“Man is a singular creature. He has a set of gifts which make him unique among the animals; so
that, unlike them, he is not a figure in the landscape – he is a shaper of the landscape. In body and
in mind he is the explorer of nature, the ubiquitous animal, who did not find but has made his
home in every continent.”
--Jacob Bronowski The Ascent of Man
AP World History
2014-2015
Mr. Russell
Instructor: Chad Russell e-mail: Chad_Russell@dpsk12.org (720) 424- 1797
Office: B204
Classroom: B206
Office hours are after school on Tuesdays, Wednesdays, and Thursdays
(2:45-3:20) or by appointment. Please email for an appointment.
This full-year course explores the expansive history of the human
world. You will learn many facts, but also the critical thinking
skills necessary to analyze historical evidence. Five themes will
be used as a frame of reference in the chronological study of our
world’s history; these themes are:
1. Interaction between humans and the environment
· Demography and disease
· Migration
· Patterns of settlement
· Technology
2. Development and interaction of cultures
· Religions
· Belief systems, philosophies & ideologies
· Science & technology
· The arts and architecture
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
4. Creation, expansion and interaction of economic systems
· Agricultural and pastoral production
· Trade and commerce
· Labor systems
· Industrialization
· Capitalism and socialism
5. Development and transformation of social structures
· Gender roles and relations
· Family and kinship
· Racial and ethnic constructions · Social/economic classes
Main Class Textbook:
World Civilizations, The Global Experience. 6th
Edition, AP Edition by Stearns, Adas, Schwartz
& Gilbert. Pearson Publishing Co.
ISBN 978-0-13-136020-4
Primary and Secondary Sources:
Mr. Russell will provide electronic and hard
copies of many primary and secondary sources
relevant to classroom presentations, lectures,
discussions, and writings. Many of the primary
and secondary sources, as well as lecture
material, will be taken from the following
sources:
Sherman, Dennis, Tom Grunfeld, Gerald
Morkowitz, David Rosner, Linda Heywood. World
Civilizations: Sources, Images, and INterpretations,
Combined Volume. Boston, MA,: McGraw Hill,
2006
Bentley, Jerry and Herbert Ziegler. Traditions and
Encounters: A Global Perspective on the Past.
NewYork: McGraw-Hill.
Habits of the Mind:
Bulliet, Richard, Daniel R. Headrick, David
Northrup, Lyman L. Johnson, and Pamela Kyle
Crossley. The Earth and Its Peoples: A Global
History. Boston: Houghton Mifflin.
We will spend a great deal of time working on thinking and writing skills.
Students will need to construct arguments for three different types of essays:
analysis using documents, change over time, and comparison/contrast. Each
type uses a different set of skills. These skills fall within what the College
Board has identified as four habits of mind:
World History in Documents: A Comparative
Reader edited by Peter N. Stearns, New York:
NewYork University Press; 1998.
1) Constructing historical arguments using evidence: persuasively answer
questions using an analytical thesis and supporting that thesis with relevant
evidence
2) Chronological Reasoning using historical cause and effect, evaluation of
patterns of change and continuity over time and the recognition of temporal
turning points.
3) Comparison and Contextualization of events within or between societies
in space and time.
4)Historical interpretation and synthesis: describe, analyze, evaluate, and
create diverse interpretations of the past — as revealed through primary and
secondary historical sources — through analysis of evidence, reasoning,
contexts, points of view, and frames of reference.
The Human Record edited by Alfred Andrea and
James Overfield, Boston: Houghton
Mifflin; 5th Ed., 2004.
Taking Sides: Clashing Views on Controversial
Issues in World Civilizations, Volumes I
and II, edited by Helen and Joseph Mitchell,
NewYork: McGraw Hill; 5th ed., 2007. [CR1c]
This is simply a sample list. Refer to my website
and course sequence for further source info.
Grading and Attendance:
The semester grade will be determined by a continuous accumulation of scores over the
18 -week semester (there will also be separate grades for each 9 weeks). Student grades are based on accuracy, completion,
rigor, and presentation quality of all work.
A
93100
A90-92
B+
87-89
B
83-86
B80-82
Grading Scale:
C+
C
C77-79 73-76 70-72
D
60-69
F
0-59
Assignments will be given point values based on the time required and expectations of the assignment. Work will be
turned in on time. LATE WORK: Assignments (papers, projects, homework assignments) will be accepted late up to two
weeks, but will lose 5% of the grade every day it is late (this is counted by days not class periods we meet). After the twoweek cutoff, I am happy to accept work, but it will not count as a grade for the course. If an assignment is missing, it will
be put in infinite campus as an M. Once the late assignment deadline has passed, the M will turn to a 0. This means the
assignment will no longer be accepted for credit.
Makeup work from excused absences must be completed within two days of your return to school. It is YOUR
responsibility to find out what work you missed if you were absent. You can find this information out on my class website
or coming in to see me during office hours. Makeup work will NOT be accepted for unexcused absences.
*******COMMUNICATE WITH ME AHEAD OF TIME IF YOU NEED HELP OR MORE TIME TO GET SPECIFIC
ASSIGNMENTS OR PROJECTS FINISHED. Coming to me on the day assignments are due (or after) with excuses will
do no good-please plan ahead. I am happy to negotiate due dates ahead of time, as long as it is not a regular occurrence.
IMPORTANT NOTE ABOUT GRADING!
It is important to me that your written work is given the consideration it deserves. That consideration takes time.
Daily homework assignments will generally be graded within a week, but papers take me longer, depending on the
assignment. Please be patient with me, I want to be able to read and think about what you have to say- not just skim!
Progress Monitoring:
 Grades in Infinite Campus will be updated once a week (usually on Friday or Monday). Longer papers will take a
bit longer to update.
 Every week, IC Messenger will send notices regarding failing assignments and missing assignments. Failure
notices are for assignments that earned a failing grade (less than 59%). To verify a student’s class grade, you will
need to check IC in more detail. Please keep in mind the grading policies as stated in the syllabus above. IC
Messenger will also send out a message if the student has missed an assignment. Failing grades will be sent once
per week, missing grades may be sent multiple times over a nine-week period.
Academic Honesty:
Academic honesty is a cornerstone of this class. Cheating, including plagiarism is never acceptable. Presenting
someone else’s work as your own, whether the work is from a friend, the Internet, a parent, etc., is cheating. Please review
citation formats. If you choose to cheat on an assignment, test, or quiz, you will earn no credit for the assignment, test, or
quiz. In addition, a referral will be sent to the Student Advisor.
Absences:
Please review DSA's attendance policies and other procedures in the student planner. Due to the nature of the program, it is
helpful for the student to be in attendance in each class every day. Please try to schedule other activities outside the school
calendar.
Assignments:
WRITING: Each unit includes writing assignments designed to develop the skills necessary for creating
well-evidenced essays on historical topics highlighting clarity and precision.
-Short Document Analysis: Students analyze three documents (one written, one visual and
one quantitative) from the course primary source readers.
-Document Based Question (DBQ): Students analyze evidence from a variety of sources
in order to develop a coherent written argument that has a thesis supported by relevant
historical evidence. Students will apply multiple historical thinking skills as they examine a
particular historical problem or question.
-Change and Continuity Over Time (CCOT): Students identify and analyze patterns of
continuity and change over time and across geographic regions. They will also connect
these historical developments to specific circumstances of time and place, and to broader
regional, national, or global processes.
-Comparative Essay: Students compare historical developments across or within societies
in various chronological and/or geographical contexts. Students will also synthesize
information by connecting insights from one historical context to another, including the
present.
