine Empire. We will end the year with units on the European High Middle
Ages/Renaissance, the peoples and civilizations of the Americas, and the Maritime
Revolution. Utilizing a comprehensive research and writing process, the students write
one paper per semester, both of which examine an historical character and the role of the
character in the evolution of his or her respective civilization. Reading primary sources
and looking at art and architecture will help bring the past to life and encourage students
to think for themselves about the past and its relevance to their lives.
Modern World History: Modern History is a yearlong course taken by most
sophomores. Modern History examines the history of the modern world from
approximately 1500 to the present. We will study Modern History from both a
chronological and a thematic perspective, looking for causes and effects while noting
persistent issues and problems and their various resolutions over time. Specifically, we
will focus on: early modern economic systems; labor systems; political revolutions;
industrialization; imperialism; nationalism; world wars; decolonization and international
organizations. The study of history requires a vigilant sensitivity to historical
perspective, looking at events from the vantage point of the people in their own time and
place. In this regard, we will stress social history and use race, class and gender as
perspectives for historical study and analysis. We will also look at how modern history
has shaped our world today, and by the end of the year, students will have a better
understanding of contemporary affairs.
II. COURSE OBJECTIVES
1. To achieve knowledge and understanding of the history and culture of world
history, considering the past both as past and as prologue.
2. To develop the ability to read effectively, to think critically, to write and to
speak clearly and well, with stress on using evidence to support generalizations and to
cite sources accurately.
3. To nurture a sense of connection with the past and an appreciation for the
achievements and frustrations of historical people, both leaders and ordinary people.
4. To work together as a group, challenging each other’s ideas and, respectfully,
encouraging further group insight.
COURSE DESCRIPTION: World History
2009-10
III. COURSE THEMES (adapted from the AP World History Syllabus):
a. World History highlights six overarching themes that receive approximately equal
attention throughout the course:
1. The dynamics of change and continuity across the world history periods covered
in this course and the causes and processes involved in major changes of these
dynamics
2. Patterns and effects of interaction among societies and regions: trade, war,
diplomacy, and international organizations
3. The effects of technology, economics, and demography (on people and the
environment (population growth and decline, disease, labor systems,
manufacturing, migrations, agriculture, weaponry)
4. Systems of social structure and gender structure (comparing major features within
and among societies, and assessing change and continuity)
5. Cultural, intellectual, and religious developments, including interactions among
and within societies
6. Changes in functions and structures of states and in attitudes toward states and
political identities (political culture) including the emergence of the nation-state
(types of political organization.
b. FEATURES OF A CIVILIZATION (adapted from Bulliet text)
1. adapting to geography
2. surplus of food
3. organized government
4. settled into cities
5. complex religion/philosophy
6. social structure
7. building projects
8. keeping permanent written records
9. major advances in science and art (leisure time)
10. long distance trade
IV. GRADING POLICIES:
Pre- Modern World History: Your course grade will be comprised of two semester
grades, and a final exam grade. Each semester will count for 40% of your final course
grade, and the final exam will count as 20% of your final course grade.
First Semester: 40% of year
Second Semester: 40% of year
Tests/Papers/DBQs = 65%
Midyear exam=20%
Homework/Quizzes =15%
Tests/DBQs = 65%
Research project=20%
Homework/Quizzes =15%
Final Exam:
20% of year
COURSE DESCRIPTION: World History
2009-10
Modern World History
Your course grade will be comprised of two semester grades, and a final exam grade.
Each semester will count for 40% of your final course grade, and the final exam will
count as 20% of your final course grade.
First Semester: 40% of year
Second Semester: 40% of year
Tests/Papers = 55%
Quizzes = 15%
Classwork/Projects = 10%
Exam = 20%
Tests/Papers = 55%
Quizzes = 15%
Classwork/Projects = 10%
Model UN Project = 20%
Final Exam:
20% of year
V. BIBLIOGRAPHY
Bulliet, Richard W. et al. The Earth and its Peoples: A Global History, 4th edition.
New York: Houghton-Mifflin Company, 2008.
2 summer reading books……
VI. HISTORY DEPARTMENT POLICIES
Academic Integrity and Dishonesty: Because of the unique nature of historical inquiry
and the standards of the community of academic scholars, historians rely extensively on
the academic integrity of their colleagues. As teachers of history, we fully support the
Upper School goal of guiding students to take responsibility for their own learning in the
pursuit of excellence, including academic integrity. In cases when that integrity is
breached, the History department will rigorously enforce the definitions of cheating,
fabrication, academic dishonesty (and facilitation thereof) and plagiarism found on page
38 of the EA Student handbook.
Internet research: Our goal as teachers of history is to encourage intellectual curiosity
both in the classroom and beyond, balanced by the ability to distinguish between fact and
opinion, assertion and evidence. To that end, we encourage students to carefully consider
the perspective of sources they encounter both inside and outside the classroom. Critical
analysis requires a discriminating approach to research beyond the classroom, to be
certain that sources used and/or cited meet the standards of both the Academy and the
community of historical scholarship.
Students should begin all of their internet research with the Annenberg library
databases. In cases where limited availability of materials dictate a wider search, they
should only access information which meets the “peer review” standards of higher
academia (published sources reviewed by major publishing houses, college faculty,
academic publications, university press, eg.) Any internet sources that do not meet these
standards must be cleared in advance with your teacher. Note that because Wikipedia
does not meet these standards, like general encyclopedias, neither Wikipedia nor similar
sites should be cited as an authoritative source. Similarly, information from tertiary
COURSE DESCRIPTION: World History
2009-10
sources such as general encyclopedias, Wikipedia, and similar sites should not be used
within the body of the paper itself.
In cases when that integrity is breached, the History department will rigorously
enforce the policies prohibiting cheating, fabrication, academic dishonesty (and
facilitation thereof) and plagiarism as defined in the EA Student handbook.
VII. SYLLABUS
SEMESTER ONE (Chapters 1-8)
Part One: The Emergence of Human Communities to 500 BCE (Ch. 1-3)
Ch. 1: Origins of Agriculture to the First River Valley Civilizations: 8000-1500 BCE
Central theme: 1st self-sufficient civilizations; positive vs negative world
views
Before Civilization
 “technology and environment”
 “diversity and dominance”
Mesopotamia
 “cradle of civilization”
 urbanization
 role of geography—unpredictable flooding, many invasions
 more stratified/divided social structure and patriarchal than Egypt
 Negative world view
Egypt
 “Egypt is the gift of the Nile.”
 Role of geography—Predictable flooding, More secure/less migrations
 Less stratified social structure, less patriarchal than Mesopotamians
 Positive world view—Importance of afterlife/religion, cycle of life
 Kings were divine—theocracy
 Earlier unity than Mesopotamia
 Trade, conflict and cross-cultural exchange with Nubia (more in chapter 2)
Assign Major Topics
1
Emergence of Human communities:
 Paleolithic (Old Stone Age)
 Neolithic (New Stone Age)
Primary Source/Art
2
Art:
 Ziggurat at Ur
 Sargon bust
 stele of Hammurabi
 Standing male worshipper
Primary sources:
Mesopotamia: Agricultural
Settlements
 “Fertile Crescent”
 Babylon (“Old Babylon”)
 Sumer
 Epic of Gilgamesh
Textbook pages
pp.34-35; xxi-xxii;
2-7 (stop at food
gathering and stone
technology)
pp. 14-18 (stop at
Mesopotamian
society)
COURSE DESCRIPTION: World History
2009-10

