AP World History – Class Syllabus
Welcome to a new year at Madison High School! I am looking forward to a great year with
you. The following is an in depth course description and expectations. I hope your experience
in AP World History is a successful and enjoyable one. I encourage you to do your personal best
at all times. Your rewards will go beyond the incredible opportunity this course provided in
regards to college credit but more importantly it will illustrate the process of global and selfawareness.
Class Description:
AP World History is carefully designed to help students prepare for both their AP exam in
May, continued success in the Advanced Placement program, and later, in college. Because this
class is preparation for both the AP exam and college, the course content will emphasize
development in the rich political, cultural, social, and intellectual heritage of world history with
special consideration placed on China and India as most students are weakest in those areas. The
specific themes of World History suggested by AP Central that connect the key concepts
throughout the course and serve as the foundation for student reading, writing, and presentation
requirements are:
Theme 1: Interaction Between Humans and the Environment: Demography and disease,
Migration, Patterns of settlement, and Technology (the “I” in interaction SPICE)
Theme 2: Development and Interaction of Cultures: Religions, Belief systems, philosophies,
and ideologies, Science and technology, The arts and architecture (the “C” culture
in SPICE)
Theme 3: State-building, Expansion, and Conflict: Political structures and forms of
governance, Empires, Nations and nationalism, Revolts and revolutions, Regional,
trans-regional, and global structures and organizations (the “P” political in SPICE)
Theme 4: Creation, Expansion, and Interaction of Economic Systems: Agricultural and
pastoral production, Trade and commerce, Labor systems, Industrialization,
Capitalism and Socialism (the “E” economic in SPICE)
Theme 5: Development and Transformation of Social Structures: Gender roles and relations,
Family and kinship, Racial and ethnic constructions, Social and economic classes
(the “S” Social in SPICE)
AP looks to improve students’ skills of creative thinking, independent research, study skills,
and oral and written skills. Students go beyond normal expectations by reading more primary
and secondary sources, writing more essays, analyzing and drawing conclusions from documentbased questions, and using more critical thinking skills. These are the types of skills they will
need on the Advanced Placement exams. Students must be able to demonstrate willingness and
preparation for college-orientated writing and thinking. The specific habits and skills suggested
by AP Central include:
¨ Constructing and evaluating arguments: using evidence to make plausible arguments
¨ Using documents and other primary data: developing the skills necessary to analyze point
of view, context, and bias, and to understand and interpret information
¨ Assessing issues of change and continuity over time, including the capacity to deal with
change as a process and with questions of causation
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¨ Understanding diversity of interpretations through analysis of context, point of view, and
frame of reference
¨ Seeing global patterns and processes over time and space while also connecting local
developments to global ones and moving through levels of generalizations from the
global to the particular
¨ Comparing within and among societies, including comparing societies’ reactions to global
processes
¨ Being aware of human commonalities and differences while assessing claims of universal
standards, and understanding culturally diverse ideas and values in historical context
According to the expectations designed by the state, this course aims to develop the student’s
ability to view history with a perceptive and open intelligence; to refine their ability to gather
evidence; to present conclusions in a coherent and cohesive manner; to read with analytical
discrimination; and to write with precision and clarity.
For success in the AP program, it is imperative that your child completes both in class
assignments and homework (reading). Parents/guardians, I urge you to speak with your child
about the workload, their progress, and to support them throughout this class.
Class Rules:
1. Be prepared for class with materials: finished work, text, and SUPPLIES.
2. Respect yourself, each other, your school, your teacher, and property.
3. Accept responsibility for your behavior and learning (i.e. completing your work and
making-up missed assignments, etc)
4. Follow teacher directions, class procedures and school rules
5. Be aware of the impact you make in class and on yourself.
Supplies:
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Need a 3 subject notebook
flashdrive or other accessible/portable memory device like iCloud
A folder with pockets
suggested - Highlighters
Need Pens (blue or black)
Textbook
internet access (school, public library, etc)
Grading Procedures:
The Social Studies department follows the district policy on all grading
measures. Additionally, my classes will be active in several of the district initiatives for the
purpose of the student enrichment, accomplishment, and interest.
