(Identifying Information Removed) Course Overview Advanced Placement World History is a challenging two-semester course that is structured around the investigation of selected themes woven into key concepts covering distinct chronological periods. AP World History is equivalent to an introductory college survey course. The course has a three-fold purpose. First, it is designed to prepare students for successful placement into higher-level college and university history courses. Second, it is designed to develop skills of analysis and thinking in order to prepare students for success in the twenty-first century. Finally, it is the intent of this class to make the learning of world history align to students’ arts studies as well as be an enjoyable experience. Students will be able to show their mastery of the course goals by taking part in the College Board AP World History Exam in May. Course Design Advanced Placement World History is structured around the investigation of five themes woven into 19 key concepts covering six distinct chronological periods. History is a sophisticated quest for meaning about the past, beyond the effort to collect and memorize information. This course will continue to deal with the facts—names, chronology, events, and the like but it will also emphasize historical analysis. This will be accomplished by focusing on four historical thinking skills: crafting historical arguments from historical evidence, chronological reasoning, comparison and contextualization, and historical interpretation and synthesis. World history requires the development of thinking skills using the processes and tools that historians employ in order to create historical narrative. Students will also be required to think on many different geographical and temporal scales in order to compare historical events over time and space. The course relies heavily on college-level resources. This includes texts, a wide variety of primary sources, and interpretations presented in historical scholarship. These resources are designed to develop the skills required to analyze point of view and to interpret evidence to use in creating plausible historical arguments. These tools will also be used to assess issues of change and continuity over time, identifying global processes, comparing within and among societies, and understanding diverse interpretations. Students will be required to participate in-class discussions using a variety of Socratic seminar formats. In addition, students will be responsible for preparing class presentations in order to further develop higher-level habits of mind or thinking skills and broaden content knowledge. 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. The five AP World History Themes that connect the key concepts throughout the course and serve as the foundation for student reading, writing, and presentation requirements are as follows:

• Theme 1 [T1]: Interaction Between Humans and the Environment: Demography and disease, Migration, Patterns of settlement, Technology

• Theme 2 [T2]: Development and Interaction of Cultures: Religions, Belief systems, philosophies, and ideologies, Science and technology, the arts and architecture

• Theme 3 [T3]: 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

• Theme 4 [T4]: Creation, Expansion, and Interaction of Economic Systems: Agricultural and pastoral production, Trade and commerce, Labor systems, Industrialization, Capitalism and Socialism

• Theme 5 [T5]: Development and Transformation of Social Structures: Gender roles and relations, Family and kinship, Racial and ethnic constructions, Social and economic classes

Historical Thinking Skills Developed and Assessed in this Course: • Crafting Historical Arguments from Historical Evidence

- Historical Argumentation - Appropriate Use of Historical Evidence

• Chronological Reasoning - Historical Causation - Patterns of Continuity and Change Over Time - Periodization

• Comparison and Contextualization • Historical Interpretation and Synthesis

Materials College Level Text: Strayer, Robert W. Ways of the World: A Global History with Sources. Boston: Bedford/ St. Martin’s, 2011. A variety of other reading and resources utilized throughout the course include: • Adas, Michael, Marc J. Gilbert, Peter Stearns, and Stuart B. Schwartz. World Civilizations: The Global Experience.

Upper Saddle River, NJ: Prentice Hall, 2011 • Bentley, Jerry and Herbert Ziegler. Traditions and Encounters: A Global Perspective on the Past. NewYork:

McGraw-Hill. • Bulliet, Richard, Daniel R. Headrick, David Northrup, Lyman L. Johnson, and Pamela Kyle Crossley. The Earth and

Its Peoples: A Global History. Boston: Houghton Mifflin, 2011 • John P. McKay; Bennet D. Hill; John Buckler; Patricia Buckley Ebrey; Roger B. Beck; Clare Haru Crowston; Merry E. Wiesner-Hanks, A History of World Societies, Combined Volume. Boston, MA: Bedford, St. Martins; 9th Ed., 2012