3
4
5
The Code of Hammurabi
Mesopotamia: Religion &
Technology
 anthropomorphic
 ziggurat
 Babylonian New Year’s
Festival
 Ebla
Egypt:
 The Nile River
 Old, Middle & New
Kingdoms
 Intermediate Periods
 Nubia
 Myth of Osiris
 The Code of Hammurabi
 Epic of Gilgamesh
Art:
 Ziggurat at Ur
Primary sources:
 Babylonian New Year’s
Festival
pp. 18-23 (stop at
Egypt)
Art:
 Palette of Narmar
 Great Pyramids at Giza
 The Sphinx
Primary sources:
 Harkhuf’s Expeditions to
Nubia
 Rosetta Stone
 Myth of Osiris
 The Hymn to the Nile
pp. 23-27 (stop at
People of Egypt)
Egypt
 People of Egypt
 Belief and Knowledge
Primary sources:
 The Book of the Dead
 “To Dawn” and “To Night”
from the Rig Veda
pp. 27-30 (stop at
The Indus Valley
Civilization); pp.
34-35
Major Assessments:
Test and/or DBQ and/or Paper
Ch. 2: New Civilizations in the Eastern Hemispheres, 2200-250 BCE
Central theme: shift to civilizations that were shaped by long distance trade;
how the Eastern hemisphere developed before the Western hemisphere
Early China:
 patriarchal, family-based society
 yin vs yang
 Mandate of Heaven: rulers intermediary between gods and state/people
 Philosophical schools seek social harmony
 Centralized vs decentralized government (feudalism)
Nubia:
 cultural, commercial and violent interaction with Eygpt
 women had a high role in society
 geographic isolation
Assign Major Topics
6
(Early China: Shang, Zhou)
Primary Source/Art
Art:
Textbook pages
pp. 59-60; 38-44
COURSE DESCRIPTION: World History
2009-10
7
 Yellow River
 Yanzi River
 Shang
 Xia
 divination
 oracle bones
(Early China-Zhou, Confucianism,
Daoism)
 Zhou
 Mandate of Heaven
 Warring States Period
(Period of Warring States)
 Legalism
 patriarchy
8
(Early China-Zhou, Confucianism,
Daoism)
 Confucianism
 Daoism
 yin yang
9
(Nubia)
 Nubia
 “Land of the Bow”
 Kush
Major Assessments:
 oracle bones
Primary sources:
 Book of Songs: Peasants’
Protest”, Zhou Dynasty
(stop at Zhou
period)
Art:

pp. 44- 50 (stop at
Confucianism); do
not read yellow
pages (48-50)
Period of Warring States
Bronze figurine
Primary sources:
 Confucius’s The Analects
 Laozi on Living in harmony
with Dao
 Han Fei Legalist writings
 Book of Documents
Art:
Primary sources:
 Ban Zhao, Admonitions for
Women
Art:

Yellow pages (4850); 51-53 (stop at
Kingdom of Meroe)
using reading
assistance
pp. 57-60
Wall paintings of Nubians
Arriving in Egypt with Rings
and Bags of gold
 sculpture of Gebel Barkal
 Nubian wall painting
Primary sources:
 Harkhuf’s Expeditions to
Nubia
Test and/or DBQ and/or Paper
Ch. 3: The Mediterranean and Middle East, 2000-500 BCE
Central theme: shift from a semi-cosmopolitan Bronze Age, to a lack of
cosmopolitan Dark Age, to a “super” cosmopolitan Iron Age
 Learn from mistakes of the past/cultures of the past
 Increased cross cultural interaction/borrowed ideas
 interdependence
 Shift from Late Bronze Age to Iron Age
 1st development of cosmopolitan society
 1st peace treaty (Ramesses II and Hittites)
 1st realistic portrait in Egypt (Amenhotep)
 Invention of monotheism
 Egypt came under foreign rule for 1st time (Hyksos)
COURSE DESCRIPTION: World History
2009-10








1st really BIG empire-The Neo-Assyrian Empire-THE Empire in this unit (thesis
of unit)
1st lasting monotheism in history (Israel)—lasting impact on the world
Purple dye-Phoenicians
1st alphabet-Phoenicians
Best navy-Carthage
Fall of Neo-Assyria crated a cultural revolution (Neo-Babylon)
1st Greek Culture (Mycenaeans)
External violence/internal weakness caused the Bronze Age to fall and go into a
dark age
Assign Major Topics
10
Mesopotamia:
 Babylon
 Kassites
 Assyria
 Hittites
 Middle Kingdom
 Hyksos
 New Kingdom
 Hatshepsut
 Akhenaten
11
Egypt:
 Ramesses II
The Aegean World:
 Minoan Crete
 Mycenaeans
12
Mesopotamia:
 The Neo-Assyrian
Empire
Primary Source/Art
Art:
 Akhenaten’s statue
 Hatshepsut’s statue
 The Motuary Temple of
Queen Hatshepsut at Deir
el-Bahri
Textbook pages
pp. 91-92; 62-69
(stop at Commerce
and
Communication)
using reading
assistance
Primary sources:
 Protests against the ruling
class in Babylonia
 An Assyrian Emperor’s
Resume: Ferocious
Conquests a Specialty
 Hymn to Aten
Art:
 Abu Simbel
Primary sources:
 Fresco from the Aegean
Island of Thera, ca. 1650
BCE
 Illiad
 Odyssey
Art:


Wall relief from the
Palace of Sennacherib at
Ninevah
Relief sculpture of King
Ashurbanipal
pp. 69-74 (stop at
The Fall of Late
Bronze Age Civs.)
pp. 74-78 (stop at
Israel)
COURSE DESCRIPTION: World History
2009-10
13
Israel
Primary sources:
 Moses descends Mount Sinai
with the Ten
Commandments
 Israelites’ Relations with
Neighboring Peoples
 Protests against the ruling
class in Israel
 “Mosaic Code,” or Ten
Commandments from the
Book of Exodus, c. 10th
century BCE
pp. 78-85 (stop at
Phoenicia and the
Mediterranean); do
not read yellow
pages (82-84)
14
Phoenicia and the Mediterranean
Art:

pp. 85-90 (stop at
Failure and
Transformation)

15
Carthage
New Babylon
Relief sculpture from an
Assyrian palace depicting
Phoenician ships
Phoenician Ivory Panel, 9th8th cent. BCE
Art:
The Tophet of Carthage
pp. 90-92
Primary sources:
Major Assessments:
Test and/or DBQ and/or Paper
Part Two: The Formation of New Cultural Communities, 1000 BCE to 600 CE (Ch. 4-7)
Ch. 4: Greece and Iran, 1000 – 30B.C.E.
Central theme: Imperialism and innovation; cradle of the modern world
Ancient Iran
 Role of geography: Great Salt Desert, irrigation system
Persia
 patriarchal society – family and government
 satraps facilitated a decentralized government
 significant social stratification
 Zoroastrianism – salvation, monotheism, ethics
Greece
 “cradle of modern world”
 role of geography: peninsula + Aegean Sea = trade with other cultures
 Phoenician alphabet: recorded history, literature, law, religion, economics
 autonomous city states; sense of increasing individualism
 population growth led to Aegean colonization
 tyrants replaced by oligarchic or democratic governments
COURSE DESCRIPTION: World History
2009-10

Sparta and Athens: isolationism and militarism vs growth and innovation
Conflict
 Greek victory in Persian War led to Peloponnesian War
 decline of city states and rise of Macedonia
Hellenistic Age
 cosmopolitan culture
 impact and endurance of Hellenism
Assign Major Topics
16
Ancient Iran and Greece
 Basic comparison and
interaction
Ancient Iran
 Impact of geography
Persian Empire
 Achaemenid dynasty
Primary Source/Art
Art:


Map of the Roman World ca.
250 C.E.
Achaemenid chariot
sculpture
Textbook pages
Chapter Summary
131; 96 – 104 (stop
at Imperial
Organization and
Ideology) with
reading assistance
17
 satraps
 Persepolis
Persian/Greek Kingship
 Darius
 Xerxes
Zoroastrianism
Geographic impact
 Peloponnesus
 Aegean Sea
18
Development/significance of polis
 hoplites
 democracy
 tyrants
cultural innovations
 Oracle at Delphi
 writing and literature
Primary Source:
 Iliad selection
 The Trojan Hero Hector
prepares to meet his destiny
 A Lyric Poem Laments an
Absent Lover
Art:
 Acropolis
111 – 115 (stop at
New Intellectual
Currents)
19
Intellectual developments
 individualism
 pre-socratic philosophy
 logographers
 Herodotus
Polis power
 Sparta
Primary Source:
 Pericles’ Funeral Oration
 Xenophanes
115 – 117 (stop at
Struggle of Persia
and Greece)
Primary Source:
 Persepolis
 Darius and Herodotus
 The Gathas
Art:

Greek vase
104 – 111 (stop at
the Emergence of
the Polis); do not
read yellow pages
106-108
COURSE DESCRIPTION: World History
2009-10