Assignments:
15% Daily work, homework, discussion grade, etc
textbook)
20% Writings, essays, & similar
projects, etc
25%
Quizzes (based on the
40%
Major Grades: tests,
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Tutoring:
MW:8:10-8:40 and 4:10:4:30
**Library Tutoring Hours T and TH 4:15-6:00
**Bonus Thursday Room 2: 4:15-5:00 (World History students will earn 1 pt. on their overall
average per session attended 5pts max) (AP World History students will have the points awarded
to their daily average)
I'm sure you'd hate to be "left hanging" so please get with me to make sure I have no meeting and
can meet you on your time frame. I stay on average until 6pm but have stayed late on several
occasions to meet with students after practice and rehearsal - they just communicated their needs
with me.
** I require students who are failing at report time to attend tutorials. Any student at progress
reports or report card time will have to come twice a week during tutorial time frames. I will
communicate that requirement to the parents when I assign the students to tutoring.
Advan Advance Placement World History Exam Content and Format
The AdAdvance Placement World History Exam is May 15, 2014. It is approximately 3 hours and 5
mins long.
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There are two sections:
A 55-minute multiple-choice section consisting of 70 multiple choice questions accounting for
50 percent of the final score.
A 130-minute free-response section consisting of 3 essay questions, accounting for 50 percent of
the final score.
Question Type
Number of Questions
Timing
Multiple-choice
70 questions
55 minutes
Document-based question
1 question
50 minutes (includes a 10-minute
reading period)
Continuity and change-over time
essay
1 question
40 minutes
Comparative essay
1 question
40 minutes
Homework & Assessment Schedule
 ****Dates are subjected to change due to unseen circumstance and events.
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Discussion and Participation:
Social Studies classes focus on reading, writing, speaking, listening and viewing. This is my
reasoning for holding a student responsible for speaking and listening during class discussions.
Academic Dishonesty:
“Cheating” is the practice of fraud or deception; to behave dishonestly. A few examples
include but are not limited to: “Collusion” that shall be defined as the unauthorized
collaboration with another person in preparation work for fulfillment of course requirements,
communicating to another student by any means during tests or quizzes, looking at another
person’s work, having a “cheat sheet” during a test/quiz, using anything or anyone that is not
from your own mind. Individual assignments are just that and any copying, plagiarism or
“borrowed” answers is considered cheating. “Plagiarism” shall be defined as the appropriating,
buying, receiving as a gift, or obtaining by any means another’s work and the unacknowledged
submission or incorporation of it in one’s own written work. Students can be expelled from a
university for all of the above cheating and more, and it is not taken lightly. It is better to ask for
permission than beg for forgiveness.
Make-Up and Late Work:
Daily Assignments: It is the student’s responsibility to get assignments and complete them in
a timely manner. For every class period missed, you will have two days to turn in the
assignment. In the case of extenuating circumstances, other options are viable, but
communication between the student and the teacher need to take place as soon as such
circumstances arise.
Major Grades: It is the student’s responsibility to come to tutorials to make up a
test. Leniency may be applied to those who make plans before the absence. If plans were not
made ahead of time, it is expected that the student will make up the test as soon as they return to
class.
Behavior Policy:
Students are expected to strictly adhere to all NEISD, Madison, and posted classroom rules
regarding behavior. Students and parents should use the Student Code of Conduct as a
resource. Disruptions of the learning environment will result in removal from the classroom.
Retesting:
An excerpt from the district's secondary grading and reporting file found on the website:
The District’s goal is for every student to master all the TEKS specified for each grade level and
the... STAAR End of Course (EOC) exams. Each student will be provided instruction that allows
for application and practice of the concepts and skills mandated in the TEKS and then assessed
for mastery. If a student does not demonstrate mastery of concepts and skills as specified in the
TEKS and necessary for future learning, re-teaching and re-testing (or re-assessment) should be
provided for the student. Re-teaching and re-testing is considered a form of course or credit
protection.
A. If 50% or more of students in a class fail to demonstrate mastery of TEKS on a summative
assessment, the teacher will provide an opportunity for re-teaching and re-testing during class
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time. All students in the class will be given the opportunity for re-teach and re-test. The higher of
the two grades will be recorded in the grade book.