TESTS/QUIZZES: You will have weekly quizzes over the chapter assigned (generally on the first day of the week). You
will have a unit test over each unit that will build upon the previous unit with questions from all study.
OTHER WRITING: Throughout each unit, students will complete POV analysis writing, preparation for debates,
teaching lessons, and reflective essays.
PROJECTS/ACTIVITES: Throughout the year, students will take part in a variety of projects and activities such as:
simulations, Socratic seminars, small research projects and reports, jigsaw teaching activities, artifact finding/posting, and
online discussion through the use of moodle and/or Edmodo. Some activities described on the next page
Teaching/Discussion Activity: Each week, two students will be assigned to report out on the chapter reading and bring in
class discussion questions as well as a primary/secondary source about something in the chapter to share with classmates.
This will always be due the first day of the week as we start working on a new chapter. Students will present at least three
times throughout the course of the school year.
RESEARCH PROJECTS: Each Semester, students will complete a research project with a partner or group of three
students that will include a presentation, artifacts, sources, and an assessment for the other members of the class.
OTHER AREAS OF STUDY: As a class, each unit will consist of several areas of group analysis such as: Leader
analysis, Change and Continuity analysis, Conflict analysis, Map and Charting or Graphing analysis, and Periodization
Debates.
OTHER COURSE REQUIREMENTS:
The workload for this course is substantial. This is a college level course, so you are expected to keep up
with the reading, ask questions when you have them, and work on upgrading your thinking and writing
skills to that of a well qualified college student. Plan on homework every night.
Keys to Success in an AP Course:
- Prepare to take the AP Exam in May.
- Actively participate in class and complete all assignments thoroughly and promptly.
- Attend class daily, arriving on time.
- Keep a well-organized and complete notebook for the entire year; bring to class daily. Use the
charts and lecture and reading notes in your notebook to study for tests. Ask for help if your
notebook is incomplete.
- Form a study group for tests and other large assignments, such as the study cards created to help
you master the vocabulary you will encounter in the multiple-choice questions.
- Challenge yourself to work hard and maintain high standards.
- Take advantage of opportunities to redo work for mastery of the content and skills of the course.
Sample activities (Debates, Simulations, and Artifact Posting)
Debates:
Periodization Debates: 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. These debates will also include discussion on the labeling of time periods such as: classical vs.
post-classical.
Secondary Source Debates: Part of the reading of secondary source documents is in the assessment and
evaluation of each document’s point of view (POV) and perspective. Students will learn through a Socratic
seminar approach to assess POV, purpose, and audience and apply, synthesize, and debate the perspective of
relevant secondary sources.
Point/Counterpoint: Students will use the Socratic seminar format in each unit to explore key controversies in
world history from ancient times to the present. The foundation for these conversations will be Taking Sides:
Clashing Views on Controversial Issues in World Civilizations. This book examines issues that allow students to
identify and evaluate diverse historical interpretations by introducing students to controversies in world
civilizations. This debate style reader contains readings representing the arguments of leading historians and
commentators on world history and reflects a variety of viewpoints presented in pro/con format. All of the
topics/questions listed in each unit for this activity come from this book.
Simulations:
Throughout each unit, students will recreate many important movements, debates, situations, and circumstances
using relevant literature, art, and primary source documents. One such simulation will take place in unit 1.
Students will recreate Athenian democracy by taking on various roles of members in Athenian society (females,
slaves, intellectuals…). This allows the student a look at life outside of documents, and lends a deeper
understanding to the themes presented in the course.
Artifact Posting:
Each unit will include an assignment of artifact posting for the students. They must choose a relevant piece of
literature, art, architecture, or archaeological find from the time period studied. They will post the artifact in
picture, video, text form to an online discussion board with an interpretive text linked to the primary artifact.
The text can be an art historian’s perspective, a literary critic’s interpretation, or a scientist’s hypothesis of the
artifact. They will also search for and post a secondary source about the time period outside of the historical
field. It could be an architects understanding and use of the Islamic Fort, or a feminist sociological critique of
Communist China. This will be due around the test date for each unit. I will demonstrate using unit 1 and
discuss internet and library research strategies to find appropriate and relevant sources.
Unit 1: Introduction
What, how, and why we study history. This is an important introduction to how we can look at history
(historical thinking, AP themes, and looking outside history – literature, archeology, sociology, and science).
This unit will be part of week one. Critical readings in historiography will be examined for identifying the
purpose of the historians’ writing. The first two will be: “Why Study History” by Peter Stearns
http://www.historians.org/pubs/ free/WhyStudyHistory.htm and “Why Study History” by William H. Mcneill.
http://www. historians.org/pubs/archives/whmcneillwhystudyhistory.htm.
Unit 1: Technological and Environmental Transformations: Creation to 600 BCE
Stearns: Chapter 1
ESSENTIAL QUESTIONS: What is “civilization”? Who is “civilized”?
CONCEPTS, THEMES, and KEY CONCEPTS:
• Interactions between humans and environment
• Big geography and the spread of homo sapiens sapiens
• Neolithic revolution and early agricultural societies
• Development and interactions of early agricultural, pastoral and
urban societies
• Development and interaction of cultures
• Creation of early belief systems and religions: cosmogony
and cosmology
• Early science and technology
• Early art and architecture
• State-building, expansion and conflict
• Early political structures and forms of governance
• The rise and fall of early kingdoms and civilizations
• Creation and expansion and interactions of economic systems
• Agricultural and pastoral production
• Development and transformation of social structures
• Redefinition of gender roles and relations
• Family and kinship
CLASS WEEK
Week 1
LECTURES, READINGS, and
VIEWINGS
Introduction to the Course
Lecture: Beginnings-8,000 BCE
Sterns, Chapter 1
Christian, David. Maps of Time: An
Introduction To Big History. Chap1
Excerpts from Code of Hammurabi
The Israelites and Their Neighbors
From The Book of Genesis
Video: “Mesopotamia”
KEY CONCEPTS:
1.1 Big Geography and the
Peopling of the Earth
1.2 The Neolithic Revolution and
Early Agricultural Societies
1.3 The Development and
Interactions of Early Agricultural,
Pastoral, and Urban Societies
ASSIGNMENTS and ASSESSMENTS
-Introduction to reflection writing (POV
analysis)
-Introduction to Reaction Writing
-Summer Assignment Quiz (Maps and
Vocabulary)
-Group Discussion: Benefits and Liabilities of
“Big History”
-Evaluate and Assess – After reading from A
Forest of Kings by David Friedel and Linda
Schele and viewing PBS Nova “Cracking the
Maya Code” students will assess the impact that
archaeology and iconography have had on the
study of history.
Week 2
Lecture(s): Mesopotamia and Judaism
Leeming, David. The World of Myth
(Bible, Gilgamesh, Popul Vuh, Rig Veda, Book of the
-Class Discussion: Creation Myth (roundtable
discussion of similarities and differences)
-Comparative (CC) Analysis Writing (Two
Dead)
early civilizations)
Marilyn Stokstad. Art History. 3rd ed.
-Small Groups: Early Civilization Research
Pearson 2007, Excerpts Chapters 1-3
-Art Reflection Writing (Point of View-POV)
Boulding, Elise. Women and the
-Activity: Internet Data (Panorama Lesson)
Agricultural Revolution.
-Document Analysis: Small Group Life and
BBC Video: The Ascent of Man, Episode Afterlife in Early Civilizations
1, “Lower than the Angels”
UNIT 1 Test: 40 multiple Choice and CC
“World History for Us All” archeology search
essay
The readings and sequence of events, writings, and assessments may change to fit the needs of the class.