• Spodek, Howard. World’s History. Upper Saddle River, NJ: Prentice Hall, 2011 • World History in Documents: A Comparative Reader edited by Peter N. Stearns, New York: NewYork University

Press; 2008. • The Human Record: Sources of Global History, Volumes I & II, edited by Alfred Andrea and James Overfield,

Boston: Houghton, Mifflin; 7th Ed., 2012 • Documents in World History, Volumes I & II, edited by Stearns, Peter, Stephen S. Gosch, Erwin P. Grieshaber and

Allison Scardino Belzer, Boston: Houghton, Mifflin; 6th Ed., 2012 • Primary Source: Documents in Global History, Volumes I & II, edited by Pearson Education, Upper Saddle River,

NJ: Pearson, 2008 • Taking Sides: Clashing Views on Controversial Issues in World Civilizations, Volumes I, edited by Helen and Joseph

Mitchell, NewYork: McGraw Hill; 2007. • Taking Sides: Clashing Views on Controversial Issues in World Civilizations, Volumes II, edited by Helen and

Joseph Mitchell, NewYork: McGraw Hill; 2010. • Vermeer’s Hat: The Seventeenth Century and the Dawn of the Global World by Timothy Brook; 2008. • Civilizations by Felipe Fernandez-Armesto; 2001. • Near A Thousand Tables by Felipe Fernandez-Armesto; 2002. • A People’s History of the World by Chris Harman; 2008. • A History of the World in 6 Glasses by Tom Standage; 2005. • An Edible History of Humanity by Tom Standage; 2009. • The Wold That Trade Created by Kenneth Pomeranz & Steven Topik; 2006. Scholarly articles • Gerritsen, Anne and Stephen McDowell, Global China: Material Culture and Connections in World History, Journal

of World History, Vol. 23.1, March 2012a • Pierson, Stacey, The Movement of Chinese Ceramics: Appropriation in Global History, Journal of World History,

Vol. 23.1, March 2012 • Gerritsen, Anne and Stephen McDowell, Material Culture and the Other: European Encounters with Chinese

Porcelain, ca. 1650-1800, Journal of World History, Vol. 23.1, March 2012b • Huang, Ellen C., From the Imperial Court to the international Art market: Jingdezhen Porcelain Production as

Global Visual Culture, Journal of World History, Vol. 23.1, March 2012 • Frost, Alan, and Mollie Gillen. Botany Bay: An Imperial Venture of the 1780s. The English Historical Review 100:

395 (Apr. 1985): 309-30. • Gillen, Mollie. The Botany Bay Decision, 1786: Convicts, Not Empire. The English Historical Review 97: 385 (Oct.

1982): 740-66. • Gonner, E. C. K. The Settlement of Australia. The English Historical Review 3: 12 (Oct. 1888): 625-34. Multi-media • Millennium Series, CNN, V. 1,2,3; 1999 • The Story of India, PBS, V. 1,2,3,4,5,5; 2009 • The Silk Road: A Musical Caravan, Smithsonian Folkways; 2002 • The Real Eve, Discovery Channel; 2002 • 21 Issues for the 21st Century, United Nations Environment Programme, 2012,

http://www.unep.org/publications/ebooks/foresightreport/Portals/24175/pdfs/Foresight_Report-21_Issues_for_the_21st_Century.pdf (retrieved 8.10.2012)

• South African Freedom Charter, 1955, http://scnc.ukzn.ac.za/doc/HIST/freedomchart/freedomch.html (retrieved 8.10.2012)

Using the text. For each chapter students will: 1. Read the corresponding chapters in Strayer (2012) focusing on his three contexts that define the course: comparison,

connections and change. 2. Use the chronologic timeline provided as well as charts, maps and graphic representations as a basis for analysis and

comparison of periodization and change over time. 3. Analyze both the textual (Considering the Evidence (CtE) and visual sources (Visual Sources (VS) from the

Documents section of the text in an effort to use the evidence to synthesize information from given artifacts and increase awareness of arts in cultures. Students will chart artistic developments over time. Artifacts will be analyzed for their content as well as SOAPS-Tone analysis of the context, point of view and significance of the artifact.