B. If fewer than 50% of all students in a class fail to demonstrate mastery of TEKS on a
summative assessment, the teachers will provide re-teaching and re-testing... outside of class
time. The grade on the re-assessment will be recorded as no higher than 70 if mastery is
demonstrated. If mastery is not demonstrated, the higher grade will be recorded.
C. Re-teaching should employ instructional strategies different from the original instruction.
D. Re-testing or re-assessment may include but is not limited to oral examination, additional
practice activities, an essay or paper, a report or presentation, test corrections, revision of a paper
or project, or a formal test.
E. Re-teaching/re-testing provisions do not apply to semester exams.
Teacher expectations (may change as dept and lead teachers dictate):
A. Students will be provided as many re-teach opportunities as they wish.
B. Students may reteach and retest within a week's period of receiving their original score. For
AP students, they get one chance at retesting.
C. Reteach and retesting will take place outside of the class period during tutorials.
Missing Assignments: The following policy concerning late work is from the district website.
A. Late work is defined as any assignment that is not submitted on the due date and class period
with the exception of make-up work for absences or approved school activities. (In the AP
classes, work is due at the BEGINNING of class in every situation, on every day.)
B. A 20% deduction from the total grade earned will be taken for late assignments.
C. Late assignments will be accepted until the material has been assessed summatively
(test/proj/etc) or within a three-week grading period.
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Texts:
¨ Strayer, Robert W. Ways of the World: A Global History with Sources. Boston, MA:
Bedford/St. Martin’s, 2011. Textbook.
¨ Reilly, Kevin, ed. Worlds of History: A Comparative Reader. 3rd ed. New York:
Bedford/St. Martin’s, 2009. Primary and Secondary-source Reader. Several works of
historical interpretation used in the course are taken from the historians’ articles in
Reilly. See course outline below for some specific examples.
¨ A variety of other primary and secondary sources will be used during the course. Check
my website and your email frequently for electronic versions of those sources or links to
relevant websites.
¨ Visual: Most images for analysis will originate from the textbook, readers, and internet.
Samples for analysis will include but are not limited to art, political cartoons, and photos;
see the course outline below for some specific examples.
Class Organization:
You are expected to read the assigned pages in both the textbook and primary reader as well
as any additional readings assigned. We will analyze both visual and textual primary sources.
This primary source analysis will help you directly with the tasks required for the DocumentBased Question (DBQ) essay on the exam, but the daily use of historical materials also will help
you practice using evidence to
make plausible arguments on your Comparative and Change over Time Essays. You will also
become an expert at identifying point of view, context, and bias in these sources. There are two
different kinds of essays but both will be written in class to practice timed writing and testing
local. For the first in class essay you will get the prompt the class before and you can prepare at
home. For the other essay, you will have no pre-knowledge of the prompt. Neither item will be
written with benefit of notes.
Thought process and organization is a key element to the understanding and explanation of
material. To practice these skills we will conduct whole-class Socratic Seminars where you will
discuss diversity of interpretations that historians present in your textbook and in other secondary
sources such as articles given to you. We also will do simulations and debates that challenge you
to address questions about human commonalities and differences and the historical context of
culturally diverse ideas and values. Basic writing skills will be reviewed on a daily basis until
higher level writing and expression are achieved.
D. Extenuating circumstances may occur that prevent the completion and turning in of
assignments on the due date. It is the parent and/or student’s responsibility to inform the teacher
of any such circumstances so that an exception to the rule may or may not be granted. The
teacher and/or appropriate administrator shall have the authority to render a final decision on the
granting of any exceptions.
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Other class activities include:
¨ Chapter Quizzes cover the chapter (up to the point we had covered on the day of the quiz)
and are based upon the AP Study Guide, state requirements, and information covered in
lectures. You may use your notes. The quizzes are timed.
¨ Projects will be assigned as the district deems necessary. The district is moving towards
project based assessment in technology and several individuals will be assisting us to
move in this direction, including the Campus Information Specialist, the Secondary
Technological Assistant and others.
¨ Study Guides help focus your reading. They may be used on the daily quizzes. These
will not be copied for you, but are available via digital format. At times, new note
techniques will be taught and recommended for use as a study guide.
¨ Unit Tests are cumulative and in a multiple choice format and cover the periods we
study. They will be timed.