Athens
Solon/democracy
Pericles
20
Athens: cultural, political, social
 Persian War
 Delian League
 playwrights
 sophists
 rhetoric
 philosophers/philosophies
21
Peloponnesian War
Macedonian conquest
 Alexander
 Hellenistic Age
Seleucids
Ptolemic dynasty
22
Synthesis/wrap-up
Major Assessments:
Primary Source:
 Antigone (or Oedipus)
Selection
 Plato’s Apologia
 Aristotle on Politics
Art:
 Trireme
 Greek vase
Art:
 Hellenistic cameo, second
century BCE
117 – 123 (to
bottom of page)(do
not read Wine and
Beer in the Ancient
World)
124 – 129 (to
bottom of page)(do
not read Ancient
Astronomy)
130 – 131
Test and/or DBQ and/or Paper
Ch. 5: Age of Empires – Rome and Han China 753 B.C.E. – 600 C.E
Central Theme: Diversity and Dominance; Classical Golden Ages
Rome’s Mediterranean Empire
 role of geography: central location consolidated/dominated Mediterranean
 expansion caused ‘republic’ to morph into ‘empire’
 agrarianism and urbanization
 success based on military power, engineering skill, cultural innovations
 impact of Christianity
 decline of western Roman Empire, surge of eastern Byzantine Empire
Imperial China
 role of geography: Yangzi and Yellow River flooding
 centralized government
 Legalism, Confucianism, Daoism reflect imperial philosophies
 steel, silk, paper, water mills create significant cultural/economic impact
Assign Major Topics
23
Agrarian republic
 establishment of Senate
Social inequalities
 patricians
 plebeians
Family Structure
Primary Source/Art
Art:
 statue of a Roman
carrying busts if his
ancestors, 1st cent.
Textbook pages
134 – 140 (stop at
Expansion in Italy
and the
Mediterranean)
COURSE DESCRIPTION: World History
2009-10
 paterfamilias
Gender and Religion
 role of women
 religious pantheon
- pax deorum
24
25
26
Mediterranean expansion
 Punic Wars
Julius Caesar and Gaul
Failure of the Republic
The Roman Principate
 impact of Augustus
Urban Empire
 homes
 slavery
 land ownership
 commerce
 Pax Romana
 Romanization
Primary Source:
 Cato/Chinese description of
slavery
 A Man of Unlimited
Ambition: Julius Caesar
(Plutarch)
 The treatment of Slaves in
Rome and China
 Tacitus on Corruption in the
Early Roman Empire
Rise of Christianity
 Perception of Jesus
 Role of Paul
Aspects of imperial strength
 Engineering
 Military
Third Century Crisis
 Diocletian
Constantine
 Constantinople
 acceptance of Christianity
Establishment of a Christian empire
 Council of Nicaea
Legal Developments
 Justinian
 Corpus Juris Civilis
Germanic Tribes
 Sacking of Rome
 Cultural decline
Origins of imperial China
 Qin Shi Huangdi
 Han dynasty
- technology/engineering
Art:


Art:

140 – 145 (stop at
bottom of page; do
not read yellow
pages)
Scene from Trajan’s
Column, Rome
aqueduct
Pantheon (inside and out)
146 – 150 (stop at
Byzantines and
Germans)
Primary sources:

Jesus’ Ethical and Moral
teachings
Primary Sources:
 Analects
 Ban Zhao’s Lessons for
Women
150 – 155 (stop at
The Long Reign of
the Han)
COURSE DESCRIPTION: World History
2009-10
- census
- civil obligations
- Confucian philosophy
- role of women
- spirituality
Establishment of Chinese empires
 Qin
- societal innovation/reform
- land ownership issues
- abolition of slavery
- standardization
- roads/transportation
- defense/Great Wall
27

Han
- Mandate of Heaven
- bureaucratic structure
- social class issues
- impact of Confucianism
- Daoism
- technological innovations
Wrap Up
Major Assessments:
Art:


155 – 161
Terra cotta soldiers
Great Wall
Test and/or DBQ and/or Paper
Ch. 6: India and Southeast Asia & Ch. 7: Networks of Communication and Exchange
(combined unit, includes Silk Road and Indian Ocean Trade)
Ch. 6: India and Southeast Asia
Central Theme: Indian society was shaped because of how the people responded to
their religion, each other, and their geography
 Complex social and divinity structure
 Appeal of salvation religions
 Fewer written records than other Mesopotamia, Greece and China
 Limited political unity and centralization
Ch. 7: Networks of Communication and Exchange
Central Theme: Silk Road, Indian Ocean, and Saharan and sub-Saharan Africa trade
routes provided opportunities for massive cultural and commercial exchange throughout
Europe, Asia and Africa
 Adaptation to geography and using geography for economic gain and
protection
 Imperial strength and organized governmentmassive cultural and
commercial exchange via land and sea
 Exchange of goods that benefit the masses and not just elite
 Spread of religions through state politics, merchants, and missionaries
 Folk migrations in Africapermanent African cultural characteristics
COURSE DESCRIPTION: World History
2009-10
Assign Major Topics
28
Foundations of Indian Civililization
 Bhagavad Gita
 diversity
Primary Source/Art
Primary Source
 The Bhagavad-Gita:
Krishna’s Counsel in Time
of War
Art
 Ascetic Buddha
 Buddha statues from
Afghanistan, China and
Southeast China (D.B.Q.)
Primary Sources
 The Laws of Manu
 Rig Veda
 Tattvarthasutra by Umasvati
 Setting in Motion the Wheel
of the Law
Art
 Hindu Temple at Khajuraho
Textbook pages
Chapter Summary
pg. 186; 164-169
(stop at The Vedic
Age)
169 (begin at Vedic
Age) –172 (stop
The Rise of
Hinduism)
Indian Mathematics
Relations between Indian
Men and Women
The Silk Road
 Parthians
 Sasanids
 Spread of religion on Silk
Road
Primary Source
 The Kama Sutra
179-181; 185-186
Art
188-193 (stop at
Impact of Silk
Road) using
reading assistance.
33
Impact of the Silk Road and
development of Indian Ocean trade
 Impact of cross cultural and
commercial exchange
Primary Source
 The Periplus of the
Erythraean Sea
193-198; skip
yellow pages 195196 (stop at Routes
Across the Sahara)
34
Trans-Saharan Trade Routes
 Trans-Saharan caravan route
technology: the camel saddle
Art
198 – 202 (stop at
The Development
of Cultural Unity);
205 – 206 (stop at
The Spread of
29
The Vedic Age
 Vedic Religion
 Caste System
 Challennges: Jainism and
Buddhism
30
Popular Hinduism and Imperial
Expansion
 Deity development
 Popular Hinduism
 Mauryan Empire
 Mahabharata
 Bhagavad-Gita
31
32


 Indian Ocean Sailing Vessel
 Iranian Musician sculpture
Primary Source
 Poem by Po Zhuyi


Camel Saddles
Gandharan Sculpture
172-175 (stop at
Mauryan Empire);
177 (first complete
paragraph to top of
second column
“This period of
political…”)
COURSE DESCRIPTION: World History
2009-10
Christianity)
Major Assessments:
Test and/or DBQ and/or Paper
Part Three: Growth and Interaction of Cultural Communities, 300 BCE to 1200 CE
(Chapters 8-11)
Chapter 8: The Rise of Islam, 600-1200 CE
Central Theme: Although the spread of Islam began slowly within the Arabian
Peninsula, the creation of the caliphates helped to spread Islam throughout India, North
Africa, the Middle East and Europe to become an adaptable, and at times culturally
unique, religious force that dominated government, trade, and society: Islam expansion
because of a strong bond between church and state
 Cultural integration—assimilation, diversity, regional principalities
 Long distance, world wide cultural and commercial exchange
 Religion and government
 “Echo Effect”—religion spreads faster than political borders and
centralization
 Improved technology and business practices
 UrbanizationGolden Age
 Internal and external pressures
Assign Major Topics
35
Origins of Islam
 Arabian Peninsula
 Mecca
Primary Source/Art
Art
 Ka’ba
Textbook pages
Chapter Summary
pp. 235-236; 212218 (stop at
Muhammad in
Mecca) using
reading assistance
36
Formation of the first umma and the
leadership after the death of
Muhammad
 salam
 umma
 Caliphate
Rise and Fall of the Caliphates
 Umayyad Caliphate
 Abbasid Caliphate
Art
218-223 (stop at
Political
Fragmentation)(do
not read Political
Fragmentation or
Assault from Within
and Without)
Islamic Civilization
 Shari’a
 converts
 agricultural and
technological development
Art
37
 The Dome of the Rock
 The Night Journey
Primary Sources
 Quran Sura 96
 Quran Sura 98


