ap world history syllabus 2013-2014 james m. bennett...

AP World History Syllabus 2013-2014

James M. Bennett High School

Dr. Kathy Kudzma [email protected]

Course Overview

AP World History is a challenging full year course that explores the expansive history of the human world

from the beginnings of settled societies to the present day. This course will help enable you to develop a

greater understanding of the evolution of global processes, contacts and interactions over time, the causes

and consequences of changes in international frameworks, and to compare societies in different regions

and in different time periods to one another.

AP World History is equivalent to an introductory college survey course and therefore relies heavily on

college-level resources. Students will explore intellectual, cultural, political, diplomatic, social, and

economic developments. Solid reading and writing skills, along with a willingness to devote considerable

time to homework and study, are necessary to succeed. Emphasis is placed on critical and evaluative

thinking skills, essay writing, and analysis of a variety of original documents. Throughout the year,

students will be introduced to typical questions used on the AP Exam which is administered in May.

Like college students, students are expected to read the assigned pages as given and take notes on the

information given. A variety of learning opportunities will be given to foster the development of skills

required to analyze points, interpret evidence, and create plausible historical arguments. We will also do

simulations and debates that will address questions about human commonalities and differences and the

historical context of culturally diverse ideas and values.

The course, designed to develop critical thinking in order to analyze evidence, prepares students for what

is expected at the college level. Successful completion of this course may result in college credits and

placement into higher-level college and university history courses. Students will be able to show their

mastery of the course goals by taking the College Board AP World History Exam in May. Even if a

student fails to achieve a passing score on the AP Exam, the experience of taking a college course is

immeasurable.

Course Design

History is a sophisticated quest for meaning about the past, beyond the effort to collect and memorize

basic factual information. This course will continue to deal with the facts – names, chronology, events,

and the like – but it will also emphasize historical analysis. Students will have to examine a variety of

geographic locations and time periods. In order to accomplish this lofty goal, students will use four

different historical thinking skills. Those skills are:

Creating historical arguments from historical evidence

Chronological reasoning

Comparison and contextualization

Historical interpretation and synthesis.

In order to fully be able to synthesize all of this and broaden their knowledge base, students will be

required to complete all readings and assignments and participate in class discussions. This will allow

pupils to gain in understanding and be able to more fully grasp the importance of different civilizations

and significant historical changes over time.

The course emphasis is on balancing global coverage, with no more than 20% of course time devoted to

European history. This course is designed to be rigorous and rewarding, inviting students to take a global

view of historical processes and contacts between people in different societies.

Historical Time Frame of the Course

The AP World History course content is structured around the investigation of course themes and key

concepts in six chronological periods. These periods span from approximately 8000 BCE to the present

day. Those time periods include:

Period 1: Technological and Environmental Transformations (to c. 600 BCE)

Period 2: Organization and Reorganization of Human Societies (c. 600 BCE – c. 600 CE)

Period 3: Regional and Trans-regional Interactions (c. 600 CE – c. 1450 CE)

Period 4: Global Interactions (c. 1450 – c. 1750)

Period 5: Industrialization and Global Integration (c. 1750 – c. 1900)

Period 6: Accelerating Global Change and Realignments (c. 1900 – present)

Themes in AP World History

Students in this course must learn to view history thematically. The AP World History course is

organized around five overarching themes that serve as unifying threads throughout the course, helping

students to relate what is particular about each time period or society to a “big picture” of history. These

themes connect key concepts throughout the course and serve as a foundation for student reading, writing,

and presentation requirements. The themes also provide a way to organize comparisons and analyze

change and continuity over time. This framework allows for a broader picture to be comprehended and a

deeper synthesis of the information to be achieved.

Consequently, virtually all study of history in this class will be tied back to these themes by utilizing a

“SPICE” acronym.