Unit 2: Organization and Reorganization of Human Society 600 BCE to 600 CE
Stearns: Chapters 2 through 5
Essential Question: How does change occur? Individually or by Diffusion?
CONCEPTS, THEMES, and KEY CONCEPTS:
•Organization and Reorganization of Human
Societies
•Axial Aged development and codification of
religious and cultural traditions
◦ Judaism
◦ Vedic Hinduism
◦ Buddhism
◦ Confucianism
◦ Daoism
◦ Christianity
◦ Non-codified religions such as Animism and
Shamanism continue
◦ Syncretism continues
• Development of Art as a Reflection of
Culture
◦ Literature, Architecture, Drama,
Sculpture, Painting
•Development of States and Empires in
Specific Geographic Locations
◦ Number and size of imperial
societies grows dramatically
◦ Empires and states develop new
administrative systems (political,
social, economic, legal, military and
diplomatic) to centralize and spread
power: Persia, Aztec, Mayan, Qin/
Han; Maurya/Gupta; Phoenician/
Greek; Hellenistic/Roman
◦ Not all administrative systems
ensure success: Roman, Han, Gupta
empires, for example
CLASS WEEK
WEEK 3
•Emergence of Trans-regional Networks of
Communication and Exchange
◦ Land and water routes created transregional
trade, communication and
exchange networks
◦ Geography, climate, goods traded,
and trading populations shaped the
routes' features
◦ Domesticated land animals and the
tools to use with them extended
long-distance communication and
exchange
◦ Maritime technologies also facilitated
long-distance communication and
exchange
◦ Syncretism: Religious and cultural
beliefs, diseases, people technologies as well
as goods were communicated and exchanged
along the routes
KEY CONCEPTS:
2.1 The Development and Codification of Religious
and Cultural Traditions
2.2 The Development of States and Empires
2.3 Emergence of Transregional Networks of
Communication and Exchange
LECTURES, READINGS, and
VIEWINGS
Sterns Chapter 2
Lectures: CD Model, Ancient China, Daoist
Art, Classical Age Empires
Stearns, Document: “Teaching of Rival
Chinese Schools”, pg. 50
Stearns, In Depth, “Women in Patriarchal
Societies”, pg. 52
Andrea, the “Book of Documents”, pg. 24
the “Book of Songs”, pg. 26
ASSIGNMENTS and ASSESSMENTS
Chapter 2 Quiz
-Chinese Philosophies Assignment
-Silk Roads Assignment
-Compare/Contrast Response:
-DBQ: Thesis Writing/Organization Intro
-PERSIAN
WEEK 4
WEEK 5
WEEK 6
Sterns Chapter 3
Lectures: Transition from Hinduism to
Buddhism, Ashoka, Caste System
P.S. The Lawbook of Manu, The
Mahabharata, The Book of Sermons, The
Rig Veda, Upanishads, The Buddha
Obtains Enlightenment
V.S. Gateway at Sanchi, Linguistic Maps
S.S. Kenoyer, “The Ancient City of
Harappa.”
Basham, “Aspects of Ancient Indian
Culture.”
Brown, “Cultural Continuity in India”
Video: Excerpts from Mahabharata and
The Life of Buddha
Sterns Chapter 4
Lectures: Greece, Rome, Persia
P.S. Homer (excerpts Iliad, Odyssey)
Lysias, On the Murder of Eratosthenes
Plato, from Apologia
Aristotle, from Politics
Herodotus, from On Sparta
Rome – The Twleve Tables
Plutarch, On Julius Ceaser
Yasnas, Zarathustra
Art and Architecture visual viewings
Maps: Migration and Colonization,
Commerce and Culture East and West
S.S. Andrews, “The Greeks: Slavery”
Hooper, “Greek Realities”
Clark, “Roman Women”
Roebuck, “The Appeal of Christianity”
Jones, “The Later Roman Empire”
Sterns Chapter 5
Lectures: Rise and Spread of Christianity,
Long-Distance Trade, Judaism to
Christianity
P.S. Pliny the Younger, Letters to and
From Emperor Trajan on Christians
Ban Zhao, from Lesson for Women
Jesus of Nazareth, Sermon on the Mount
Chapter 3 Quiz
-Compare/Contrast Essay: Gupta Empire
to Han China
-World History Artifact Posting/Research
Assignment introduction
-DBQ – Thesis/Outline Group Discussion
-Point of View Response/Critique - Video
-Teaching Philosophy: The Lotus Sutra
-PERSIAN
Chapter 4 Quiz
-Change and Continuity Analysis (trade
routes, development of new types of
irrigation systems and the spread of crops,
expansion of pastoral nomadic groups in
Central Asia).
-Research/Presentations/Artifacts on other
classic civilizations: Maya, Moche, Nubia,
Bantu, and Polynesia
-Art reflection/sculpture critique – Change in
human form
-Students will be asked to evaluate, read, and
discuss a historians’ perspective of the female
role in Greek and Roman society using “The
Rise of Women in Ancient Greece.” Michael
Scott. History Today Volume: 59 Issue: 11 2009
and Clark’s “Roman Women.” Greece and Rome,
vol. 28. Oxford University Press
-Simulation of Ancient Greek Democracy
-PERSIAN
-Trade Networks: Group Activity
-DBQ: Women in Ancient Culture (40 min)
-Socratic Seminar: Questions from unit to
discuss
-Reflective Essay: Write a reflective
commentary considering trans-regional networks
of communication and exchange and the
consequences of long-distance trade during this
era and its connection to the larger story of world
history. DUE Week 16 (see syllabus)
UNIT 2 TEST: 70 multiple Choice and one
short response compare essay/one short
response CCOT essay
The primary source texts (P.S.) and secondary source texts (S.S.) are possible readings for each week. They
may shift, change, or stay the same based upon class need. Refer to the website for daily readings/assignments.
***All unit tests will include several questions from the prior unit as review from that unit material.***
Unit 3: Developing Regional and Trans-Regional Interaction 600 CE to 1450 CE
Stearns Chapters 6 through 15
Essential Questions: Should we study cultural areas or states? Did changes in this period occur
from the effects of nomadic migrations or urban growth? Was there a world economic network during
this period?
CONCEPTS, THEMES, and KEY CONCEPTS:
• Expansion and Intensification of
Communication and Exchange Networks
• Improved transportation technologies and
commercial practices lead to increased
trade in both volume, types of goods and
geographic range
• Migration, immigration and emigration of
peoples around trade routes causes
environmental and linguistic effects
including the spread and adaptation of
agricultural products, new technologies and
the diffusion of languages
• Existing and new trade and communication
networks, as well as military conquest,
foster cross-cultural exchanges.
◦ Examples: the spread of Islam,
diasporic communities, diffusion of
math and science concepts
• Existing and new diseases such as the
Black Death spread along trade routes,
• Continuity and Innovation of State Forms
and Their Interactions
• Empires collapse and reconstitute and in
some places new forms of governance are
created
• Increased Economic Productive Capacity
and Its Consequences
• Innovations stimulated agricultural and
industrial production in many regions such
as new planting and terracing systems,
textiles and pottery for export, diffusion of
highly desired crops to climatically similar
but geographically diverse locations
• Climate impact on regional agricultural
productivity, invasions and disease had a
dramatic impact on the growth or decline of
urban areas.