Spanish Mosque at Cordoba
Primary Sources16th Century
painting of Persian Sufis
227 – 230 (start
with Islamic
Civilization and
stop at Islam,
Women and
COURSE DESCRIPTION: World History
2009-10

38
urbanization
Women and Slaves and the
Recentering of Islam
 Polygyny
 egalitarianism
Technology
 Chemistry
Culture
 Head coverings
Art




13th Century miniature
painting of women in their
own quarters
Arabic script
Islamic Glassware
Woodblock printing
Slaves); do not read
yellow or blue
pages.
230 – 233 (read
Chemistry on page
231 and Head
Coverings on page
233); look at the
printing on page
234 (you do not
have to read page
234); 235 - 236
SEMESTER TWO (chapters 9-15)
Chapter 10: Inner and East Asia, 600-1200 CE
Central theme: centralization, rebirth of Classical China, sinicization, and synthesis
The Tang Empire
 More stratified social structure
 Religion’s impact on society
Role of Buddhism
 Role of geography for improved trade routes
 Urbanization-Chang’an as a center for trade and government
 Religions influence on the government
Upheavals and Repression
 Religious conflict
 More stratified social structure-power of the social elite
 Focus on military strength
Economy and Society in Song China
 Patriarchal Society
 Religion at the center
 Expanding economy
New Kingdom in East Asia
 Centralized governmentTributary Relationships
 Agricultural advancement
 Expanded trade routes
Assign Major Topics
39
Early Tang Empire
 Origins of the Tang Empire
Primary Source/Art
Art
 Buddhism at a Distance
Primary Source:
 Law and Society in China
and Japan
Textbook pages
Chapter Summary
288; 266-272 (stop
at Buddhism and
the Tang Empire)
COURSE DESCRIPTION: World History
2009-10
40
41
Role of Buddhism
Chang’an
 Emergence of a capital city
Rivals for Power
 Uighurs
 Tibetan Empires
Upheavals and Repression
 Persecution of Buddhists
Decline of the Tang Empire
Emergence of East Asia
 The Liao and Jin Challenge
 Song Industries
Art

White Night Horse
Primary Source
 Poem by Dufu
 Suleiman on Business
Practices
272-276 (stop at
Upheavals and
Repression)
276-281 (stop at
Economy and
Society in Song
China)
Art
42
43
Economy and Society in Song China
 Rise Neo-Confucianism
 Importance of education
 Rapid economic growth
New Kingdoms in East Asia
 Chinas influence on Korea,
Japan and Vietnam
Major Assessments:

Su Song’s Anatomical Clock


Going up the River p.283
The Players p.284
Art
281-285 (stop at
New Kingdoms in
East Asia)(do not
read Writing in
East Asia)
285-288
Test and/or DBQ and/or Paper
Part Four: Interregional Patterns of Culture and Contact, 1200-1500 (Chapters 12-15)
Chapter 12: Mongol Eurasia and its Aftermath 1200-1500
Central theme: Short-term Mongol conquests of Eurasia stimulate long-term
resurgence of native cultures; positive and negative effects of the
Mongols
Rise of Mongols:
 cultural exchange, religious toleration, stratified social structure
Mongol Conquests:
 military and commercial integration
 adoption of Islam in Central Asia
Mongols and Islam
 divisions over Islam
 synthesis of Chinese and Iranian practices
Mongols and western Eurasia
 toleration of Orthodox Christianity and cooption of native princes
decline of Kievan Russia
 Silk Road spreads technology, economic organization and plague
COURSE DESCRIPTION: World History
2009-10
Mongol domination of China
 “Yuan” Chinese synthesis of Mongol and Chinese tax, moral, religious
and language systems
The Early Ming Empire
 temporary imperial expansion under Yongle and Zheng He
 re-emergence of Confucianism China turns inward
 wealth and consumerism  flourishing of literature, porcelain, etc.
Centralization and Militarism in East Asia
 Mongol rule and/or threat renewed Korean cultural synthesis; Japanese
artistic, architectural and religious expansion & unification of Mahayana
Buddhist Vietnam
Assign Major Topics
46
Mongol Origins
 Temujin (Gehngis Khan)
 revival of Silk Road
47
Mongol conquests
 Kubbilai Khan
 failed maritime empire
 Plague
48
Mongols and Islam
 Golden Horde
 Il-Khan
 Jagadai
 Timur
 Islamic scholarship
 Ibn Kaldun
 Omar Khayyam
Mongols in western Eurasia &
China
 Alexander Nevskii
 Novgorod
 Ivan III
 Teutonic Knights
 northern Crusades
 Mehmet II
 Ogodei Khan
49
Primary Source/Art
Art:
 Japanese warriors repelling
Mongol attack (322)
Primary sources:
 William of Rubruck’s, AtaMalik Juvaini’s & Hu Szuhui’s Observations on
Mongol Life
Art:
 Mongol passport
Primary sources:
 Marco Polo on Mongol
military tactics (Bentley)
Textbook pages
Chapter Summary
pp. 349-350; 318324 (Mongol
Conquests) with
reading assistance
Art:

331-335
Art:

335-338 (The
Mongol
Domination in
China)
324-331 (stop at
The Mongols and
Islam); do not read
yellow pages 326327
Tomb of Timur in
Samarkand
 Persian Astronomy Manual
Primary sources:
Transformation of the
Kremlin
Primary sources:
COURSE DESCRIPTION: World History
2009-10
50
51
52

The Early Ming Empire
 Kubilai Khan
The Ming Empire
 Zhu Yuanzhang Emperor
Hongwu
 usurper Yongle
 Zheng He
 novels of Luo Guanzhong
Art:

338-340 (stop at
The Early Ming
Empire)
Art:
340 (The Early
Ming Empire)-345
(stop at
Centralization and
Militarism…)
Song soldiers launch flaming
arrows
Primary sources:
Primary sources:
Centralization & Militarism (1200 bronze Korean moveable
1500)
type characters
 Korean Koryo dynasty
 Noh Drama performance
 Korean Yi dynasty
 Kamakura Shogunate (Japan)
Annam & Champa (northern &
southern Vietnam)
Major Assessments:
Test and/or DBQ and/or Paper
345-350
Chapter 13: Tropical Africa and Asia, 1200-1500 CE
Central theme: Ibn Battuta records impact of climate, political
centralization, trade and Islam on Africa and Asia







Influence of climatic factors in tropical environments on ecosystems of
Africa and Asia
Diverse ecosystems in tropical regions forced tropical peoples of Africa
and Asia affected to both adapt to and modify their environment.
Differing methods of Islamic conversion in Africa and Asia unified the
populations of Africa and Asia as a unifying factor.
Long-distance trade was more important where Islam grew more gradually
and peacefully (Mali) than where it was created by conquest (Delhi).
Impact of technology, Islam, and decentralization on Indian Ocean trade
Three primary influences that caused social and cultural changes in the
lives of tropical peoples from 1200 to 1500: state growth, commercial
expansion, and the spread of Islam
Ibn Battuta’s travel accounts of Delhi and Mali on different relationships
of leadership to the people, governing styles, women, and the practice of
Islam.
COURSE DESCRIPTION: World History
2009-10

Significance of locality in maintaining a geopolitical stability for common
people’s pastoralism, farming and regional trade in Mali and the Dehli
Sultinate
Assign Major Topics
53
Tropical Lands & Peoples
 tropics
 Ibn Battuta
 monsoon
Primary Source/Art
Art:
 King and Queen of Ife (358)
Primary sources:
Textbook pages
Chapter Summary
pp. 377; 352-358
(stop at New
Islamic Empires)
54
New Islamic Empires
 Delhi Sultanate
 Mali
 Mansa Kankan Musa
Art:
Primary sources:
 map of Western Sudan, c.
1375 (361)
 Ibn Battuta’s account of
Sultan Muhammad ibn
Tughluq of Delhi (362-363)
 Personal Styles of Rule in
India and Mali
358 (New Islamic
Empires)-363
55
Delhi Sultanate in India
 Gujarat
Art/Architecture:
 image of Meenakshi Temple,
Madurai, India (366)
Primary sources:
364-367 (Indian
Ocean Trade)
56
Indian Ocean Trade
 dhow
Art:
Primary sources:
367 (Indian Ocean
Trade)- 369
(Africa: the Swahili
and Zimbabwe)
57
Africa: Swahili and Zimbabwe
 Swahili Coast
 Great Zimbabwe
 Aden
 Malacca