Social – Development and transformation of social structure o Gender roles & relations Racial and ethnic constructions

o Family and kinship Social and economic classes

Political – State-building, expansion, and conflict o Political structures & forms of governance Empires

o Nations and nationalism Revolts and revolutions

o Regional, trans-regional, and global structures of organizations

Interaction between humans and the environment o Demography and disease Patterns of settlement

o Migration Technology

Cultural – Development and interaction of cultures o Religions Belief systems, philosophies, & ideologies

o Science and technology The arts and architecture

Economic – Creation, expansion, and interaction of economic systems o Agricultural and pastoral production Labor systems

o Trade and commerce Industrialization

o Capitalism and socialism

There are five themes in this course.

Theme 1: Interaction Between Humans and the Environment

Theme 2: Development and Interaction of Cultures

Theme 3: State-Building, Expansion, and Conflict

Theme 4: Creation, Expansion, and Interaction of Economic Systems

Theme 5: Development and Transformation of Social Structures

Opportunities for students to show their understanding of historical material and specific historical

developments will occur frequently. As an instructor, it is important to be able to see student knowledge

and a depth of understanding to fully understand overarching themes.

There are many options available for each theme to check for pupil understanding. Either individually, in

pairs, or groups; students will show their mastery of these themes by doing the following:

Constructing and evaluating arguments: using evidence to make plausible arguments for or against

a given historical perspective

Using a variety of written and visual primary sources: developing the skills necessary to analyze

the viewpoint, historical timeframe, and bias as well as to understand and interpret information

Comprehend issues caused by change and continuity over time, including the capacity to see

change as a process and examine the causes and the effects of that change

See connections among global and local patterns and processes over time

Examine the history of given societies and the impact of the world around them

Describing human commonalities and differences while being able to ascertain universal

standards, and understanding culturally diverse ideas and values in historical context

Assessments concerning theme include in-depth maps or timelines that specifically focus on a given

theme.

For each unit, students will be assigned a specific theme. With that theme, a map or timeline will be

constructed based upon which is more appropriate in showing the significant information. Ten events for

the time period of the unit showing the major changes related to that theme will be included. Those

events are to be placed on the timeline. Notes are to go below the event and are to explain the

significance of the event to world history. At the very bottom of the timeline, students are to write a

thesis statement about how the changes in their theme in this time period show continuity as well as

change over time.

Key terms will also be assigned for each chapter. With those points, pupils not only go beyond giving

specific historical details but will also describe the significance and importance of these terms both locally

and globally.

Other possibilities include a document based question, comparative, or change-over-time essay.

Format of the AP Test

Each AP World Examination is three hours and five minutes in length and has both a multiple choice and

a free-response section. Fifty-five minutes are allotted for Part I, the multiple choice section, which

contains 70 questions and accounts for 50 percent of the composite score. Part II, the free-response

section, consists of a required 10-minute reading period, a required document-based question for which 40

minutes are recommended, and an essay section in which students select one continuity and change over

time question and one comparative question. Forty minutes are allotted for each of the essays. The DBQ

and continuity and change-over-time essay in conjunction with the comparative essay account for 50

percent of the composite score.

Possible scores on the AP test range from 5 to 1. A score of 5 means extremely well qualified. Four

means well qualified. A rank of 3 indicates qualified while a grade of 2 means possibly qualified. One

indicates no recommendation.

Materials List

It is suggested that students obtain the following materials for this class that will be crucial for note

organization, test preparation, and the May AP exam.

3 ring binder Notebook Dividers

Pens/Pencils Highlighters

All papers should be kept in chronological order, corresponding to chapters. The divisions should be

according to the six units of study in the course. Students should use dividers for (1) important handouts

including syllabus, (2) lecture/class notes (outlines & organizers), (3) primary source activities, (4)

returned assessments such as tests and quizzes, (5) all essay writings, and (6) geography and map work.

Grading

All assignments will attempt to reflect individual achievement on course expectations. Grades will be

determined using a variety of assessment methods. Regular updates about achievement will be provided

to parents and students. There is no extra credit as a wide variety of assessment opportunities exist to

improve student averages.