4. Engage in seminar style discourse about the artifacts (either in class or electronically) in an effort to extend and process historical thinking.

5. Complete a short quiz (modeled on AP style questions) on the chapter content. For each unit students will: 1. Be assessed by a 50 multiple-choice question (modeled on AP style questions) test with a choice of a free response

essay. Thematic organization Students will be engaged to view history thematically using the Five Themes as unifying threads. Students will relate to how each era fits into the “big picture” of history. Students will tie this study to the Themes by using a GRASPED-IT concept map. G – Geography and environmentR – Religion, beliefs, values A – Arts S – Social Developments P – Politics E – Economics D – Demography I – Intellectual developments T – Technology Students will analyze each societal group in terms of these ideas.

Student Blogs Each student will create a blog ‘hosted’ by an artist from different eras. Students will choose their artist, make a biography of the artist presented in the voice of their artist. They will then use this blog to add a series of artifacts and textual sources as well as links, videos or other sources of information. For each period unit students will be given specific items that they will need to investigate and provide artifacts for. Students will then create a series of discussion questions for their artifacts based on the synthesis of Key Concepts and Themes. Students will then engage in discourse to explore the artifacts and significance the items presented. All work submitted will be properly cited. Focus for each era includes: Unit 1: Archeology, Unit 2: Artistry, Unit 3: Political Structures, Unit 4: Economic Exchanges, Unit 5: Industrialization & Imperialism, Unit 6: Science and Technology. Workshops and supports Students will be engaged in a variety of lessons that focus on historical processes that can then be used repeatedly in numerous historical situations. The majority of these workshops will be presented in the first semester and continually practiced throughout the year with differing course content. These include: 1. Essay Writing – Students will write a variety of essays in an effort to develop their writing skills by making arguments that have a thesis supported by relevant historical evidence. These workshops include:

• How to write a thesis statement. • How to write a Comparison (C&C) essay. • How to write a Continuity and Change Over Time (CCOT) essay. • How to write a Document Based Question (DBQ) essay.

2. Historical Thinking – Students will use readings from authors to consider a variety of processes of historical thinking. These workshops include:

• Why study History? This will include creating a personal philosophy for studying world history. • Crafting historical arguments from historical evidence. This will include how to formulate a thesis statement,

how to analyze primary source materials, and how to use a variety of evidence to make an argument. • Multi-disciplinary evidence gathering. This will include looking at a variety of ways that scientists and

researchers inform each others work. We will do an inquiry about the Bantu Migration, Polynesian food exchanges and Mitochondrial DNA as we look at how the evidence was gathered in order for us to know about these historical occurrences.

• Chronological reasoning. This will include how to search for causes and effects, how to look for patterns of continuity and change and how to analyze periodization.

• Comparison and contextualization. This will include how to compare/contrast and contextualize historical developments.

• Historical interpretation and synthesis. This will include how to interpret historical evidence and how to synthesize historical information in order to come to understandings about the past, present and future.

3. Integrating technology – Increasing use of 21st Century Skills is a commitment that is part of our school goals for all grade levels. Toward that end, students will use a variety of electronic strategies that they will be trained on for use in an educational setting. This will include:

• How to tweet a daily thesis statement. • How to create a blog and use it to further artifact retrieval and electronic discourse. • How to do authentic Internet searches and research. • How to analyze sources on the web. • How to use imovie and other web video option including youtube.