Various assignments and activities for each of the six time periods that will require students
to do:
¨ Societal Comparisons for which we will use primary and secondary sources such as
religious and political texts, images of architecture and art, and historical quantitative
data to gather evidence in PERSIAN and VENN diagram format. Using these diagrams,
students will then complete a variety of assignments including written arguments
(essays), comparative charts, presentations, as well as making their own “games” using
the information. One of your binder’s tabs will be labeled PERSIAN and another
DIAGRAMs to help keep these valuable materials in one location. The PERSIAN charts
cover the basic outline of the AP Themes, and daily activities and lectures will focus on
individual Themes as they fit best in the day-to-day processes as the year progresses.
¨ Leader Analyses for which we will analyze mostly primary sources to compare the basis
of leaders’ claims to power and the effects of their rule. We also will analyze those
primary sources by and about political and religious leaders to practice identifying the
purpose, point of view, and limitations of historical primary sources.
¨ Conflict Analysis (via flow chart) for which we will use primary and secondary sources
including historical data to analyze the causes and effects of conflicts
¨ Change and continuity analyses for which we will use primary and secondary sources to
trace the patterns of development for imperial domination, expansion of trade routes,
spread of belief systems, industrial mass production, and warfare. There will be essays
analyzing change and continuity as well as source-based assessments, similar to
document based questions that will require formal written arguments explaining changes
and continuities.
¨ Map analyses will involve the creation of annotated maps that show the changes and
continuities in the five themes: effects of interactions on people and the environment,
cause of the creation of new political systems, spread of agricultural developments, and
causes and effects of migrations.
¨ Periodization debates will require students to form small teams to research and rank at
least three significant events that happened 100 years before and 100 years after the
beginning and the ending dates for the six APWH periods. Students will argue whether
they agree with the beginning and ending dates for each of the six APWH time periods or
if they would propose a new periodization based on conclusions from their research
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¨ Evaluation of diverse historical interpretations, including but not limited to David
Christian’s “Maps of Time” and Jared Diamond’s “Guns, Germs, and Steel” by
discussing the historians’ interpretations of the origins of agriculture and then comparing
and contrasting the two Neolithic representations and describe their possible purpose.
Course Outline; Listed in abbreviated form.
An outline of the periodization by testing percentage:
PERIODS
% OF AP TEST
PERIOD 1: Technological & Environmental Transformations
.C.E.
5%
PERIOD 2: Organization & Reorganization of Human Societies
C.E.
15%
PERIOD 3: Regional & Transregional Interactions
1450
20%
PERIOD 4: Global Interactions
1750
20%
PERIOD 5: Industrialization & Global Interaction
1900
20%
PERIOD 6: Accelerating Global Change & Realignments
Present
20%
ERA
8000 B.C.E – 600
600 B.C.E. – 600
600 C.E. –
1450 –
1750 –
1900 –
UNIT 1. Foundations, c. 8000 BCE to 600 BCE (5 weeks) Focus on graphic organizers and basic
skills.
¨ Key Concepts in Technological and Environmental Transformations, up to 600 BCE:
• 1.1. Big Geography and the Peopling of the Earth
• 1.2. The Neolithic Revolution and Early Agricultural Societies
• 1.3. The Development & Interactions of Early Agricultural, Pastoral & Urban Societies
¨ Key Concepts in Organization and Reorganization of Human Societies, c. 600 BCE to c.