Social and Cultural change
 Urdu
 Timbuktu
Art/Architecture:
 Royal enclosure, Great
Zimbabwe (370)
Primary sources:
369 (Africa: the
Swahili and
Zimbabwe)- 372
(Social and Cultural
change)
Art/Architecture:
 Church of Saint George,
Ethiopia (373)
 drawing of Indian woman
spinning (375)
Primary sources:
372 (Social and
Cultural change)377
58
COURSE DESCRIPTION: World History
2009-10
Major Assessments:
Test and/or DBQ and/or Paper
Chapter 9: Christian Societies Emerge in Europe, 600-1200 CE
Central theme: how the Crusades caused the downfall of the Byzantine
Empire (Eastern Europe) and the resurgence of Western Europe (the Middle
Ages)
Byzantine Empire
 Less secure territory
 Changing social structure-roles and responsibilities
 Conflict within the Church
 Religion at the center of society
 Decline of urban centers
Early Medieval Europe
 The rise of the feudal system
 Decentralized government
 more stratified/divided social structure
 Many invasions
The Western Church
 Religion as the law of the land and the center of society
 Conflict between the church and emperors
 Devotion to Christianity
The Revival Europe of Western Europe
 Expansion of trade routes
 Increase in agricultural production and population
The Crusades
 Religious persecution
 Trade, conflict and cross cultural exchange with Muslims
Assign Major Topics
Primary Source/Art
59
Emergence of the Byzantine Empire Primary Source
Middle Ages
 Benjamin of Tudela’s
 Relationship between Church
Wealth and Commerce of
and State
ConstantinopleArt
 Schism
 Mosaics at San Vitale
 Hagia Sophia
Textbook pages
Chapter Summary
263; 238-243
(bottom of page)
60
244-247 (bottom)
Early Medieval Europe
 Invasions
 Self-sufficient economy
 Feudalism
Primary Source
 Online: The Life of
Charlemagne: The Emperor
Himself
 Life on an Early Medieval
COURSE DESCRIPTION: World History
2009-10
Manor
Art

61
Manuscript illustration of
Pope Leo III crowning
Charlemagne emperor-page
The Western Church
Primary Source
 Relationship between Church
 Online: The Rule of St.
and State
Benedict of Work and Pray
 Holy Roman Empire
62
The Revival of Western Europe
 The role of technology
 Expansion of trade routes
Primary Source
 Francesco Balducci Pegolotti
Art
 Manuscript illustration of
Venice, home of Marco Polo
and a legion of merchants
63
The Impact of the Crusades
Major Assessments:
Online: The Annals
Test and/or DBQ and/or Paper
249-top of 254
(stop at Kievan
Russia); do not
read yellow pages
250-251
257 (start at Society
and Culture)-259
259-262
Chapter 14: The Latin West, 1200-1500 CE
Central theme: Agricultural and commercial surpluses in Western Europe due to
turning pointsled to economic, cultural, and political revivals








population boom due to “warm period” and technological advancements,
followed by fourteenth century decline due to Black Death & Hundred
Years War
Causes and effects of rural poverty in Europe between 1200 and 1500:
climatic changes, epidemics, socio-economic stratification
Impact of Europe’s contacts with Byzantine and Muslim neighbors:
revival of Latin cities and intellectual life, the Crusades, the Silk Road
impact and consequences of technological innovations: wind and water
mills; iron-making; dams and canals; mines scarred the countryside;
deforestation
impact of Latin vs. vernacular language: inter- University mobility;
popular works of Dante, Boccaccio and Chaucer
Changes in civic life greater social mobility, increasing cultural and
religious diversity, expanding fields of business and money-lending (Jews,
Medici)
Causes of the Renaissance: Byzantine and Muslim worlds transmit Greek
and Roman texts of antiquity to Europe
New printing technology originating in China improved by western
Europeans spread of humanism, literacy and the standardization of
languages
COURSE DESCRIPTION: World History
2009-10


Causes of the rise of the new monarchies: (a) monarchs' successes in
struggles with their vassals; (b) the development of military technology;
and (c) the closer relationship of monarchs with both the commercial elites
and the church.
Impact of improved military technology and tactics: decline of cavalry
because of improved bows, arrows, and firearms
Assign Major Topics
64
Rural Growth and Crisis
 Latin West
 three-field system
 Black Death
 Jacquerie (Fr. Peasant’s
revolt)
65
Mines and Mills Urban Renewal
 water wheel
 Hanseatic League
 guild
66
Civic Life
 usury laws
 Medici banks
67
68
69
Learning, Literature & the
Renaissance
 Gothic cathedral
 Renaissance (European)
 universities
 scholasticism
 humanists (Renaissance)
 printing press
Political & Military Transformations
 Great Western Schism
 Magna Carta
New Monarchies in France &
Primary Source/Art
Textbook pages
Art/Architecture:
Chapter summary
 Burying Victims of the Black pg. 435; 380-385
Death
 Rural French Peasants
Primary sources:
Art/Architecture:
Primary sources:
 The Practice of Commerce
385 (Mines and
Mills)- 389
Art/Architecture:
 Flemish Weavers, Ypres
Primary sources: (Persecution &
Protection of the Jews):
 Aquinas on conversion of
Jews
 Gregory X condemns forced
baptism, 1272
 chronicles of Rhineland
towns, 1349
Art/Architecture:
 Painting of Dante’s Divine
Comedy
Primary sources:
 Summa Theologica
390-393 (stop at
Gothic Cathedrals)
Art/Architecture:
 Painting of the Medici family
 image of Magna Carta
Primary sources:
 Magna Carta
Art/Architecture:
398-402 (stop at
The Hundred Years
War)
393 – 398 (stop at
Renaissance
Artisits); do not
read page 394
402 –406 & 394
COURSE DESCRIPTION: World History
2009-10
England
 Hundred Years War
 new monarchies
 reconquest of Iberia
Major Assessments:


Early Clock, 1454
engraving of Conquest of
Granada, 1492 (404)
Primary sources:
Test and/or DBQ and/or Paper
Chapter 11: Peoples and Civilizations of the Americas, 600-1500 CE
Central theme: adaptation to geography/climate agricultural revolution interregional trade; how the people of the Americas went from merely
adapting to their geography to trading with other civilizations
Classical Era Culture and Society in Mesoamerica
 Ruling Elite
 Social stratification
 Urbanization
 Agricultural advancement irrigation system
The Maya
 Ruling elite
 Agricultural advances irrigation system and terraces
 Decentralized government
 Kings were divine-theocracy
 Advances in science and math
 Urbanization
The Aztecs, Southwestern Desert Culture, Mound Builders
 Military Power Religious significance of war
 High level of social stratification Tribute system
 Urbanization
 Long-distance trade routes
 Increased agricultural production Population growth
 Challenge of geography
 Agricultural advancement irrigation system
Andean Civilizations
 Role of geography adapted to environmental challenges of geography
and climate
 Gender equity
 Urbanization
 Long distance trade
 Metallurgy copper tools
 Agricultural advancement irrigation system
The Inca
 Polytheistic Monarchy/theocracy
 Agricultural advancement irrigation system
COURSE DESCRIPTION: World History
2009-10



Emphasis on Astronomy
Skilled craftsmen
Complex Agricultural system
Assign Major Topics
70
Classical Era Culture and Society in
Mesoamerica
Lineage and Leadership
 Weddings united bloodlines
to keep dynasties alive
Teotihuacan
 Center for agriculture,
government and crafts
71
The Maya
 Ruling elite
 Agricultural advances
 Afterlife
Primary Source/Art
Art
 Temple of the Sun
Textbook pages
Chapter Summary
pg. 315; pp. 290296 (stop at The
Maya)
Art
296-298
72
Art
73
74
75
The Toltecs
The Aztecs
 Military Power
 Significance of war
 Tribute system