Unit 1: Beginnings of History: Technological and Environmental Transformations to c. 600BCE 14 days Key Concepts, Skills

Materials [Themes]

Activities Students will…

KC 1.1 Big Geography and Peopling of the Earth

Strayer p.1-47 [T1, T5] Standage (2005) Mitchell & Mitchell (2007) Issue 1

Create a monumental map of the natural world labeled with land and water features [T1] Analyze change and movement of people over this time period using the monumental maps [T1] Using maps and summer reading respond to prompt: “How does the natural world affect the movement of people?” [T1] View the Discovery Channel’s The Real Eve, engage in electronic discourse about the interaction between people and the environment, effects of both the environment and social constructs on cooperation and conflict in history, historical empathy and change over time, and effects of changing technology on interpreting the past [T1] Read historical interpretations of the past and discuss alternative perspectives: Did Homo Sapiens originate in Africa? [T1] Read Standage (2005), consider and dialogue electronically about how each of the beverages in the book have brought us to where we are now and what we may look to in the future, consider the author’s perspective and how his view affects the choices he makes in historical interpretation [T1, T2, T3, T4, T5] Use a variety of textual and visual sources to explore gender roles in hunter-gatherer groups [T5] GRASP-IT chart: Hunter-gatherers [T2, T3, T4, T5] (CtE): Glimpses of Paleoliyhic Life,

• Marjorie Shostak, Nisa: The Life and Words of an Ancient !Kung Woman,

• Louis A. Allen. Time Before Morning (VS): Aboriginal Rock Painting of Australia

KC 1.2 Neolithic Revolution and Early Agricultural Societies

Strayer p. 48-83 [T1, T2, T4, T5] Standage (2005), (2009) Fernandez-Armesto (2002)

Using excerpts from Standage and Fernandez-Armesto, consider the changes in what and how people ate in this era [T1] GRASP-IT chart: Agricultural/Pastoral people [T2, T3, T4, T5] Analyze artifacts about technological changes during Agricultural Revolution [T2] Write a C&C Essay comparing life before and after Agricultural Revolution [T1, T4] Consider a variety of artifacts to analyze changing trade patterns and labor divisions of this time period [T4] (CtE): Agricultural Village Societies,

• Alfred John Church and William Jackson Brodribb, The Agricola and Germania of Tacitus,

• Jomo Kenyatta, Facing Mount Kenya • Bartolomé de Las Casas, Apologetic History of the

Indies, 1566," in Taino: Pre-Columbian Art and Culture from the Caribbean

(VS): Art & Life in Early Agrarian Era

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

Strayer p. 84-131 [T2, T3, T4, T5] Andrea & Overfield (2012)

GRASP-IT chart: For each of the early civilizations: Mesopotamian, Egyptian, Mohenjo-Daro & Harrapa, Shang China, Olmec, Chavin [T2, T3, T4, T5] Write a C&C essay comparing two of the early civilizations studied [T2, T3, T4, T5] Create and compare a T-Chart of world religions [T2] Analyze sacred texts writings (Rigveda, Bible, Zarathustra) [T2] Research and present (via blogs) a variety of visual and textual artifacts to expand on and enhance the knowledge of topic studies in collected archeological evidence. Including: Mahenjo Daro, Harrapan, Phoenician, Shang, Polynesian, Olmec, Mayan, Anasazi, Moche, Chavin, Summarian, Australian Aboriginal, Catal Huyek, Babolonian, Nok, Bantu, Hellenism, Nubian, Kush, Egyptian civilizations [T1, T2, T3, T4, T5] (CtE): Life and Afterlife in Mesopotamia & Egypt,

• Literature The Epic of Gilgamesh, translated by N.K. Sanders

• Law Code of Hammurabi, translated by L.W. King • Mariam Lichtheim, Ancient Egyptian Literature • E.A. Wallace Budge, Osiris, the Egyptian Religion of

Resurrection (VS): Indus Valley Civilization

Unit 2: The Classical Era: Organization & Reorganization of Human Societies c. 600BCE – c. 600CE 19 days KC 2.1 Religion & Cultural Traditions

Strayer p. 132-323 Work in groups to compare world religions with both written and visual artifacts, share information in a poster gallery walk [T2] Research major figures in classical era for a role play where students compare and contrast classical beliefs and values [T2, T5] (CtE) Societies in Classical Eurasia

• Confucius, The Analects, translated by James Legge (1893)

• The Bhagavad Gita, in Max Mueller, ed., The Sacred Book of the East

• Plato, Apology, translated by Benjamin Jowett, (1891) • Matthew 5-7, (New International Version).