The writing requirements and expectations are extremely high for this course. Students will actively take

the initiative to develop their writings skills, take responsibility to improve their writing and make

changes as necessary to produce and develop college level writing material. Writing assignments will be

assessed for grammar, punctuation, content, spelling and the student’s completion of the given

assignment. All of those elements will be factored in every writing assessment.

Major Assignments:

Multiple Choice Quizzes, Change-over-time Essays, Comparative Essays, Document Based Questions,

Objective Tests, Research Papers, Assorted Projects, Unit Assignments, Primary Source Activities, Class

work, and various Homework Assignments.

Change-over-time Essays and Comparative Essays require students to use prior knowledge and

appropriate historical evidence to support their point of view on a given historical question. A Document

Based Question is an essay that requires the student to use the original sources provided and prior

knowledge to answer a given historical question.

Predominantly, each chapter will have a Change-over-time Essay, Comparative Essay, Document Based

Question, or Multiple Choice as the assessment of the students’ acquired knowledge.

Each chapter will also have accompanying primary source materials to be discussed in class. Primary

Source materials will come from various internet sites and books found either in the teacher’s room or

school media center.

In order to fully grasp the meaning of primary sources, students must understand and utilize APPARTS

when exploring documents, charts, pictures, graphs, and so on. APPARTS means the following:

Author. Who created the source? What is that person’s point of view?

Place and time. Where and when was the source produced?

Prior knowledge. What do you already know that would further your understanding of the source?

Audience. For whom was the source created? Does this affect the reliability of the source?

Reason. Why was the source produced at the time it was produced?

The main idea. What is the source trying to convey?

Significance. Why is the source important?

In addition to a myriad of primary sources, the views of many different historians will be interpreted and

evaluated. This will allow students to create a well-thought out analysis of their own. There will be

various opportunities for personal clarification throughout each unit. Some examples of these activities

include:

Unit 1: Technological and Environmental Transformations – Definition of a civilization and when

the Neolithic period ended and civilization began (Diamond: Guns, Germs, and Steel and Childe:

Man Makes Himself)

Unit 2: Organization and Reorganization of Human Societies – The Reputation of Alexander the

Great (Hammond: The Genius of Alexander the Great and Worthington: How “Great” Was

Alexander?); Internal Factors Responsible for the Fall of the Roman Empire (Goldsworthy: How

Rome Fell: Death of a Superpower and Heather: The Huns and the End of the Roman Empire in

Western Europe)

Unit 3: Regional and Transregional Interactions – The Crusades Were a Holy War (Jones:

Memories of Crusades Live on in Today’s War and Phillips: Who Were the First Crusaders);

Roots of the Modern University in Islamic World (Nakosteen: History of Islamic Origins of

Western Education: A.D. 800 – 1350 and Ruegg: The University as a European Institution);

China’s Worldview Causing an End to Exploration (Kristof: 1492: The Prequel and Swanson:

Eighth Voyage of the Dragon: A History of China’s Quest for Seapower)

Unit 4: Global Interactions – Impact of Columbus’s Voyage (Royal: Columbus and the Beginning

of the New World and Marquez: For a Country Within Reach of the Children); Martin Luther

Impacting the Lives of European Christians (Kolb: Martin Luther as Prophet, Teacher, Hero:

Images of the Reformer, 1520 -- 1620 and Kung: Great Christian Thinkers), Scientific Revolution

– How Revolutionary (Grant: When Did Modern Science Begin? and Shapin: The Scientific

Revolution)

Unit 5: Industrialization and Global Integration – Impact of Industrial Revolution on Women

(Shorter: Female Emancipation, Birth Control, and Fertility in European History and Tilly:

Women’s Work and European Fertility Patterns); Causes of French Revolution (Kropotkin: The

Great French Revolution, 1789 -- 1793 and The Economist: The French Revolution: Bliss Was It

In That Dawn?); Factors Responsible for British Imperialism (Hobson: Imperialism: A Study and

MacKenzie: The Partition of Africa, 1880 – 1900 and European Imperialism in the Nineteenth

Century); Meiji Restoration – a Revolution? (Gordon: A Modern History of Japan: From

Tokugawa Times to the Present and Beasley: The Meiji Restoration)