• Important changes in the status of labor
and how its was organized and managed in
societies as well as important changes
wrought by religious conversion on gender
relations and family structures
KEY CONCEPTS:
3.1 Expansion and Intensification of Communication and Exchange Networks
3.2 Continuity and Innovation in State Forms and their Interactions
3.3 Increased Economic and Productive Capacity and Its Consequences
CLASS
WEEK
WEEK 7
LECTURES, READINGS, and
VIEWINGS
Sterns Chapter 6 and 7
Lectures: Rise of Islam, Bantu & IndoEuropean Migrations
P.S. from The Qur’an and Hadith
“The Story of Ali Cogia, A Merchant of
Bagdad” Arabian Nights
Al-Basri, “Letter to ‘Umar II:Islamic
Asceticism’”
Al-Bukhari, The Authentic (Traditions)
Ishaq, The Life of the Messenger of God
Rules Regarding Jihad
The Party of Ali
ASSIGNMENTS and ASSESSMENTS
Chapter 6 and 7 Quiz
-Political Institutions in Islamic World Activity
-Map Exercise: Muslim Empires and trade in preIslamic world
-POV analysis: Islam: Empire of Faith
-Islam Artifact Activity
-DBQ: Principles Concerning Treatment of Women
WEEK 8
WEEK 9/10
Week 11
V.S. Maps Spread of Islam in Africa, Scenes
from the life of Muhammad
S.S. Lapidus, “The Expansion of Islam”
Hourani, “The Islamic World”
Holy War: Jihad and Crusade: “Two Faces of
‘Holy War’” (Weisner, Ch.7) & essay on
thecauses and consequences of the crusades
Stearns Chapter 8
Lectures: African States and Islam
P.S. al-Masudi, “Meadows of Gold”
Al-Bakri, The Book of Routes and Realms
Ibn Battuta, “A Donation to Those Interested in
Curiosities”
Ethiopian Royal Chronicle
V.S. “Seated Female Figure,” Map: Western
Sudan Trade Routes and Politics
S.S. McIntosh, “Developing West African
States”
Pikirayi, “The Origins of Great Zimbabwe”
-PERSIAN
-Debate: Students are asked to evaluate the
applicability of the labels ‘medieval’ and
‘postclassical’ to the period between 500 and 1450
CE in World History.
Chapter 8 Quiz
-The spread of Islam. Case study: Sub-Saharan
Africa.
-Comparison Analysis Ghana and Ethiopia
-Activity: Assess the effects of the spread of Islam
(Proof through literature, art, and architecture)
Stearns Chapters 9 and 10
Lectures: Eastern/Western Europe and the
Middle Ages
P.S. The Institutes of Justinian: Byzantium and
the Legacy of Roman Law
Feudal Contracts and Obligations
Gregory Bishop of Tours, from History of the
Franks
Povest’ Vremennykh Let: The Russian Primary
Chronicle
Pope Gregory VII, “Letters: Secular and
Ecclesiastical Authority
Gratian, The Decretum: Medieval Women-Not
in God’s Image
St. Francis of Assisi, “The Rule of St. Francis”
V.S. Various pieces of Art, Maps: Contraction
and Expansion in Middle Ages
S.S. Pirenne, “Mohammed and Charlemagne:
The Beginnings of Medieval Civilization”
McNamara and Wemple, “The Dual Pursuit of
Medieval Women”
Browning, “The Byzantine Empire: Defeat,
Decline, and Resilience”
Herlihy, “Ecological Conditions and
Demographic Change”
Chapters 9 and 10 Quiz
Stearns Chapter 11
Lectures: The Americas
P.S. Duran, from Book of the Gods and Rites
de Leon, from Chronicles
Poma, “A Peruvian Chief’s Description of Inca
Society”
del Castillo, “Memoirs: The Aztecs”
V.S. Mayan Sculptures, Maps: The Americas
in 1490
S.S. Wilford, “The Earliest Americans”
Nash, “Red, White, and Black: The Peoples of
Chapter 11 Quiz
-DBQ: Voices of the Crusades (40 minutes)
-“Song of Roland”- Homage to Charlemagne?
-Gender Roles and Love in Medieval World Activity
-Black Death Exploration (Ancient Mysteries
Documentary) – POV Analysis Plague Encounters
-Small Group Debates/Discussion on political and
social developments in Eastern and Western Europe
-PERSIAN
-Reflective Learning Essay: Write a reflective
commentary considering the continued diffusion of
flora, fauna, and pathogens throughout the Eastern
Hemisphere during this era and its connection to the
larger story of world history using statistics on
mortality rates from the fourteenth century bubonic
plague pandemic. DUE Week 16 (See Syllabus)
-Activity: Exploration of early Americans (Nootka,
Peegan, Iroquois, Zuni, Aztec, Maya, Inca,
Tupinamba, Polar Eskimo, Tierra Del Fuegian) and
the problem with historiography in looking at early
Americans.
-Mid-Unit Review
-CCOT: Practice Writing, planning, organizing
Early America”
Ortiz, “Indians of the Americas: A Geopolitical
Analysis”
Week 12
Week 13
Week 14
Stearns Chapters 12 and 13
Lectures: East Asia, Spread of Chinese
Civilization
P.S. Daokun, from Biography of Zhu Jiefuy
Women in Chinese Society
Secret Societies in China
Emperor Wuzong, “Edict on the Suppression of
Buddhism
Du Fu, Poems
The Old Tang History
Pu, The Craft of Farming
Tales of Uji: Dishonest Priests
Chronicles of Japan
Shonagon, The Pillow Book
V.S. “Qing Ming Festival,” “The Glory of the
Samurai,” Maps: Culture, Politics, and Power
in Tang China
S.S. Gernet, “Daily Life in China”
Miyazaki, “The Imperial Examination System”
Mass, “Women in Early Japan”
Chapters 12 and 13 Quiz
Stearns Chapter 14
Lectures: Review of Post-Classical Period
P.S. from The Secret History of the Mongols
William of Rubruk, “Mongol Gender Relations
Timur the Great Amir
Al-Jahiz, Turks and Arabs
V.S. “Cruelties of Conquests,” “Life in the
Camp: The Nomadic Tent” Maps: Power in
Central Asia and the Middle East
S.S. Halperin, “Chinggis Khan,”
Allsen, “Mongol Imperialism”
Hourani, “Muslim Arabs and Others”
Rossabi, “Women Under Mongol Rule”
Chapter 14 Quiz
Stearns Chapter 15
Lectures: Rise of the West, Cross Cultural
Exchange
P.S. Boccaccio, from The Decameron
The Goodman of Paris
Petrarch, Literary Humanism
Machiavelli, from The Prince
V.S. Holbein and van Eyck, Maps/Charts:
Unrest in the Late Middle Ages, Food and
Crime
S.S. Burke, “The Myth of the Renaissance”
-Post Classical Times (Group Project)- students
will be assigned section groups (News, Business,
Living, Arts, Food, and Religion) and will
collaborate to create news articles for a larger class
version of the Post Classical Times.
-Research/Discussion: Ming Exploration – Did
China discover America (excerpt from Menzies,
1421: The Year China
Discovered America)
-CCOT Discussion: trade relations in Mediterranean,
Silk Road, Indian Ocean and Sub-Saharan Africa
-Conflict Analyses (Sunni/Shiite, Byzantine/
Roman Catholic, Mahayana and Neo-Confucianism,
Crusades)
-Compare Analysis Writing: Compare Japanese and
European feudalism
-PERSIAN
-POV: The Mongols and Their Conquests
-Traveler’s Readings (Jigsaw)- students will work
in jigsaw groups to read about the impacts of
travelers and cross cultural exchanges
-Leader Analysis: Leader Analysis (Harun alRashid, Charlemagne, Mansa Musa, Montezuma I,
Genghis Khan)
-Mongol Map Activity- students will complete a
map question activity focusing on the growth of the
Mongol empire.