The Northern Peoples
Art
Southwestern Desert Culture

 Challenge of geography
 Irrigation
 Crops
Mound Builders
Chiefdom tradition
Andean Civilizations
Art
Environmental Challenges
 Geography
 Climate
Moche
 Communal living
Tiwanaku and Wari
 Emphasis on Culture,
technology and agriculture
The Inca
Art
 Monarchy

 Skilled craftsmen

 Complex Agricultural system
Maya Scribe
Great Plaza of Tikal
The Mesoamerican Ball
Game
Costumes of Aztec Warriors
298-302 (stop at
Northern Peoples)
Mesa Verde Cliff Dwelling
302-305 (stop at
Andean
Civilizations)

305-310 (stop at
The Inca)

Burials Reveal Ancient
Civilizations
Moche Warrior
310-315
Inca Tunic
Inca Road
COURSE DESCRIPTION: World History
2009-10
Major Assessments:
Primary Source
 Chronicles
Test and/or DBQ and/or Paper
Chapter 15: The Maritime Revolution, to 1550 CE
Central Theme: Expansion, dominance, and cultural clashes; how the Eastern
Hemisphere met the Western hemisphere
Pre 1450 Maritime Expansion
 Polynesian settlements throughout Pacific Ocean
 Ming expeditions in Indian Ocean
 Viking, Amerindian, Mali maritime success in Atlantic Ocean
European Expansion
 economic, political and intellectual motivations for exploration
 establishment of Portuguese and Spanish trade routes and colonies
Encounters with Europe
 initial cooperation between Europe and Africa & Indian Ocean States
 development of economic, cultural, and religious conflicts
 African investment in slave trade
 rapid rise of European settlements in Americas; subjugation of populations
Assign Major Topics
76
Pacific Ocean
 Amerindians
 Magellan
Indian Ocean
 Ming dynasty
 treasure ships/junks
77
Motives for exploration
 revival of urban life
 trade
 European merchant/ruler
alliance
 increasing global
intellectual interest
Henry the Navigator
Gold Coast
78
European Expansion
 Columbus
 Treaty of Tordesillas
 Magellan
European Encounters
Primary Source/Art
Art:
 Polynesian canoe
 Chinese junk
Primary Source:
 Map of Western Africa
Primary Source:
 Vasco da Gama’s Fleet
 Agreement with Columbus
Art:
 Bronze Benin figure
Textbook pages
Chapter Summary
pg. 435; pp 410 –
417 (stop at
European
Expansion)
417 – 422 (to
Spanish Voyages)
422 – 427 (to
Indian Ocean
States)
COURSE DESCRIPTION: World History
2009-10
79
 Benin
 Ethiopia
Impact of Portugal
 dhows
 Indian Ocean states
80
Primary Source:
 Teixera letters
 Kongo’s Christian King
 A Dominican Voice in the
Wilderness: Preaching
against tyranny in
Hispaniola
Art:
 Coronation of Moctezuma
 Execution of Atahualpa
Impact of Conquistadors
 Hernan Cortes
 Aztecs
 Incas
 Francisco Pizarro
Major Assessments:
Spring Final Exam
PART V: THE GLOBE ENCOMPASSED, 1500-1750
427 – 431 (to The
Americas)
431 – 435 (to
bottom of page)
Chapter 16: Transformations in Europe, 1500-1700
The Reformation and the Scientific Revolution questioned the basic
principles of the medieval Church, which questions ultimately cultivated the
importance of the individual in politics, economics and society.
1
2
3
4
5
Reform, Division and Reaction: The Impact of the Reformation
 Reformation
 Martin Luther
 Indulgences
 Catholic Reformation
 Witch-Hunts
Finding Our Place in the Universe: The Scientific Revolution
 Scientific Revolution
 Empiricism
 Nicholas Copernicus
 Galileo Galilei
 Isaac Newton
Economic Transformations and Their Social Impact
 Bourgeoisie
 Commercial infrastructure
 Joint-stock companies
The Impact of Religion on Government: Supporter or Detractor?
 Charles V (Holy Roman Empire)
 English Civil War
 Edict of Nantes
 Louis XIV
The Centralization of Political Power: To What End?
443-448
449-451
451-457
457-459;
462; Excerpt
from English
Bill of Rights
460-461;
COURSE DESCRIPTION: World History
2009-10



463-466
Niccolo Machiavelli
Jean-Baptiste Colbert (Mercantilism)
Balance of Power
Chapter 17: The Diversity of American Colonial Societies, 1530-1770
The introduction of Spanish and Portuguese colonists in Latin America,
while offering a means of prosperity to Spain and Portugal, wrought havoc on
indigenous peoples through the spread of disease, theft of natural resources and
insistence of forced labor.
6
Positive or Negative?: Understanding the Columbian Exchange
 Columbian Exchange
 Smallpox
 Demography
7 The Portuguese and Spanish Colonies: Why Were They There?
 Council of the Indies
 Bartolome de Las Casas
 Silver
 Encomienda
8 Society in Colonial Latin America
 Creoles
 Mestizos
 Mulattos
9 [English and French Colonies in North America]
 Indentured Servants
 House of Burgesses
 Pilgrims
 Puritans
 Iroquois Confederacy
 Fur trading
10 Colonial Expansion and Conflict in South America
471-475
475-481
481-486
486-493
493-495
Chapter 18: The Atlantic System and Africa, 1550-1800
Although the Islamic religion continued to spread into sub-Saharan Africa
during the 16th century, the focus of African trade shifted from the Islamic world to
the Atlantic economy. As the sugar industry experienced exponential growth in the
Caribbean, prominent landholders in the “Slave Coast” of Africa achieved
substantial wealth through the sale of kidnapped Africans to Europeans who
transported these Africans to the Americas for sale into slavery, a condition
depriving the slave of any political, economic or social freedom.
11 European Settlement of the Caribbean: The Sugar King
 Atlantic System
501-505
COURSE DESCRIPTION: World History
2009-10
 Chartered Companies
12 The Plantation: Life and Operation
 Plantocracy
 “Seasoning”
 Manumission
 Maroonage
13 The Slave Trade: Money and Misery
 Capitalism
 Mercantilism
 Asiento
 Atlantic Circuit
 “Middle Passage”
14 The Slave Trade: The African Base of Operations
 Gold Coast
 Slave Coast
15 Bifurcation of Africa: North Africa and Sub-Saharan Africa
 Islam
 Trans-Saharan trade
 Songhai Empire
 Bornu Empire
505-511
511-516
517-520; Excerpt
from Narrative of
the Life of Olaudah
Equianno
520-525
Chapter 19: Southwest Asia and the Indian Ocean, 1500-1750
Although each of the Ottoman, Safavid and Mughal Empires were initially
able to achieve its goals of territorial expansion, theocracy and religious integration,
respectively, these goals ultimately lead to the gradual decline of these empires,
particularly in the face of growing European trade in the region.
16 The Ottoman Empire: The Years of Expansion
 Mehmed II
 Constantinople
 Suleiman the Magnificent
 Janissaries
17 The Impact of Islam on the Ottoman Empire: Centralizing Authority
or Source of Weakness?
 Mufti
18 The Safavid Empire
 Shi’ite Islam
 Shah Abbas I
 Land Empire
19 The Mughal Empire: Minority Rules the Majority
 Akbar
 “Divine Faith”
 Sikhism
529-535; 1st
paragraph on
538
536-541
541-546
546-549
COURSE DESCRIPTION: World History
2009-10
20 Conflict of Interests: The Maritime Worlds of Islam and European
Commercialization