600 CE
• 2.1. The Development and Codification of Religious and Cultural Traditions
• 2.2. The Development of States and Empires
• 2.3. Emergence of Trans-regional Networks of Communication and Exchange
Learning Targets: I can define civilization. I can compare and contrast the growth of
civilizations on various continents. I can list classical civilizations and comparative
properties. I can explain whether change occurs by diffusion or independent invention. I
can identify and give examples of basic features of civilization. I can compare and
contrast the world’s major belief systems, connecting them to political and cultural
formations. I can identify and analyze the causes and consequences of the Neolithic
Revolution in the major river valleys as well as in Sub-Saharan Africa and Papua New
Guinea
Key Identifications and Topics: Mesopotamian and river valley civilizations government
systems ie theocracy, Neolithic Revolution (agriculture, sedentary, hunter-gatherer, etc),
technology (stone to metal), social hierarchy (dynasties, slavery, caste), belief systems
(the Top 6 [Hinduism, Buddhism, Judaism, Christianity, Confucianism, and Daoism;
polytheism and shamanism], monotheism vs polytheism), cultural diffusion (Silk Road,
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diaspora), writing system, migrations of the Huns and Germanic tribes including
interregional networks by 600 CE and spread of belief systems, basic features of
civilization (Mesopotamia, Egypt, Indus, Shang; Mesoamerican and Andean), Locating
classical civilizations in the environment and time, Classical civilizations (Greece, Rome,
China, and India), Comparisons of early civilizations, major belief systems, systems of
social inequality, cities, political systems, trading systems, migrations, role of nomadic
peoples.
Special Focus: Issues regarding the use of the concept of civilization, how geography
affected the development of political, social, economic, and belief systems in the earliest
civilizations, as well as world religions and their “twinkies”, transregional trade, the
similarities between the fall of Rome and Han China
Alternate Readings (such as but not limited to): Guns, Germs, & Steel by Jared Diamond,
The Code of Hammurabi, cave paintings and Venus statues (images), excerpts
from Bhagavad Gita, The Republic, Aristotle’s Politics, Mesopotamian cuneiform and
Egyptian writing (images), Epic of Gilgamesh, The Urban Revolution: Origins of
Patriarchy (Gerda Lerner from Reilly), excerpts from The Four Noble Truths, China and
Rome Compared (S.A.M. Adshead from Reilly),Women and the Agricultural
Revolution (Elise Boulding from Reilly), excerpts from the Upanishads, Imperial China
(map), the Ancient Near East (map from Reilly), etc
UNIT II. 600–1450 (7 weeks) Focus on comparing civilizations and tracing changes.
¨ Key Concepts in The Postclassical World
• 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
¨ Learning Targets: I can explain the changes in this period occurring from the effects of
nomadic migrations and/or urban growth. I can identify cultural diffusion and world
economic networks during this period. I can identify the leading causes of the
Byzantium’s power. I can compare and contrast the world’s major belief systems,
connecting them to political and cultural formations. I can compare the application of
feudalism from the east and west as well as analyze their long-standing consequences.
¨ Key Identifications and Topics: trade (signification, Silk Road, interregional networks,
plague/pandemic/Black Death, Indian Ocean trade networks, Swahili coast, pirates [Ming
Treasure Ships and Vikings), Sudanic States, Pax Mongolia, Tang/Song, Mansa Musa,
religion (Dar al-Islam, the spread of Christianity and Islam, the Islamic World, the
Crusades, and Schism in Christianity), technology (Grand Canal, gun powder),
feudalism, civil service exam, the Islamic World, the Americas, decentralization
(feudalism), the Mongols across Eurasia and urban destruction in Southwest Asia,
compare Bantu and Polynesian migrations (based on the findings of anthropologists and
linguists on tracing speech patterns and languages) as well as Viking and Polynesian
migrations, Great Zimbabwe and Mayan empires and urbanization, Aztec and Incan
empires and urbanization, European monarchy versus African empires, role of major
cities, Aztec versus Incan empires.
¨ Special Focus: Islamic empires and expansion of trade
¨ Alternate Readings (such as but not limited to): excerpts from the Quran, The Life of
Charlemagne, Magna Carta, architecture of Hagia Sophia (image), The Spread of World
Religions (Jerry H. Bentley from Reilly), Feudalism: An Oath of Homage and Fealty,
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The Chinese Civil Service Exam System (Ichisada Miyazaki from Reilly), The Tale of
Genji (Murasaki Shikibu from Reilly), Love in Medieval Europe, India, and Japan, The
Viking Rus (Ibn Fadlan from Reilly), History of the Mongols (John of Plano Carpini),
Black Death (images & map), Biological Warfare at the 1346 Siege of Caffa (Mark
Wheelis from Reilly), excerpts from The Travels of Marco Polo, Southernization (Lynda
Norene Shaffer), Easter Island’s End (Jared Diamond), Silk Road (map), Spread of
Christianity (map), Expansion of Islam (map), etc
UNIT III. 1450–1750 (4 weeks)
¨ Key Concepts in The Early Modern World
• 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
¨ Learning Targets: I can identify reasons why Europe became predominant in the world
economy during this period. I can list reasons why Europeans had a desire to explore. I
can explain how the civilizations of Asia Minor influenced European ocean
exploration. I can analyze the causes of the developments to periodization from 14501750. I can explain the consequences of forced servitude on native peoples and new
civilizations. I can list examples of Christian corruption and how they tried to fix said
corruption. I can connect imperialism to later events.