(CtE) Patriarchy & Women in Classical Era • Fu Xuan, "How Sad it is to Be a Woman."

• Nancy Lee Swann, trans., Pan Chao: Foremost Woman Scholar of China

• Psalms of the Sisters, Vol. I, in Psalms of the Early Buddhists

• Livy, "The History of Rome" in Women's Life in Greece and Rome

(VS) Representations of the Buddha (VS) Pompeii as a window to the Roman world (VS) Mayan Art

KC 2.2 Development of States and Empires

Strayer p. 132-323 GRASP-IT charts on early civilizations: Persian, Qin & Han, Maurya & Gupta, Phoenician, Greek, Roman, Mayan and Moche [T2, T3, T4, T5] Compare two cities of the ancient world: Persepolis and Turpan and write a C&C essay about the two [T1, T3] Write response to a DBQ (AP 2007): Analyze Han and Roman attitudes toward technology. Use visual and written artifacts to create a comparison chart of contributing factors to the decline and fall of classical empires [T3, T4] Analyze textual sources about the roads of the Roman Empire and write a poem to reflect the significance of the roads [T2, T3] (CtE) Political Authority in Classical Civilizations

• Benjamin Jowett, Thucydides, translated into English, to which is prefixed an essay on inscriptions and a note on the geography of Thucydides

• Aelius Aristides, The Complete Works • The Complete Works of Han Fei Tzu • The Edicts of King Ashoka, translated by Ven S. Dhamika

(VS) Qin Shihuangdi & Chinese Empire

KC 2.3 Emerging Trans-regional Networks of Communication and Exchange

Strayer p. 132-323 Map major trade routes in this era by looking at where they were, what they traded and how goods are moved [T4] Write a CCOT essay about the trade routes of this era [T1, T4] Research and present (via blogs) a variety of visual and textual artifacts to expand on and enhance the knowledge of topic studies in collected artistic accomplishments. Including: Han, Qin, Maurya, Gupta, Greek, Roman, Mayan, Moche, Persian, Buddhists, Early Christians, Japanese, Olmec, Tiwanakan, Hopewell, Celts, Khmer, Byzantines, Tang, Javaneese civilizations [T1, T2, T3, T4, T5] (CtE) Axum and the world • Wilfred Schoff, The Periplus of Erythraean Sea • J.W. McCrindle, trans. and ed., The Christian Topography

of Cosmas, an Egyptian Monk • Quoted in A.H.M. Jones and Elizabeth Monroe, A History

of Abyssinia

• Thesophanes, Chronolographia, Annus mundi 6064

Unit 3: Age of Accelerating Connections: Regional and Trans-regional Interactions c. 600CE - c. 1450CE 30 days KC 3.1 Expansion and Intensification of Communication and Exchange Networks

Strayer p. 324-617 Listen to music from the Silk Road Project to analyze the continuity and change over time in terms of both music, shared ideas and communication [T2, T3, T4] Add Meso-America and the Andean trade routes as well as track the development of major trading cities to previously created trade map [T4] Analyze a series of visual and textual artifacts to explore the reasons for increased inter-regional trade of luxury goods [T4] GRASP-IT charts for Chinese Byzantine, Caliphates, Mongol, Aztec and Incan societies [T2, T3, T4, T5] Compare relations between China and Korea, Japan and Vietnam by charting similarities and differences [T2, T3, T4, T5] In a jigsaw activity gather then share information about how various religious ideas spread across trade routes [T2, T4] Write response to a DBQ (AP 2004): Analyze the responses to the spread of Buddhism in China. What additional kind of document(s) would you need to evaluate the extent of Buddhism’s appeal in China? [T2] Analyze a variety of visual, textual and graphic artifacts to gauge the impact of the spread of epidemic disease from East Asia through western Europe [T1, T4] (CtE) Travelor’s Tales and Observations