Unit 6: Accelerating Global Change and Realignments – Impact of Environment on Boxer

Rebellion (Cohen: History in Three Keys: The Boxers as Event, Experience, and Myth and

Harrison: Justice on Behalf of Heaven: The Boxer Movement); Impact of Bolshevik Revolution

on Soviet Women (Stites: Women and the Revolutionary Process in Russia and Rimmel: The

Baba and the Comrade: Gender and Politics in Revolutionary Russia); Rwandan Genocide of

1994 (Forges: The Ideology of Genocide and Lemarchand: Rwanda: The Rationality of

Genocide); Islamic Revivalism Impacting the World Order (Esposito: The Islamic Threat: Myth

or Reality? and Shuja: Islam and the West: From Discord to Understanding)

Also, students will examine the causes and effects of different historical events. Examples of this type of

activity include the following topics:

Unit 1: Technological and Environmental Transformations – Rise and Fall of Easter Island

(Diamond: Collapse: How Societies Choose To Fail Or Succeed )

Unit 2: Organization and Reorganization of Human Societies – Aryan Invasion Being Responsible

For the Demise of the Indus Valley Civilization (Wolpert: India and Thapar: Early India: From

the Origins to A.D. 1300)

Unit 3: Regional and Transregional Interactions – Environmental Factors Contributing to the Fall

of the Mayan Civilization (Drew: The Lost Chronicles of the Maya Kings and Sheets: Warfare in

Ancient Mesoamerica: A Summary View)

Unit 4: Global Interactions – Elizabeth I (of England) and Akbar (of India) and the use of Religion

in Strengthening Their Countries (MaCaffrey, Burke, and others: Elizabeth and Akbar: The

Religion of the Ruler?)

Unit 5: Industrialization and Global Integration – Factors Responsible for British Imperialism

(Hobson: Imperialism: A Study and MacKenzie: The Partition of Africa, 1880 – 1900 and

European Imperialism in the Nineteenth Century)

Unit 6: Accelerating Global Change and Realignments – Impact of the European Union on World

Affairs (Smith: Soft Power Rising and Fakiolas: The European Union’s Problems of Cohesion)

Each Unit will also have a Periodization assignment. Pupils will describe what factors, according to

historians, compose a given time period and explain the reasoning behind specific time period titles. Then,

students will reflect on how they would characterize and title this unit or time period and why they would

make those changes.

Students will, furthermore, be given specific assignments which will allow them to examine the impact of

different disciplines on the course and study of history. Archaeologically, students will examine artifacts

discovered at the tomb of Emperor Shi Huangdi along with his influence on the history of China. The city

of Pompeii, Italy is another archaeological focal point that will be discussed. When looking at dig sites,

students will determine how the physical findings are important to archaeologists while historians will

focus on the impact of those physical findings upon the lives of the people living in the area. Visually, art

is important in every civilization. For example, by looking at the art, students can see what was important

during the time of the Renaissance and how the influence of the Catholic Church was changing. In Africa,

some societies used masks and dancing to influence political decisions. Pupils will observe closely what

art historians consider when examining a piece of art such as theme, style, and materials used. However,

historians would, instead, place that piece of art in a historical context. Literature can show what was

important to civilizations historically and morally. For example, the teachings of Confucius greatly

affected the area of Asia. Pupils will see how historians use writings of a given civilization to show what

impacted the people of that time and its significance to the civilization. Economically, the philosophy of

mercantilism greatly influenced global trade. The issue of slavery from an economic (and moral)

standpoint also has global implications. Economists look at a given era and see how economic theories

were implemented while historians will look at economic conditions as part of a bigger picture.

Geographers examine the impact of climate and weather on a specific geographic area or region. The

impact of geography historically can be seen in Guns, Germs, and Steel by Diamond. This historian

reveals how, due to geography, Europeans came to dominate civilizations around the globe.

General Suggestions for Students

The single most important contributor to student success is whether he/she completes each reading

assignment and its accompanying work. There is no substitute.