¨ Key Identifications and Topics: “Southernization,” Scientific Revolution (Copernicus),
Enlightenment (Hobbes vs Locke, Montesquieu, Rousseau), Renaissance and how and
why art historians emphasize the importance of artists’ discovery of linear perspective in
the Renaissance, Protestant Reformation, Catholic Counter Reformation (Jesuits),
Gunpowder Empires (Ottoman, Spanish, Russian, British), coercive labor systems
(slavery, indentured labor, encomienda, Africanization of the Americas [slave trade,
plantation economies, resistance to slavery], Russian Empire and resistance to serfdom,
press ganged, including comparisons), exploration (trade diffusion, Columbian Exchange,
triangle trade, mercantilism, Portuguese in Indian Ocean trade networks, Manila galleons
and the Ming Silver Trade), colonization, imperialism (and comparisons between systems
in Europe versus Asia, empire building in Asia, Africa, and Europe), absolutism
(Ottoman, Safavid, Mughal, Bourbons, Tokugawa, and Romanov, including
comparisons), Rise of the West, political transformations, social transformations,
economic transformations, demographic and environmental changes (Reconquista,
Portuguese in Morocco, West Africa, Spanish in the Americas), the expansion of Islam in
sub-Saharan Africa, comparison of the interactions with the West (Russia versus others),
development of political institutions in South and Southeast Asia and Mesoamerica and
the Andes; social and cultural effects of interactions due to the Crusades, Mongols,
Hanseatic League, Bantu peoples, Vikings, Polynesians, and Bedouins as well as the
importance of travelers
¨ Special Focus on Islamic empires, cross-cultural interaction, and the Atlantic Slave Trade
¨ Alternate Readings (such as but not limited to): Medieval/Renaissance art & architecture
(Romanesque->Gothic-> Classical) (images), Luther’s 95 Theses, Machiavelli’s The
Prince, excerpt from 1421: The Year China Discovered America (Gavin Menzies),
excerpt from The Conquest of New Spain (Bernal Díaz) vs excerpt from The Broken
Spears: The Aztec Account of the Conquest of Mexico, Enslaved Captive (Olaudah
Equiano), Japanese Edicts Regulating Religion, Akbar and Religion (Bada’uni from
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Reilly), Women and Marriage in Europe and China (Mary Jo Maynes and Ann Waltner
from Reilly), Chinese Naval Expeditions (map), European Overseas Exploration (map),
etc
UNIT IV. 1750–1914 (5 weeks)
¨ Key Concepts in The Industrial Age
• 5.1: Industrialization and Global Capitalism
• 5.2: Imperialism and Nation-State Formation
• 5.3: Nationalism, Revolution, and Reform
• 5.4: Global Migration
¨ Learning Targets: I can detail the processes of which the influence of industrialization
spread throughout the world. I can identify how the rights of individuals and groups
changed during this period. I can draw comparisons between new and old types of social
conflict, as well as explain the causation for new types to emerge during the nineteenth
century. I can debate which civilization was strongest in history, and then compare that
to the idea of “The West” as a coherent and leading force in history. I can explain why
Hobbes’ support of absolutism led to Locke’s more democratic ideal.