549-553
Chapter 20: Northern Eurasia, 1500-1800
Both China and Japan experienced changes in government in the early 17th
century, which governments sought increasing isolation from the pressures of
European influence and trade. In contrast, the Muscovites of Russia, after diffusing
threats from the Mongols, encouraged increasing contact with and imitation of
Europe.
21 Centralized Japanese Power: Rise of the Shogunate
 Daimyo
 Samurai
 Tokugawa Ieyasu
 Tokugawa Shogunate
 Jesuit missionaries
 “Great Peace”
22 China: The Fall of the Ming and Rise of the Qing
 Manchuria
 Yangzhou Massacre
 Kangxi
23 The Expansion of the Qing Empire
 Mongolia
 Tibet
 “Canton System”
24 The Rise and Expansion of the Russian Empire
 Muscovy
 Tsar
 Cossacks
 Serfdom
 Peter the Great
558-564
564-571
571-574
574-580
PART VI: REVOLUTIONS RESHAPE THE WORLD, 1750-1870
Chapter 21: Revolutionary Changes in the Atlantic World, 1750-1850
The basic principle of the Enlightenment, that the authority of government
comes from the citizens, challenged western governments that did not derive from
this principle, causing revolutions in North America, France and Haiti.
25 The Enlightenment and Is Impact on Political Theory
 Enlightenment
 Thomas Hobbes
 John Locke
589-595
COURSE DESCRIPTION: World History
2009-10
26
27
28
29
30
 Jean-Jacques Rousseau
 Social Contract
 Salons
The American Revolution
 French and Indian War
 Stamp Act
 Declaration of Independence
 Constitution
The Roots of the French Revolution
 Louis XVI
 Estates (three)
 National Assembly
The Terror
 Jacobins
 Gironins
 Guillotine
 Maximilien Robespierre
The Rise and Fall of Napoleon Bonaparte
 Directory
 Concordat
 Civil Code
Revolution Spreads and Conservatives Respond
 Haiti
 Toussaint L’Ouverture
 Congress of Vienna
 Revolutions of 1848
595-599
599-601; Excerpt from
Declaration of Rights
of Man and the Citizen
601-605 (to Reaction
and the Rise of
Napoleon) and 606607
606; 608
608-614
Chapter 22: The Early Industrial Revolution, 1760-1851
The achievement of mass production in Great Britain, and later in
continental Europe, had a profound effect on the economies of these nations as well
as the lives of workers. Despite this immediate economic and social impact, the
Industrial Revolution eventually contributed to the political relevance of the
working class and women as the wealth of the nation became increasingly
dependent on their efforts.
31 Roots of the Industrial Revolution
 Agricultural Revolution
 Physical infrastructure
 Technology
 Commercial infrastructure
 Adam Smith (Wealth of Nations)
32 The Technological Revolution
 Mass production
 Division of labor
619-625
626-632
COURSE DESCRIPTION: World History
2009-10
 Textile industry
 Coal
 Steam engine (James Watt)
 Communications
33 Social Impact of the Industrial Revolution
 Urbanization
 Working conditions
 Mary Wollstonecraft
34 Political and Social Impact of the Industrial Revolution
 Laissez faire
 Positivism
 Trade Unions
 Chartists
 Reform Bills
 Factory Act
 Corn Laws
 Emmeline Pankhurst
632-637
538-641;
Excerpt from
Why We Are
Militant
Chapter 23: Nation Building and Economic Transformation in the Americas, 18001890
Although obtaining political independence from Europe, many American
nations faced continuing economic dependence on Europe as well as the legacies of
exclusion remaining from centuries of slavery, patriarchy and restrictive land
ownership.
35 Latin American Independence Movements
 Enlightenment
 Creoles
 Simon Bolivar
 Jose de San Martin
 Miguel Hidalgo
36 The Impact of Constitutions in the Americas
 Constitutionalism
 Confederation of 1867
 Personalist leaders and caudillos
 Regionalism
 Popular uprisings
37 Immigration and the Abolition of Slavery
 Abolition
 American Civil War
 Migration
 Discrimination
 Assimilation
645-651
654-662
652-653;
663-668
COURSE DESCRIPTION: World History
2009-10
 Acculturation
38 Calls for Social Justice
 Women’s Rights Convention
 Jane Addams
 Development of Underdevelopment
 Altered environments
668-673;
Excerpt from
Why Women
Should Vote
Chapter 24: Land Empires in the Age of Imperialism, 1800-1870
Although the Ottoman, Russian and Chinese Empires adopted some reforms
to accommodate the changing political and economic landscape of the 19th century,
these empires could not withstand the revolutionary changes to the world brought
by an industrialized Europe.
39 Too Little, Too Late?: Modernization of the Ottoman Empire
 Muhammad Ali
 Sultan Selim III
 Balkans
 Greek War for Independence
 Tanzimat
40 The Growing Weakness of the Ottoman Empire
 Crimean War
 Extraterritoriality
 Young Turks
41 Too Little, Too Late: Modernization of the Russian Empire
 Pan-Slavism
 Decembrist revolt
 Alexander II
42 China: The Weakening of the Qing Dynasty
 White Lotus Rebellion
 Opium Wars
 Treaty of Nanking
 Treaty Ports
 Most-Favored Nation
 Taiping Rebellion
43 Too Little, Too Late: Modernization of the Qing Dynasty
 Zeng Guofan
 Cixi (Empress Dowager)
680-686
686-690
690-693
693-699
699-703
Chapter 25: Africa, India and the New British Empire, 1750-1870
As the slave trade ended, African economies struggled for sources of income
and European nations began to take advantage of this economic uncertainty in
Africa. Great Britain seized even greater control of other parts of the world,
particularly India and Australia, in an effort to stabilize its flow of raw materials
from these regions.
COURSE DESCRIPTION: World History
2009-10
44 Africa Responds to the End of the Slave Trade
 Zulu
 Sokoto Caliphate
45 Britain in India: The Maintenance of Power
 Nawab
 East India Company
 British raj
 Maharajas
 Durbars
 Indian Civil Service
46 Indian Response to British Rule
 Sepoy Rebellion
 Nationalism
 Rammuohun Roy
 Indian National Congress
47 The Expansion of the British Empire
 Neo-colonialism
 Afrikaners
 Great Trek
 East Indies
 Maori
 Aborigines
 Contracts of indenture
708-711 (to
Modernization in Egypt
and Ethiopia); 713-716
716-723
723-724
724-731
PART VII: GLOBAL DIVERSITY AND DOMINANCE, 1850-1945
Chapter 26: The New Power Balance, 1850-1900
As European governments tried to adequately respond to the demands of
labor unions and socialists, these governments also manipulated the growing
nationalist sentiments to meet their own needs, particularly in Germany and Italy.
In addition, the western governments continued to look beyond their border s and
successfully forced Japan to enter the international marketplace. Yet, Japan
responded by modernizing its government and encouraging industrialization.
*Much of this chapter seems disjointed and would be better if divided and
returned to the original discussion of the material.
48 Toward a World Economy: The Second Stage of the Industrial
Revolution
 Railroads
 Telegraph Cables
 Steel
 Electricity
739-744
COURSE DESCRIPTION: World History
2009-10
49 Continuing Social Impact of the Industrial Revolution
 Migration
 Urbanization
 Separate spheres
 Suffragists
50 The Growth of Socialism
 Labor Unions
 Friedrich Engels
 Karl Marx
 Bourgeoisie
 Proletariat
51 Unification of Germany and Italy
 Nationalism
 Liberalism
 Giuseppe Mazzini
 Giuseppe Garibaldi
 Camillo di Cavour
 Otto von Bismarck
 Zollverein
52 The Modernization and Rise of Japan
 Treaty of Kanagawa
 Meiji Restoration
 Zaibatsu
 Sino-Japanese War
53 Europe at the End of the 19th Century
 Nationalism
 Reichstag
 Social legislation
 Wilhelm II
 Dreyfus Affair
 Nicholas II
 Russo-Japanese War
 Revolution of 1905
 Duma
744-749
749-754
754-756;
Excerpts
from Blood
and Iron and
Duties of
Man
756-760;
763-765
761-763
Chapter 27: The New Imperialism, 1869-1914
Driven by the needs and means of the industrial machine as well as the
superiority derived from Social Darwinism, Europeans scrambled for possessions in
Africa, Asia and Latin America where they met with spirited but often futile
resistence.
54 The New Imperialism: Motives and Methods
 Social Darwinism (from 760)
 Raw materials
769-775
COURSE DESCRIPTION: World History
2009-10
55
56
57
58
 Consumer market
 Missionaries
 Suez Canal
 Military advancements
 Colonialism
The Scramble for Africa
 Neo-colonialism
 Henry Morton Stanley
 King Leopold II
 Berlin Conference
 Cecil Rhodes
 South African War
Imperialism in Africa: Consequences and Responses
 Asante
 Menelik
 Missionaries
Imperialism in Asia and Latin America
 Central Asia
 Indonesia
 Hawaii
 Philippines (Emilio Aguinaldo)
 Spanish-American War
 Panama Canal
[World Economy and Global Environment]
775-780
780-784
784-791
791-793
Chapter 28: The Crisis of the Imperial Order, 1900-1929
European nations competed for the international power offered by the
wealth and military might of the Industrial Revolution, resulting in World War I.
The upheaval of World War I caused social turmoil in Europe but a revolution in
Russia. Nationalist passions continued even after the conclusion of World War I,
particularly in the regions left by the dissolution of the Ottoman and AustrianHungarian Empires. Both Japan and China experienced significant changes during
this period as Japan fully industrialized and the Chinese finally overthrew the
Manchu government.
59 Why Caused World War I?
 “Sick Man of Europe”
 Balkan Wars
 Frank Ferdinand
 Nationalism
 System of Alliances
 Arms race
60 Operation and Effect of World War I
 Western Front
797-800
800-805
COURSE DESCRIPTION: World History
2009-10
61
62
63
64
65
 Theodore Herzl
 Balfour Declaration
The Russian Revolution
 Nicholas II
 Alexander Kerensky
 Vladimir Lenin
 Bolsheviks
 October Revolution
 Treaty of Brest-Litovsk
 Red Terror v. White Terror
 New Economic Policy - kulaks
The End of World War I
 Woodrow Wilson
 Fourteen Points
 Treaty of Versailles
 League of Nations
Japanese Industrialization and Chinese Revolution
 Zaibatsu
 Sun Yat-sen
 Yuan Shikai
 Guomindang
 Chiang Kai-shek
The New Middle East
 Mandate System
 Mustafa Kemal Atatürk
 Palestine
[Society, Culture and Technology in the Industrialized World]
 Max Planck
 Albert Einstein
 Sigmund Freud
 Wilbur and Orville Wright
Excerpt from
What Is to be
Done?; 805;
808-811
806-808;
Excerpt from
Fourteen
Points
811-814
814-820
820-825
Chapter 29: The Collapse of the Old Order, 1929-1949
World War I concluded without resolution of the issues that caused it and
authoritarian governments in Russia, Germany and Italy took advantage of this
disquiet but put Europe on a collision course to another war. Meanwhile, growing
Japanese imperialism in Asia secured its involvement in World War II as well as the
defeat of nationalist forces in China.
66 The Stalin Revolution
 Joseph Stalin
 Leon Trotsky
 Totalitarianism
 Red Army
830-833; 834-835;
Excerpt from The
Results of the FiveYear Plan
COURSE DESCRIPTION: World History
2009-10
67
68
69
70
71
72
73
 Gulags
The Depression and the Rise of Benito Mussolini
 Economic depression
 Fascism
 Inflation
 Benito Mussolini
The Rise of Adolf Hitler and the Road to War in Europe
 Adolf Hitler
 Nazis
 “Master Race”
 Lebensraum
 Munich Conference – Policy of Appeasement
 Neville Chamberlain
 Poland
The Road to War in East Asia and Communist Victory
 Manchuria
 Mao Zedong
 Long March
Conduct of World War II - Europe
 Phony War
 Maginot Line
 Dunkirk
 Operation Sealion
 Operation Barbarossa
 Battle of Stalingrad
 Operation Husky
 Operation Overlord (D-Day)
 Battle of the Bulge
 General Eisenhower
Conduct of World War II – North Africa
 Field Marshall Rommel
 Battle of el-Alamein
 Suez Canal
 Operation Torch
 General Patton
 General Montgomery
Conduct of World War II – Pacific
 Pearl Harbor
 Doolittle Raids
 “Island hopping”
 Battles of Coral Sea and Midway
 Bombings of Hiroshima and Nagasaki
Reflections on World War II
833; 836-838
838-840; Excerpt from
Mein Kampf
840-843; 849-850
843-846
846-849
850-855
COURSE DESCRIPTION: World History
2009-10