-Analysis: Problem of Ethnocentrism
UNIT 3 TEST: 70 multiple Choice, one DBQ
essay and one CCOT essay completed in one
class period
The primary source texts (P.S.) and secondary source texts (S.S.) are possible readings for each week. They
may shift, change, or stay the same based upon class need. Refer to the website for daily readings/assignments.
***All unit tests will include several questions from the prior unit as review from that unit material.***
Unit 4: Global Interactions 1450 CE to 1750 CE
Stearns Chapters 16 through 22
Essential Question: To what extent did Europe come predominate in the world economy?
CONCEPTS, THEMES, and KEY CONCEPTS:
• Globalizing Networks of Communication
and Exchange
◦ Intensifying regional trade networks
brought both prosperity and economic
disruption to merchants and
governments in the trading regions of
the Indian Ocean, Mediterranean,
Saharan Africa and overland Eurasia
◦ New developments in navigation
(astrolabe and revised maps), ship
design and understanding weather and
climate made transoceanic travel and
trade possible
◦ New transoceanic reconnaissance
occurred
◦ New forms of business ventures, such
as joint stock companies, facilitated
European colonization and trade with
the Americas and Asia, but existing
Afro-Eurasia system continued to
flourish using existing practices and
new European merchant shipping
services
◦ Columbian Exchange the result of the
connections between the Eastern and
Western Hemispheres
◦ Connections between the two
hemispheres allowed for the spread
and reform of religions and continued
syncretism
◦ As merchant's profits increased and
governments collected more taxes,
funding for the arts increased.
• New Forms of Social Organization and
Modes of Production
◦ Peasant agriculture increased and
changed, plantations expanded,
demand for labor increased and drove
the global demand for more raw
materials and finished goods
◦ As global wealth increases, new social
and political elites form which impacts
earlier ethnic, racial and gender
hierarchies
• State Consolidation and Imperial
Expansion
◦ Rulers use a variety of method to
legitimize and consolidate their power,
such as monumental building, claiming
divine right to rule, creating different
religious and ethnic institutions, creating
elite bureaucracies and military
professionals, etc.
◦ Rulers use tribute collection and tax
farming to generate revenue for
territorial expansion
◦ Imperial expansion relies on increased
used of gunpowder, cannon and armed
trade to establish empires in both
Eastern and Western Hemispheres
◦ Imperial expansion is hindered by
competition over trade routes (ex:
piracy in the Caribbean), rivalries (ex:
Ottoman-Safavid conflict), or local
resistance (ex: bread riots)
KEY CONCEPTS:
Key concept 4.1: Globalizing networks of communication and exchange
Key concept 4.2: New forms of social organization and modes of
production
Key concept 4.3: State consolidation and imperial expansion
CLASS
WEEK
LECTURES, READINGS, and
VIEWINGS
WEEK 15
Stearns Chapter 16
Lectures: Global Trade Network, Global
Economy
P.S. Azurara, “The Chronicle of the Discovery
and Conquest of Guinea”
Alfonso I, Africa and Europe: The Problems of
Alliances”
Pires, “The Suma Oriental”
The Journal of the First Voyage of Vasco Da
Gama
Columbus, The First Voyage
Carletti, “Women and Poverty in Japan”
V.S. “The Buddhist Temple,” “The Conquest of
Mexico as Seen by the Aztecs” Maps:
Exploration, Expansion, and Politics
S.S. Reed, “The Expansion of Europe”
Bush, “The Effects of Expansion on the NonEuropean World”
Stearns Chapter 17
Lectures: Renaissance, Reformation, and
Enlightenment effects on Political Organization
P.S. Luther, “Justification by Faith”
James I, “Divine Right of Kings”
Descartes, The Discourse on Method
Newton, Mathematical Principles of Natural
Philosophy
Kant, What is Enlightenment
Diderot, Prospectus for the Encyclopedia of Arts
and Sciences
Wollstonecraft, A Vindication of the Rights of
Women
V.S. Beham, Rubens, Brueghal, Hobbes
S.S. Cameron, “What Was Reformation”
Boxer and Quataert, “Women in the
Reformation”
Blum, “Lords and Peasants”
Teresi, “An Ottoman Observatory”
Anderson and Zinsser, Women and the
Scientific Revolution”
WEEK 16
WEEK 17
WEEK 18
Stearns Chapter 18
Lectures: Russian Empire
P.S. Peter I, “Decree on the Invitation of
Foreigners”
Lomonosov, Panegyric to the Sovereign
Emperor Peter the Great
Catherine the Great, Constitution
V.S. Images of Russia, battle, leaders. Maps:
Territory, Serfs
S.S. Case Study: Reflections on the
Accomplishments of Peter the Great
Stearns Chapter 19
Lectures: Casta Paintings
P.S. Account of Alva Ixtlilxochitl
ASSIGNMENTS and ASSESSMENTS
Chapter 16 Quiz
-TAG TEAM TEACHING: Student groups will
research and make presentations.
Presentation groups will be responsible for
explaining: the political and cultural
developments in Spain, Portugal, France, England,
Holland, Russia, Ottoman Empire,
Ming and Qing China, Tokugawa Japan, Mughal
Empire, West and East African
polities, Safavid Empire, Aztec and Incan empires;
economic effects of cod fisheries,
mercantilism, astrolabe, caravels, Columbian
Exchange, and new labor systems
(encomienda, indentured servitude, janissaries,
chattel slavery in the Americas)
-Comparative Essay : Feudalism & Mercantilism
Chapter 17 Quiz
-Art Comparison Activity- Students will view
various art pieces from the Classical Greece and
Rome, Medieval Europe, and the Renaissance.
-Recreate trials and debates on religion and science.
Round table discussion.
-DBQ previous DBQ practice question
(independent and small group – peer grading)
-Group Debate, Activity, and Discovery: Students
consider how and why art historians emphasize the
importance of artists’ discovery of linear
perspective in the Renaissance by applying
applicable art historian perspective to several
pieces of Renaissance art and evaluating the art
historians perspective. One source used: Marlilyn
Stokstad. Art History 3rd Edition (Upper Saddle
River, New Jersey, Pearson Prentice
Hall, 2007)
Chapter 18 Quiz
-Pair Activity: Russian Absolutism
-Russian Monarch: Primary Source Search,
Secondary Source Search: Students will search for
a primary source and secondary source about the
primary source topic in order to to begin the DBQ
project introduction for second semester.
Chapter 18 Quiz
-DBQ on the effects of the global flow of silver.
WEEK 19
WEEK 20
WEEK 21
Second Letter of Hernan Cortez to King Charles
V of Spain
Bartolome de la Casas in Defense of the Indians
de la Cruz, La Respuesta
Andrea, Encomienda Records”
Andrea, Complaint of the Indians”
Bolivar, The Jamaica Letter
V.S. Maps: European Empires, Charts
S.S. Burr, “By Reasonable Force: Power Politics
and International Relations in South America”
Freyre, “The Mansions and Shanties: The
Making of Modern Brazil”
Stearns Chapter 20
Lectures: Atlantic Slave Trade
P.S. Oettinger, “Voyage to Guinea: The
European Slave Trade in Africa”
Moshweshewe, Letter to Sir George Grey:
Conflict and Diplomacy in South Africa
Africanus, “A Description of Timbuktu”
Bonsu, An Asante King Questions British
Motives on Ending the Slave Trade
V.S. The Oba of Benin, Transportation of Slaves
in Africa, Maps: Africa 18-19th Cent.