This is taught as a college course. We will discuss topics that may be new and different. Please

keep an open mind. You do not have to agree with what you read and hear, but you will need to

think historically and critically. Please respect the thoughts and views of others.

Keep an organized notebook and use it to review. Proper prior planning prevents poor

performance. This is especially true of college courses.

Work at improving your writing. Writing is an important way to show that you understand course

material and can synthesize a well-educated opinion from different historical sources. Speak to the

teacher if you need help.

Understand that this is an AP course. Colleges and universities know the difference on transcripts

between regulars and Advanced Placement classes. University Admissions will tell you they

would rather see a C in an AP than an A in a regular class. AP classes earn higher grade points.

Consequently an 87 in an AP class is worth a 97 in a regular class.

Form and join an informal study group with students in the same class. These are very successful.

The group is not a substitute for reading or for actually doing the work, but two heads are often

better than one. This also allows you to get missing notes and gain insights from others.

If you have a question or concern, contact me, email me, or come by. I will help you as much as

possible. However, make sure you are also taking responsibility for your own academic growth.

Course Texts

Main Text:

Strayer, Robert. Ways of the World: A Global History with Sources. Second Edition. Bedford/St.

Martins, 2013.

Primary Sourcebooks:

Students will read and analyze selected primary sources (including documents, images, and maps) in the

primary source sections after each chapter in Ways of the World as well as primary sources from the

following sourcebooks:

Andrea, Alfred & Overfield, James (ed.). The Human Record: Sources of Global History, Vol. 1.

Houghton Mifflin, 2001.

Andrea, Alfred & Overfield, James (ed.). The Human Record: Sources of Global History, Vol. 2.

Houghton Mifflin, 1998.

Secondary Sources: Students will read selections from a variety of secondary sources, including (but not limited to) the

following:

Diamond, Jared. Collapse: How Societies Choose to Fail or Succeed. Penguin Books, 2005.

Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. Norton Books, 1999.

Fagan, Brian. The Long Summer: How Climate Changed Civilization. Basic Books, 2004.

Mitchell, Joseph & Mitchell, Hellen (ed). Taking Sides: Clashing Views on World History, Vol. 1.

McGraw Hill, 2010.

Mitchell, Joseph & Mitchell, Hellen (ed). Taking Sides: Clashing Views on World History, Vol. 2.

McGraw Hill, 2010.

Wolf, Ken. Personalities & Problems: Interpretive Essays in World Civilizations, Vol. 1.

McGraw Hill, 2005.

Wolf, Ken. Personalities & Problems: Interpretive Essays in World Civilizations, Vol. 2.

McGraw Hill, 1999.

The above materials add supplemental primary source reading or a variety of secondary historical

interpretations so that students can gain a deeper personal understanding of a given time period and

broader overall concepts and themes. Pupils can achieve a more informed analysis and synthesis of the

course material through the use of these varied sources.

Additionally, supplemental materials from other sources will be printed out and given to the students.

There will be a wide variety of primary sources analyzed throughout the year. Examples of primary

sources include: documentary material, maps, statistical tables, works of art, and pictorial and graphic

materials.

Course Schedule

Unit 1: Technological and Environmental Transformations

Time Period: c. 8000 BCE – c. 600 BCE

Main Focus: The Neolithic Revolution; the Earliest Civilizations

Length of Unit: approximately 1.5 weeks

Reading Text: Ways of the World: A Global History. Chapters 1-2.

Key Concepts:

1.1 Big Geography and the Peopling of the Earth

Paleolithic migrations lead to the spread of technology and culture

1.2 Neolithic Revolution and Early Agricultural Societies

Neolithic Revolution leads to new and more complex economic and social systems

Agricultural and pastoralism begins to transform human society

1.3 Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

Location of early foundational civilizations

State development and expansion

Cultural development in the early civilizations

Topics for Overview include:

Prehistoric Societies

Global migrations from Africa into Eurasia, Australia, the Americas, and into the Pacific and the

impact of the movement into those areas

Neolithic Revolution – From Foraging to Agricultural and Pastoral Societies

Basic Features of Early Civilizations: Mesopotamian, Egyptian, South Asian, East Asian,