¨ Key Identifications and Topics: industry (British Industrial Revolution and DeIndustrialization of India and Egypt), nationalism, suffragist, emancipation, imperialism
and natives’ reactions, alliance, internationalism, militarism,
Darwinism/socialism/Marxism, revolutions (Enlightenment, American, French, Haitian,
and Latin American Revolutions, Napoleon, Chinese, Mexican, and Russian Revolutions,
including comparisons), modernization, reactions to modern theories (Anti-Slavery,
Suffrage, Labor, and Anti-Imperialist movements), compare the Industrial Revolution in
Europe to Japan, compare women in Europe of different classes
¨ Special Focus on imperialism, revolutions, the decline of Imperial China and the rise of
Imperial Japan, and changes in production in Europe and the global impact of those
changes
¨ Alternate Readings (such as but not limited to): various images of factories, cities, and
coal mines in England and in North America, excerpts from Locke,
Montesquieu,Declaration of Independence, Declaration of the Rights of Man and Citizen,
The United States Bill of Rights, The English Bill of Rights, Toussaint
L’Ouverture’s Letter to the Directory, A Vindication of the Rights of Woman (Mary
Wollstonecraft from Reilly), A Constitution for Venezuela (Simón Bolívar from Reilly),
excerpt from The Wealth of Nations (Adam Smith), excerpt from The Communist
Manifesto (Karl Marx and Friedrick Engels from Reilly), The Industrial Revolution
Outside the West (Peter N Stearns), excerpt from Heart of Darkness (Joseph Conrad), An
Image of Africa: Racism in Conrad’s Heart of Darkness (Chinua Achebe), The White
Man’s Burden (Rudyard Kipling), Good-bye Asia (Fukuzawa Yukichi from
Reilly), Japan: Views of Westernization (images from Reilly), Latin American
Independence (map), European Colonialism (map), etc
UNIT V. 1914–2000 (6 weeks)
¨ Key Concepts in The Twentieth Century
• 6.1: Science and the Environment
• 6.2: Global Conflicts and Their Consequences
• 6.3: New Conceptualizations of Global Economy, Society, and Culture
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¨ Learning Targets: I can explain how ideological struggles explain for many of the
conflicts of the 20th century. I can explain Locke’s long-range consequences on current
societies. I can list how the rights of the individual and the state replaced the rights of the
community. I can debate how conflict and change influenced migration patterns
internally and internationally. I can tie humanitarians to international organizations that
influence change. I can analyze the global effects of the Western consumer society. I can
explain causes of the speed of technological advancement.
¨ Key Identifications and Topics: genocide (Holocaust, forced migrations, etc), international
organizations (United Nations, NATO, Red Cross, etc), fascism, globalization,
authoritarian, decolonization (Africa versus India), Cold War (global balance of power),
Great Depression & political responses, population spike (Baby Boom), green revolution,
consumer culture, megoloposis (mega cities), fanaticism, racism, World Wars, nuclear
power, reduction of European power, religious fundamentalism, globalization, feminism
(revolutions of Russia, Chinese, Cuban, and Iranian and their effects on the roles of
women), global interactions (technology, religion, pop culture, culture [Olympics, World
Cup]), imperialism, WWII, consumerism, WWI (total war, 14 Points), effects of the
World Wars on areas outside Europe, authoritarian regime, colonial independence
movements
¨ Special Focus on the causes and consequences of the world wars, the development and
growth of communism, and the responses to western involvement in Sub-Saharan
Africa’s imperialism crisis, the Cold War and international organizations
¨ Alternate Readings (such as but not limited to): Fourteen Points (Woodrow
Wilson), Mao’s Little Red Book, Churchill’s Iron Curtain Speech, excerpt from All Quiet
on the Western Front (Erich Maria Remarque), propaganda posters (images), excerpt
from War and Revolution (V.I. Lenin), excerpt from The Rape of Nanking (Iris Chang
from Reilly), Thinking about Genocide (Mahmood Mamdani), excerpt from The Jewish
State (Theodor Herzl), On the Balfour Declaration (David Fromkin), The Feminine
Mystique (Betty Friedan), excerpt from Letters from Burma (Aung San Suu Kyi), excerpt
from Jihad vs McWorld (Benjamin Barber), global snapshots (images and maps from
Reilly), US involvement in Central America (map), Partition Lines of Palestine and Israel
(maps), etc
I am looking forward to a great year with you. If I can be of any help during the school year, feel
free to contact me via email. To contact you or your parents, I will use the email address from
the school’s database. You should make my website a “favorite” or “bookmark it” as there will
constantly be helpful and needful items located there.
Good Luck!
Gilberto Avila
M106
www.gavila1.weebly.com
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