S.S. Thornton, “Africa and Africans in the
Making of the Atlantic World”
Law, “Disruption in the Yoruba Kingdom of
Oyo”
Broadhead, Beyond Decline: The Kingdom of
the Kongo”
Stearns Chapter 21
Lectures: Islamic Empires
P.S. “Mehmed II”
Sultan Selim I, “Letter to Shah Ismail of Persia”
Monserrate, On Mughal India
Habiballah, The Conference of the Birds
Jahangir, Memoirs of Jahangir
Correspondences on Persian Trade
V.S. Maps, Middle East, Ottoman Empire
S.S. Mansfield, “The Ottoman Empire and its
Successors”
Bose, “Stifling the Voice of Protest
Stearns Chapter 22
Lectures: Effects of Europe on Asian Culture
P.S. Ekiken, “Common Sense Teaching for
Japanese Children”
Daokun, Biographies of Zhu Jiefu and
Gentleman Wang”
Lien, Memorial to Emperor Ming Xizong
Edict on the Collections of Swords
Qianlong, Edict on Trade with Great Britain
Toshiaki, A Secret Plan of Government
S.S. Case Study: Jesuits in India
Stearns: “Means and Motives for Expansion
-POV/Perspective Analysis: Destruction and
Transformation of the American Indian
-Reflective Learning Essay: Write a reflective
commentary considering the impact of the
Columbian Exchange during this era and its
connection to the larger story of world history.
Due – Week 21
Chapter 19 Quiz
-Analysis (DBQ – focus on POV, Purpose,
Audience): Slave Trade Debate
-Socratic Seminar (research prep):
Labor Systems and Social Organization and
Production - Students will discuss the impact of
slavery, indentured servitude, serfdom, and the
hacienda systems
-Viewing Video: Amistad – Discussion of purpose,
POV, and audience with DBQ
Chapter 21 Quiz
-Muslim Empires Propaganda (Activity)Students will be split into small groups and
assigned an empire. Students will complete the
empires comparison chart using chapter 21 in their
textbooks and begin designing their advertisement
campaign.
-CCOT: Take Home Essay - Analyze the social and
economic transformations that occurred in the
Atlantic world as a result of new contacts among
Western Europe, Africa and the Americas from
1492 to 1750.
-Asian Empires - Students will be placed in
partners and will answer set of questions about
Tokugawa Japan and Ming/Qing China.
-Conflict analysis (English civil war, Tokugawa
seclusion policies, and decentralization of the Mughal
Empire), Leader analysis (Peter the Great, Sulieman the
Great, and Qianlong)
UNIT 4 TEST: 70 multiple choice, one
comparison analysis essay (Russia and West)
and one CCOT essay
The primary source texts (P.S.) and secondary source texts (S.S.) are possible readings for each week. They
may shift, change, or stay the same based upon class need. Refer to the website for daily readings/assignments.
***All unit tests will include several questions from the prior unit as review from that unit material.***
Unit 5: Global Interaction and Industrialization 1750 CE to 1914 CE
Stearns Chapters 23 through 27
Essential Questions: Through what processes did the influence of industrialization spread
throughout the world? How did the right of individuals and groups change in this period?
CONCEPTS, THEMES, and KEY CONCEPTS:
• Industrialization and Global Capitalism
◦ Industrialization fundamentally changed
how goods were produced
◦ Reasons for European primacy in
industrialization
◦ New patterns of global trade and
production are developed as industrial
capitalists seek out new sources of raw
materials and new markets for their
processed goods
◦ Banks and other investment institutions
expand and develop new products to
finance global trade and industrial
development philosophically supported
by John Stuart Mill and Adam Smith
◦ Major developments in transportation
and communication, such as railroads,
steamships, telegraphs and canals, aid
in industrial and commercial expansion
◦ Variety of responses to the
development and spread of global
capitalism
◦ Industrializing societies undergo some
social restructuring with the creation of
new social classes, changes in gender
and family roles, changing population
demographics, increased urbanization
and public health issues
• Imperialism and Nation-State Formation
◦ Industrializing powers establish
transoceanic empires through
colonization and the threat and use of
military force and economic pressure in
western, south west and eastern Asia,
Africa, Pacific islands, etc.
◦ Imperialism influenced state formation
and contraction around the world.
◦ New racial ideologies, especially Social
Darwinism, facilitated and justified
Imperialism
KEY CONCEPTS:
5.1 Industrialization and Global Capitalism
5.2 Imperialism and Nation-State Formation
5.3 Nationalism, Revolution, and Reform
5.4 Global Migration
• Nationalism, Revolution and Reform
◦ The ideas of Enlightenment thinkers
(Locke, Montesquieu, Voltaire,
Rousseau) that questioned established
traditions precedes the revolutions and
rebellions against existing governments
◦ Beginning in the 18th century, national
identities start to form based on language,
religion, social customs, and territory
◦ Enlightenment ideas and discontent
with imperial rule propel reformist and
revolutionary movements
◦ Some rebellions driven by religious
ideas and millenarianism
◦ Frequent rebellions led some imperial
governments to reform their policies
◦ Spread of Enlightenment ideas and
increasing rebellions in the world
stimulated new transnational ideologies
and solidarities
• Global Migration
◦ Migration was influenced by changes in
demography in both industrialized and
unindustrialized societies that
challenged established patterns of
living.
◦ Migrants relocated for a number of
reasons such as searching for
permanent work, forced by law or
culture to move, desiring short-term
employment before returning to their
previous home
• Large-scale 19th century migration
produced variety of consequences and
reactions to the more diverse immigrant
and migrant populations
◦ When males migrated, women took on
new roles in their communities
◦ Immigrants and migrants created ethnic
enclaves in their new communities for
protection and support
◦ Immigrants and migrants not always
warmly received by new communities
CLASS WEEK
WEEK 22
LECTURES, READINGS, and
VIEWINGS
Stearns Chapter 23
Lectures: Revolutions (French, Haitian,
Latin)
P.S. Robespierre, “The Terror
Justified”
de Remusat, Napoleon’s appeal
Mill, On Liberty
Marx and Engels, The Communist
Manifesto
Darwin, Origin of the Species
Smith, Wealth of Nations
Working Conditions in England –
Testimony
Ohio Women’s Convention of 1850,
Resolutions
V.S. Bertray, Gros,Scott, Johnson,
Maps: Reign of Terror, Idustrialization
and Demographic Change
S.S. Lefebvre, “The Coming of the
French Revolution”
Smith, “Women and the Napoleonic
Code”
Weiss, “The Revolutions of 1848”
Wolf, “Europe and the People Without
History: Labor Migrations”
WEEK 23
WEEK 24
Stearns Chapter 24
Lectures: Migrations, Nationalism
P.S. Records of the Maji-Maji
Rebellion
Pros and Cons of British Rule
Kipling, The White Man’s Burden
Kartini, “Letters of a Javanese
Princess”
Roosevelt, “American Imperialism”
Marti, “A Vindication of Cuba”
V.S. Maps: Imperialism
S.S. Hobsbawn, “The Age of Empire”
Chamberline, “The Scramble for
Africa”
Headrick, “The Tools of Empire”
Stearns Chapter 25
Lectures: Colonial Past of Latin Amer.