• A Biography of the Triptaka Master of the Greeat Ci'en Monastery of the Great Tang Dynasty, Li Rongxi , translation

• Su-Yu-Ki: Buddhist records of the Western World Samuel Beal, translation

• The Book of Sir Marco Polo the Venetian Concerning the Kingdoms and Marvels of the East

• Ibn Battuta, Travels in Asia and Africa 1325-1354 (CtE) Christianity in Europe & China

• Gregory Bishop of Tours, History of the Franks, translated by Ernest Brehaut

• The Venerable Bede, The Ecclesiastical History of the English Nation

• Willibald, "The Life of Boniface," in The Anglo-Saxon Missionaries in Germany

• Karen Louise Jolly, Popular Religion in Late Saxon England: Elf Charms in Context

• Translations and Reprints from the Original Sources of European History, D.C. Munro, translation

• Martin Palmer, The Jesus Sutras

(CtE) Voices of Islam • Muhammad Asad, The Messenger of the Qur'an • A Reader on Islam, Arthur Jeffery, editor and translation • The Word of Islam, John Alden Williams, translation and

editor • M.M. Sharif, A History of Muslim Philosophy • Kabir Helminski, ed., The Pocket Rumi Reader

(VS) Byzantine Icons (VS) Art, Religion & Cultural Exchange (VS) Islam in Persian Miniature Paintings (VS) Sacred Places of the 15th Century

KC 3.2 Continuity and Innovation of State Forms and Their Interactions

Strayer p. 324-617 Mitchell & Mitchell (2007) Issue 9 CNN Millennium Episode I, II, III, IV

Read historical interpretations of the past and discuss alternative perspectives: Could the Crusades be considered a Christian holy war? [T2, T3]] In a graphic organizer compare and contrast changes between the reconstituted Byzantine Empire and the Chinese Tang Dynasty [T2, T3, T4, T5] View CNN’s Millennium Series (V.1-4) and compare the societies presented in each episode by discussing the similarities, differences, continuities and changes (All KC3 will be considered in each video) [T1, T2, T3, T4, T5] Research and present (via blogs) a variety of visual and textual artifacts to expand on and enhance the knowledge of topic studies in political systems. Including: Abbasid Caliphate, Alexander’s Empire, Tang Dynasty, Ming Dynasty, Mongol Empire, Maurya Empire, Persian Empire, Roman Empire, Songhay Empire, Mamluk sultanate (Dehli), Aztec Empire, Incan Empire, Carolingian Dynasty, Papacy, Byzantine Empire, Germanic Kingdoms, Kievian Russia, Khmer Empire, Ummayad Caliphate of Cordova, Heian Japan, Three Kingdoms of Korea [T1, T2, T3, T4, T5] (CtE) Japanese Civilization

• Nihongi: Chronicles of Japan from the Earliest Times to A.D. 697, W.G. Aston, translation

• William Theodore de Bary et al., Sources of Japanese Tradition in India, China, and Japan

• The Pillow Book of Sei Shonagon, Ivan Morris, translation and editor

• Training the Sumarai Mind, Thomas Cleary, translation and editor

(CtE) Perspectives on the Mongols • Paul Kahn, The Secret History of the Mongols: The

Origin of Chingis Khan • E. Bretschneider, Medieval Researches from Eastern

Asiatic Sources • The Chronicle of Novgorod, Robert Mitchell and Nevill

Forbes, translation • Chinese Civilization:A Sourcebook, Patricia Buckley

Ebrey, editor and translation • The Journey of William of Rubruck..., William W.