Terms of surrender
Holocaust
Atomic bomb
Bombing raids
United Nations
Chapter 30: Striving for Independence: India; Africa; and Latin America, 19001949
In the face of oppression, Indian, African and Mexican nationalists sought to
achieve social justice and more egalitarian distributions of political and economic
power.
74 Indian Independence
 Indian National Congress
 All-India Muslim League
 Punjab Massacre
 Mohandas Gandhi
 Ahimsa
 Harijan
 Homespun
 Salt March
 Jawaharlal Nehru
 Kashmir
75 [Sub-Saharan Africa, 1900-1945]
 African National Congress
76 Mexico, [Argentina and Brazil]
 Haciendas
 General Porfirio Díaz
 Emiliano Zapata
 Pancho Villa
 Lázaro Cárdenas
 Pampas
 Hipólito Irigoyen
 Getulio Vargas
 Import-substitution industrialization
 Juan and Eva Perón
860-867
867-872 (but
not 868-869)
872-879
PART VIII: PERILS AND PROMISES OF A GLOBAL COMMUNITY, 1945 TO
THE PRESENT
Chapter 31: The Cold War and Decolonization, 1945-1975
The decline of Europe following World War II radically altered the world’s
political composition and power structure as the United States and the Soviet Union
competed for preservation (or domination?). Released from European colonialism,
COURSE DESCRIPTION: World History
2009-10
newly independent nations in Africa and Asia represented opportunities for the US
and USSR to gain alliances through economic assistance and military protection.
77 Roots of the Cold War
 Yalta Conference
 “Iron Curtain”
 Cold War
 NATO
 Warsaw Pact
78 Cold War: American Strategy
 Truman Doctrine
 Policy of Containment
 Marshall Plan
 World Bank
 European Community (European Union)
79 Cold War: Different Perspectives
 “Capitalist encirclement”
 Propaganda
 “American imperialists”
80 Hot Spots in the Cold War
 Korean War
 Geneva Accords
 Ho Chi Minh
 Helsinki Accords
81 Hot Spots in the Cold War: Focus on Cuba
 Fidel Castro
 Che Guevara
 Bay of Pigs
 Cuban Missile Crisis
82 Quest for Independence in Africa
 Pan-Africanism
 Kwame Nkrumah
 Apartheid
 Native Lands Act
 Sharpeville Massacre
 Nelson Mandela
83 Beyond a Bi-Polar World
 Non-aligned nations
 Bandung Conference
 “Client states”
 Jawaharal Nehru
 Gamal Abdel Nasser
 Aswan Dam
887-891
891-893; Excerpts from
Truman Doctrine and
Marshall Plan
Excerpts from Kennan
Telegram and Novikov
Telegram
893-897
902-906 (but not 904905)
899-902; 904-905;
Excerpt from Speech to
the Court, Rivonia Trial
of Nelson Mandela
906-912
COURSE DESCRIPTION: World History
2009-10




Great Leap Forward
Cultural Revolution
Palestine Liberation Organization
OPEC
Chapter 32: The End of the Cold War and the Challenge of Economic Development
and Immigration, 1975-2000
Following the demise of the Soviet Union, other nations have sought
increased political and economic power to either befriend or rival the United States.
New challenges continue to emerge as some regions experience overpopulation and
others the devastation of disease. Technology has helped businesses to become
trans-national, but national governments and its citizens struggle with the
implications of an international labor supply.
84 Revolutions, Repression, and Democratic Reform in Latin America
 Proxy wars
 “Brazilian Solution”
 Chile – Salvador Allende
 Nicaragua – Sandinistas v. Contras
 El Salvador – FMLN
 Venezuela – Hugo Chavez
85 Islamic Revolutions in Iran and Afghanistan
 Shah of Iran
 Ayatollah Ruhollah Khomeini
 Islamic Republic of Iran
 Saddam Husain
 Soviet invasion
 Taliban
86 Asian Transformation
 Keiretsu
 Asian Tigers
 Newly industrialized economies
 Deng Xiaoping
 Tiananmen Square
87 End of the Bi-Polar World
 Brezhnev Doctrine
 Solidarity
 Mikhail Gorbachev
 Glasnost
 Perestroika
 Berlin Wall
 Ethnic cleansing
88 Challenge of Population Growth
 Demographic transition
917-921
921-925
825-827
927-930
931-936
COURSE DESCRIPTION: World History
2009-10
 Green Revolution
 HIV/AIDs
 Population pyramids
89 Unequal Development and Movement of Peoples
 Urbanization
 Immigration
90 Technological and Environmental Change
 Computers
 Trans-nationals
 Fast food
 Environmental threats
936-939
939-945