P.S. Zapata, “For Land and Liberty”
ASSIGNMENTS and ASSESSMENTS
Chapter 23 Quiz
-POV Analysis Debate based upon visual
sources Debate: “Napoleon was a great
man”
-Comparison: Revolutions
-Timed Essay – Self/Peer Graded: The
Roles of Women in Industrialized and
unindustrialized areas.
-Declaration of the Rights of Man and
Citizen and Declaration of the Rights of
Woman and the Female Citizen reading
activity
-Recipe for Revolution (Project)- Using
their comparison information, students
will create a list (or recipe) for a
revolution. Students should identify
similarities in revolutions (or ingredients)
and determine how these aspects mix
together to create a revolution.
Chapter 24 Quiz
-Urban Game (Activity)
-Industrial Revolution DBQ (Essay)Students will be given 50 minutes of class
time to complete a document based
question about the Industrial Revolution.
-Case Study: Java and India
(Document Activity)- Students will read
documents in groups and answer guiding
questions about the colonization impacts
on Java and India and compare English
and Dutch approaches to colonization.
-Cultural Trends Mixer (Activity)
Chapter 25 Quiz
-Latin America in the 19th century-
WEEK 25
WEEK 26
Bolivar, On Constitutional
Government”
The Plan of Iguala
“Symbolism and Contested Identities in
Argentina”
Canudos, “Millenarianism in Brazil”
V.S. Maps: Independent States of Latin
America
S.S. Hubertson, “Women in Latin
America”
Case Study: Monarchs to Masons:
Mexico’s Changing Political Arena
Case Study: Comparative Politics and
Revolution
Stearns Chapter 26
Lectures: Crisis in the Ottoman Empire
P.S. ad-Din, Letter to Hasan Shirazi
Announcement to the Arabs, Sons of
Qahtan
Zexu, Letter to Queen Victoria
Two Proclamations of the Boxer
Rebellion
Political Oppression in the Ottoman
Empire
Proclamation of the Young Turks
V.S. Maps: Decline of the Ottoman
Empire, Southeast Europe
S.S. Case Study: Religious and Secular
Opposition within the Middle Easy
Stearns Chapter 27
Lectures: Indistrialization (Russia/Japan)
P.S. A Comic Dialogue, 1855
The Meiji Constitution
Emancipation Manifesto
Trotsky, Evaluation of Witte
V.S. Maps: Japanese Expansion to
1914, The Russo-Japanese War,
Russian Expansion 1815-1914
S.S Case Study: Different Responses to
Westernization
Stearns, The Industrial Revolution in
Russia”
Students will engage in discussion about
political and social impacts of the
independence movements in Latin
America along with their relationship
with the United States and other major
world powers.
-Change and Continuity Over Time
(CCOT) --changes and continuities in
labor systems
Chapter 26 Quiz
-Cultural Trends - Students will take
notes and engage in discussions about
gender, social class, and mass cultural
trends of the 18th and 19th centuries.
-Essay: Compare reaction to foreign
domination in: the Ottoman Empire,
China, and India.
-Activity: Emancipation Proclamation
and Emancipation Manifesto – changing
conditions for servile labor
-Responses to Western Dominance
Comparison (Chart)- Students will
research and complete a chart that
outlines the Chinese, Ottoman, Russian,
and Japanese responses to Western
Imperialism.
UNIT 5 TEST: 50 multiple choice, one
comparison essay, one CCOT essay,
and one DBQ – Must be completed in
time given
The primary source texts (P.S.) and secondary source texts (S.S.) are possible readings for each week. They
may shift, change, or stay the same based upon class need. Refer to the website for daily readings/assignments.
***All unit tests will include several questions from the prior unit as review from that unit material.***
Unit 6: Global Fragmentation and Realignment 1914 CE to the Present
Stearns Chapters 28 through 36
Essential Questions: How do ideological struggles provide and explanation for many of the conflicts of
the 20th century? To what extent have the rights of the individual and the state replaced the rights of the
community? How have conflict and change influenced migration patterns?
CONCEPTS, THEMES, and KEY CONCEPTS:
• Science and the Environment
◦ Researchers make rapid advances in
science that spread throughout the
world, assisted by the development of
new technology.
◦ Humans fundamentally change their
relationship with the environment
◦ Disease, scientific innovations and
conflict have led to demographic shifts
• Global Conflicts and Their Consequences
◦ Europe dominates the global order at
the beginning of the 20th century, but
by century's end, as colonial empires
cease to exist, new trans-regional
organizations are established
◦ European empires are dismembered,
especially after WWII, by the efforts of
anti-imperialist nationalist leaders like
Gandhi, Ho Chi Minh and Kwame
Nkrumah; by regional religious and
ethnic movements; by transnational
movements like communism, PanArabism and Pan-Africanism; and by
revolts and revolutions within colonies
◦ Political changes are accompanied by
major demographic and social
consequences such as when new
country boundaries are redrawn (India/
Pakistan partition or the partition of
Palestine); when former colonial
subjects migrate or emigrate to former
imperial "homes" (South Asians to
Britain, Algerians to France and
Filipinos to the U.S.); or when religious
or ethnic conflict leads to genocide
(Armenia, the Holocaust, Cambodia or
Rwanda).
KEY CONCPTS:
6.1 Science and Environment
6.2 Global Conflicts and Their Consequences
6.3 New Conceptualizations of Global Economy,
Society, and Culture
◦ Military conflicts occur on an
unprecedented global scale with WWI
and WWII as the first "total wars";
colonial powers in conflict over territory
and resources world-wide; the "Cold
War" of indirect conflict between the
U.S. and Soviet Union using surrogate
allies to fight their ideological, economic, and
military battles; new military alliances such as NATO,
SEATO, the Warsaw Pact; and the end
of the "Cold War" with the dissolution of
the Soviet Union
◦ Opponents of the increase in military
conflict include many individuals
(Gandhi, Martin Luther King, Leo
Tolstoy, etc.); organizations and groups
(Non-Aligned Movement, Tiananmen
Square protesters in China, AntiApartheid Movement, etc.); the United
Nations
◦ Reaction to the conflicts by some
militarized states further intensifies the
conflict. For example the military
dictatorships in Chile, Uganda and
Spain.
◦ Some paramilitary organizations further
conflict for their religious, ethnic or
cultural goals. For example the Irish
Republican Army, the Basque ETA and
Al-Qaeda in south and southwest Asia
• New Conceptualizations of Global
Economy, Society and Culture
◦ States, communities and individuals
become increasingly interdependent
facilitated by the growth of institutions of
global governance such as the League
of Nations, the United Nations, the
World Bank, the World Trade
Organization; regional organizations
such as the European Union and
ASEAN; non-governmental
organizations (NGOs) such as UNICEF,
Amnesty International, Doctors Without
Borders; multinational corporations
such as Coca Cola and Royal Dutch
Shell
◦ People conceptualized society and
culture in new ways; some challenged
old assumptions about race, class,
gender and religion, often using new
technologies to spread changes in
traditions
◦ Popular and consumer culture becomes
globalized
CLASS WEEK
LECTURES, READINGS, and
VIEWINGS
WEEK 27
Stearns Chapter 28
Lectures: More Revolutions
P.S. Jevtic, “Murder of Archduke Ferdinand”
Poem by Owen
Wilson, “The Fourteen Points”
The Battle for Verdun
Description of Armenian Massacres
Lenin, April Theses, The Bolshevik Strategy
V.S. The Home Front and Women, The
Romance of War – Propoganda, Maps: WWI
Fronts in Europe and The Middle East
S.S. Stromberg, “The Origins of WWI:
Militant Patriotism”
Anderson and Zinsser, “Women, Work, and
WWI”
Service, “The Russian Revolution”
Stearns Chapter 29
Lectures: Results of WWI
P.S. Mussolini, “The Doctrine of Fascism”
Diehl, “The German Women and National
Socialism”
Stalin, “Soviet Collectivism”
Political Constitution of the United States of
Mexico
Cardenas, “Mexico Nationalizes its Oil
Industry”
“Slaves and the Depression”
Bennett, “Canada and the Great Depression”
V.S. Finogenov, Maps: 1919-1937
S.S. Laux, “The Great Depression in Europe”
Carsten, “The Rise of Fascism”
Schwarcz, “Chinese Intellectuals as Agents
of Enlightenment”
WEEK 28
WEEK 29
Stearns Chapter 30
Lectures: New Warfare, Genocidal Policies
P.S. Hitler, Mein Kampf
“The Way of Subjects”
Hoss, “Memoirs”
Roosevelt’s Message to Congress 1942
Recollections of August 6, 1945
Gandhi, “Indian Home Rule”
Muslim Brotherhood, “Toward the Light”
V.S. Maps: Nazi Empire 1942, War in the
Pacific, Japan 1945, Israel and its Neighbors
S.S. Goldhagan, “Hitler’s Willing
Executioners”
Dower, “Propaganda and Racism in the
Pacific War”
Marks and Trapido, “The Politics of Race.