Rockhill, editor and translation (CtE) Aztecs and Incas through Spanish Eyes

• Fray Diego Duran, Book of the Gods and Rites and the Ancient Calendar,

• Fray Diego Duran, The History of the Indies of New Spain • The Incas of Pedro de Cieza de Leon, translated by

Harriet de Onis

KC 3.3 Increased Economic Productive Capacity and Its Consequences

Strayer p. 324-617

Working in groups describe, analyze and evaluate the impact of one of forms of labor organization, graphically organize and share findings in a gallery walk [T4] Create comparison chart on forms of coerced labor in western Europe, Japan, Incan Empire, Byzantine Empire and China [T4] Compare Islamic practices to Buddhist, Christian and Neo-Confucianism in terms of changes in gender relation and family structures [T2] Analyze a variety of innovations that stimulated agricultural and industrial production in many regions [T1, T2] Write a C&C essay to compare and contrast trade networks in Afro-Eurasian lands with the American networks [T4] Track the reasons for both the decline and revival of urban areas and write a CCOT essay about findings [T1] (VS) Leisure Life of China’s Elites (VS) Black Death & Religion in Western Europe

Unit 4: Global Interactions: Empires and Encounters c.1450CE – c.1750CE 26 days KC 4.1 Globalizing Networks of Communication and Exchange

Strayer 618-769 Brook (2009) Garritsen & McDowell (2012a), (2012b) Pierson (2012) Huang (2012) Pomeranz & Topik (2006)

Research and present (via blogs) a variety of visual and textual artifacts to expand on and enhance the knowledge of topics studies in trans-oceanic trade. Including: Monsoon winds, Atlantic Slave Trade, Middle Passage, Chinese Treasure ships, Polynesian, Arabic and European ship technology, East India Company, silver as currency, trade resources by region, spread of disease, spread of agricultural goods, plantation system [T1, T2, T3, T4, T5] Analyze textual and visual sources to discuss the increased global trade including new technology & knowledge of the natural world and goods & resources exchanged [T1, T2. T4] Write a cause and effect chart to analyze consequences of increased global trade including the spread and reform of religions [T2, T4] Research and present a piece of art work that shows innovations in the expression of art during this era [T2] Read a selection from Vermeer’s Hat by Timothy Brook. Based on his premise of using Vermeer’s paintings as portals to

understanding global trade, analyze and evaluate paintings and trace the movements of goods depicted in the art and the effects on communication and exchange [T2, T4] Supported by evidenced gathered from previous scholarly reading and vignettes from Pomeranz & Topik, students will consider and make an argument for when the era of world globalization began [T4] Map the movement of people, goods and ideas as a result of the Columbian Exchange [T1, T4] Write a C&C essay (AP 2012): Compare demographic and environmental effects of the Columbian Exchange on the Americas with the Columbian Exchange’s demographic and environmental effects on ONE of the following groups between 1492 and 1750: Africa, Asia, Europe. [T1] Write response to a DBQ (AP 2006): Analyze the social and economic effects of the global flow of silver from mid-16th century to the early 18th century [T4] Read recent scholarship about Chinese porcelains and discuss analyze and evaluate the various lenses through which scholars inform their work (archeological, anthropological, economic, socio-cultural, aesthetic) [T1, T2, T3, T4, T5] (CtE) Voices of the slave trade

• Olaudah Equiano, The Interesting Narrative of the Life of Loauda Equiano, or Gustavus Vassa, the African

• Thomas Phillips, "A Journal of a Voyage Made in the Hannibal of London in 1694"

• Basil Davidson, The African Past • Osei Bonsu, The Slave Trade and the Kingdom of Asante

KC 4.2 New Forms of Social Organization and Modes of Production

Strayer 618-769 Stearns et al (2011)