Mesoamerican, and Andean

How a civilization interacts with its environment

Unit 2: Organization and Reorganization of Human Societies

Time Period: c. 600 BCE – c. 600 CE

Main Focus: The Ancient and Classical World

Length of Unit: approximately 4.5 weeks

Reading Text: Ways of the World: A Global History. Chapters 3 – 6

Key Concepts:

2.1 Development and Codification of Religious and Cultural Traditions

Codifications and further developments of existing religious traditions

Emergence, diffusion, and adaptation of new religious and cultural traditions

Belief systems affect gender roles

Other religious and cultural traditions continue

Artistic expressions show distinctive cultural developments

2.2 Development of States and Empires

Imperial societies grow dramatically

Techniques of imperial administration

Societal and economic dimensions of imperial societies

Decline, collapse, and transformation of empires (Rome, Han, Maurya)

2.3 Emergence of Transregional Networks of Communication and Exchange

The geography of trans-regional networks, communication and exchange networks

Technologies of long-distance communication and exchange

Consequences of long-distance trade


Classical Civilizations: Greece, Rome, China, and India

Major Belief Systems: Hinduism, Buddhism, Judaism, Christianity, Islam, Confucianism,

Daoism, Animism

Major Philosophical Beliefs

Developments in Mesoamerica and Andean South America: Moche & Maya

Migrations of peoples (e.g. Bantu in sub-Saharan Africa) and spread of belief systems.

Transregional Trade: The Silk Road and the Indian Ocean

Unit 3: Regional and Transregional Interactions

Time Period: c. 600 CE – c. 1450 CE

Main Focus: A Time of Accelerating Connections

Length of Unit: approximately 6 weeks

Reading Text: Ways of the World: A Global History. Chapters 7 – 12.

Key Concepts:

3.1 Expansion and Intensification of Communication and Exchange Networks

Improved transportation technologies and commercial practices and their influence

on networks

Linguistic and environmental contexts for the movement of peoples

Cross-cultural exchanges fostered by networks of trade and communication

Continued diffusion of crops and pathogens throughout the Eastern Hemisphere

3.2 Continuity and Innovation of State Forms and Their Interactions

Empires collapse and were reconstituted

Greater inter-regional contacts and conflict encourages technology and cultural

transfer

3.3 Increased Economic Productive Capacity and its Consequences

Increasing productive capacity in agriculture and industry

Changes in urban demography

Changes and continuities in labor systems and social structures


Dar-al Islam, the Crusades, Byzantine Empire, and the Schism in Christianity

European and Japanese feudalism

Mongols across Eurasia and urban destruction in SW Asia, Black Death

Bantu and Polynesian migrations

Kingdoms and Empires in Africa

Delhi Sultanate

Aztec and Incan empires and urbanization

Chinese Dynasties (Sui, Tang, Song, and Ming)

Ming Treasure Ships and & the expansion of Indian Ocean Trade (Swahili Coast)

Unit 4: Global Interactions

Time Period: c. 1450 – c. 1750

Main Focus: The Early Modern World



Key Concepts:

4.1 Globalizing Networks of Communication and Exchange

Intensification of regional trade networks (Mediterranean, trans-Saharan, overland

Eurasian, and Siberian trade routes)

Trans-oceanic maritime reconnaissance

New maritime commercial patterns

Technological developments enabling trans-oceanic trade

Environmental exchange and demographic trends: Columbian Exchange

Spread and reform of religion

Global and regional networks and the development of new forms of art and

expression

4.2 New Forms of Social Organization and Modes of Production

Labor systems and their transformations

Changes and continuities in social hierarchies and identities

4.3 State Consolidation and Imperial Expansion

Techniques of state consolidation

Imperial expansion

Competition and conflict among and within States

Topics for Overview:

Bridging the Eastern and Western Hemispheres together into One Web

Transformations in Europe – Renaissance to Scientific Revolution

Encounters and Exchange: Reconquista, Europe in Africa, Spanish in Americas

Encounters and Exchange: Portuguese and Indian Ocean Trade networks, Southwest Asian trade

networks and the Ming Slave trade/Rise of Qing

Labor Systems in the Atlantic World – the Africanization of the Americas

Cross-Cultural Interactions – The Columbian Exchange in Atlantic and Pacific Context

Expansion of Global Economy and Absolutism: Muslim, Tokugawa, and Romanov Empires

Effects of the Atlantic Slave Trade on demography in West Africa, resistance to the Atlantic slave

trade, and expansion of Islam in sub-Saharan Africa.

Unit 5: Industrialization and Global Integration

Time Period: c. 1750 – c. 1900

Main Focus: The European Moment in World History; The Industrial Age



Key Concepts:

5.1 Industrialization and Global Capitalism

Industrialization

New patterns of global trade and production

Transformation of capital and finance

Revolutions in transportation and communication: railroads, steamships, canals,

telegraph

Reactions to the spread of global capitalism

Social transformations in industrialized societies

5.2 Imperialism and Nation-State Formation

Imperialism and colonialism of trans-oceanic empires by industrializing powers

State formation and territorial expansion and contraction

Ideologies and imperialism

5.3 Nationalism, Revolution, and Reform

The rise and diffusion of Enlightenment thought

18th

century peoples develop a sense of commonality

Spread of Enlightenment ideas propels reformist and revolutionary movements

Enlightenment ideas spark new transnational ideologies and solidarities

5.4 Global Migration

Demography and urbanization

Migration and its motives

Consequences of and reactions to migration


The Age of Revolutions:

o Scientific Revolution & Enlightenment

o American, French, Haitian, and Latin American Revolutions

o Napoleonic Wars/Congress of Vienna/Conservatism vs. Liberalism

Global Transformations:

o Western Industrial Revolution and its Impact on the Rest of the World

o Reactions For and Against Industrialization & Modernization (China, India, Australia,

Islamic World)

o Rise of Nationalism

o Imperialism and its Impact on the World (Africa, South Asia, East Asia, Australia)

o Decline of Imperial China and the Rise of Imperial Japan

o Demographic Changes

o Anti-Slavery, Suffrage, Labor, and Anti-Imperialist Movements

Unit 6: Accelerating Global Change and Realignments

Time Period: c. 1900 - present

Main Focus: The 20th

Century



Key Concepts:

6.1 Science and the Environment

Rapid advances in science spread assisted by new technology

Humans change their relationship with the environment

Disease, scientific innovations, and conflict led to demographic shifts

6.2 Global Conflicts and their Consequences

Europe’s domination gives way to new forms of political organization

Emerging ideologies of anti-imperialism contribute to dissolution of empires

Political changes accompanied by demographic and social consequences

Military conflicts escalate

Individual and groups oppose, as well as, intensify the conflicts

6.3 New Conceptualizations of Global Economy and Culture

States, communities and individuals become increasingly interdependent

People conceptualize society and culture in new ways

Popular and consumer culture becomes global

Topics of Overview include:

Crisis and Conflict in the Early 20th

Century:

o Anti-Imperial Movements within Colonized Countries

o World War I, Total War, Reactions to 14 Points

o Depression and Epidemic Diseases

o Russian, Chinese, and Mexican Revolutions

o Rise of Militaristic and Fascist Societies, World War II, and Forced Migrations

o Impact of German aggression in Europe, Japanese aggression in the Pacific

Internationalization

o Rise of Consumerism and Internationalization of Culture

o United Nations and Decolonization (specifically in Africa)

o The Cold War & Post Cold War World

o International Organizations

o Globalization

o Information and Communication Technological Revolution

Review Classes Prior to AP World History Exam

2 weeks prior to the AP Exam

o Study Guide/Notebook that contains materials such as maps, timelines, notes, and previous

essays used throughout the year

o Selected activities and discussion of AP Practice Exam.

o Various AP World preparatory websites

ap world history syllabus 2013-2014 james m. bennett...

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