Class, and Nationalism in 20th-Century South
ASSIGNMENTS and ASSESSMENTS
Chapter 28 Quiz
-Treaty of Versailles (Simulation)- students
will be assigned to act as diplomats at the
Treaty of Versailles. They are to present their
demands for their country, colony, and/or
ethnic group. When complete students will
write a Comparison Essay on the effects of the
outcomes of the First World War on two
regions.
-AP released comparison essay prompt – timed
and peer graded.
-Practice AP test – Option 1 and Saturday
review session
Chapter 29 Quiz
-Russia Under Stalin (Activity)- Students
will compare government party answers to
other primary sources in order to gain a deeper
understanding of life in Russia under Stalin.
-Great Depression Debate
-Rise of Dictators Activity
-AP released DBQ essay prompt – timed and
peer graded
-Debate on analyzing causes and impacts of
WWI leading to WWII.
-Begin Creation of students own DBQ packet
and prompt question (student created)
Chapter 30 Quiz
-World War II. (Jigsaw Activity)- students
will complete a jigsaw activity that includes
causes of the conflict, new military
technologies (atomic bombs, etc), fronts of
warfare (including Polynesia), Holocaust,
colonial involvement, and impacts on
governments.
-POV reading and analysis: The Decision to
Drop the Atomic Bomb
-WWII – Propaganda Activity
-AP released CCOT essay prompt – timed and
peer graded
Africa”
WEEK 30
WEEK 31
WEEK 32
WEEK 33
Stearns Chapter 31
Lectures: Roles of Women in Cold War
P.S. Cold War Origins U.S. and Soviet
Perspective
The Truman Doctrine and The Marshall Plan
Khrushchev, “On the Personality Cult and its
Consequences,” 1956
V.S. Maps: The Cold War and European
Integration
S.S. Gormly, “Origins of the Cold War”
Stearns Chapter 32
Lectures: Pro-Socialism in Latin America
P.S. Calderon, “Latin America: Its Rise and
Progress”
Torres, “Christianity, Communism, and
Revolution in Latin America”
Neruda, from Canto General
Castro, “Interview with Dan Rather”
Brazil’s Constitution of 1988
V.S. Central and South America
S.S. Case Study: Liberation Theology
Challenged
de Soto, “Inequality, Repression, and
Rebellion in Latin America”
-Practice AP test – Option 2 and Saturday
review session
Chapter 31 Quiz
-Cold War Timeline (Activity)- students will
create an illustrated timeline on the politics,
war, arms race, space race, and popular culture
of the Cold War
-Research and Activity – Advancements in
science and technology
-Debate – Reasons for Pop Culture and
postmodernism
Chapter 32 Quiz
-Activity: Art and Revolution
-Presentations: Research and report on a
Coupe d’état, revolution, or uprising in Latin
America from 1945-Present
-Student DBQ question/packet due.
-Practice AP test – Option 3 and Saturday
review session
Stearns Chapter 33
Lectures: Problems of Independence
P.S. U.N. Resolution and A Palestinian
Memoir: Israel, Palestine, and the Middle
East”
From Independence to Statehood: Ethnic
Conflict in Nigeria”
Djebar, “Growing Up in Algeria”
Jain, “Editorial on the Hindu State”
Viewpoints: Race and Power in South Africa
V.S. Decolonization of Asia and Africa
S.S. Fieldhouse, “Economic Decolonization
and Arrested Development in Africa”
Chapter 33 Quiz
Stearns Chapter 34
Lectures: Pacific Rim departing from the past
P.S. Zedong, Communism in China
Cameron, “The Vietnam War: A Reporter
with the Vietcong”
The Constitution of Japan, Two Versions
China One-Child Family Policy
V.S. Maps: Independent Asia, China in Civil
War and Revolution, Vietnam
Chapter 34 Quiz
-Activity on Perspective: The Suez Crisis
(1956)
-Debate and Discussion: the decolonization of
the 20th century focusing on early movements
(Pan Africanism and Pan Arabism),
independence, and impacts (both of
government organization and political party in
power)
-Activity: Perspectives of the Iranian
Revolution
-Asian Tigers (Activity)- students will work
in small groups reading articles about the 20th
century Asian Tigers and complete questions
that focus on the globalization of the economy,
regional trade organizations, and multinational
corporations.
S.S. Case Study: Frantz Fanon and Ho Chi
Minh Speak Out Against Imperialism
The War in Vietnam
WEEK 34
WEEK 35-36
Stearns Chapter 35
Lectures: Globalization
P.S. bin Laden, Declaration of Jihad
Atta, “The Last Night”
The Dangers of NAFTA, GATT, and Free
Trade
World Bank, “World Development
Indicators”
Garthoff, “The End of the Cold War”
Donia, “War in Bosnia and Ethnic
Cleansing”
Mendela, “Democracy in South Africa”
Wilson, “Ecological Threats”
Redstockings, A Feminist Manifesto
Freidman, “Globalization”
Ignatieff, “The War in Iraq”
REVIEW AND FINAL PROJECTS
-Leader Analyses (Stalin, Mao Zedong, Indira
Gandhi, Golda Meir, Oscar Romero, Nkrumah,
Kenyatta, and Mandela)
-Comparison Essay: Compare patterns and
results of decolonization in Africa and India
-POV/Perspectives: Religious Fundamentalism
in the Modern World: Faith, Identity, and
Contemporary Politics
-Popular and Consumer Culture - students
will discuss emerging consumer cultures and
brand recognition, while also focusing in on
developed versus developing countries.
-CCOT: Analyze the effects of religious
fundamentalism: Christianity and Islam from
Urban II to bin Laden
UNIT 6 TEST: 70 multiple choice, one
comparison essay, one CCOT essay, and
one DBQ – Must be completed in time given
-Film Festival: Rwanda
-Contemporary World Issues (Project)students will complete presentations on the
following topics: Environmental Degradation,
Human Rights, Regional Conflicts,
Developing Economies, Terrorism
FINAL EXAM
The primary source texts (P.S.) and secondary source texts (S.S.) are possible readings for each week. They
may shift, change, or stay the same based upon class need. Refer to the website for daily readings/assignments.
***All unit tests will include several questions from the prior unit as review from that unit material.***