Graphically compare situations where there was increase in labor demanded in various parts of the world including North and South American plantation systems, indentured servants, Incan mit’a, Indian textile plants, Siberian frontier settlements [T4, T5] Write a CCOT essay: Discuss the changes and continuities in labor systems, both free and un-free, from 1400 to 1900 in two of the following regions: Eastern Europe, Americas, Sub-Saharan Africa, Southwest Asia [T4] Create cause and effect charts of the consequences of increased demand for labor including restructuring a racial, ethnic and gender hierarchies [T4, T5] Use charts, tables, graphics and maps to analyze and evaluate the world wide effect of slavery in this era [T4, T5] Read Stearns et al (p. 452-3) Thinking Historically: Slavery and human society and discuss the controversies that historians and

researchers face in analyzing this topic [T5] (CtE) Cultural change in the early Modern era

• The Table Talk of Martin Luther, William Hazlitt, editor and translation

• Marquis de Condorcet, Sketch of the Progress of Human Mind

• Chinese Civilization: A Sourcebook, Patricia Buckley Ebrey, editor and translation

• J.O'Kinealy, "Translation of an Arabic Pamphlet on the History and Doctrines of the Wahhabis"

• The Poetry of Kabir (VS) Exchange and status in the early Modern world (VS) Global Christianity in the early Modern era

KC 4.3 State Consolidation and Imperial Expansion

Strayer 618-769 Analyze three Mughal manuscript pages, two Chinese prints and one Japanese painting at the Cincinnati Art Museum to gather information about how rulers legitimized and consolidated their power [T2, T3] GRASP-IT Charts for the following empires: Manchus, Ottomans, Mughals, Russians, Portuguese, Spanish, Dutch, French and British [T2, T3, T4, T5] (CtE) State building in the early Modern era

• Jonathan D. Spence, Emperor of China • The Memoirs of the Emperor Jahangir, Major David

Price, translation • Charles Thornton Forester and F.H. Blackburne Daniell,

The Life and Letters of Ogier Ghiselin de Busbecq • Robert Campbell, Louis XIV • Roger R. Mettan, Government and Society in Louis

XIV's France (VS) Conquest of Mexico through Aztec Eyes

Unit 5: Industrialization and Global Integration: European Moment in History c.1750CE – c.1900CE 22 days KC 5.1 Industrialization and Global Integration

Strayer 770-973 Mitchell & Mitchell (2010) Issue 4

Research and present (via blogs) a variety of visual and textual artifacts to expand on and enhance the knowledge of topics studies in industrialization and world-wide imperialism. Including: Scramble for Africa, Opium War, Settlement of Australia and New Zealand, Meiji Restoration, Kin Leopold’s Belgian Congo, History of Hawaii, British Empire, American Imperialism, Social Darwinism, Increased Nationalism, Japanese Imperialism, Utopian Socialism, Capitalism, Marxism, China’s Self-Strengthening Movement, Russian Industrialization c. 19th Century, Public Education [T1, T2, T3, T4, T5] Create a DBQ from their research of 19th century and share and write essays from each others’ work [T1, T2, T3, T4, T5] Read historical interpretations of the past and discuss alternative perspectives: Did the Meiji restoration constitute a revolution in 19th century Japan? [T3]

Comparison chart of industrialization in Russia, Japan and the United States [T2, T4] Analyze the effect the Industrial Revolution of Europe and United States had on other parts of the world particularly Latin America and India [T2, T4, T5]

KC 5.2 Imperialism and Nation-State Formation

Strayer 770-973 (CtE) Voices from the Opium War • "Edict on the Trade with Great Britain," in J.O.P. Brand,

Annalsand Memoirs of the Court of Peking • "Memorial from Heu-Naetse", in Blue Book-

Correspondence Relating to China • “Memorial fromYuan Yu-lin” in P.C. Kuo, A Critical

Study of the First Anglo-Chinese War • Dun J. Lee, ed. China in Transmission, 1517-1911 • Treaty of Nanjing, in Treaties, Conventions etc. between

China and Foreign States (CtE) Indian Responses to empire

• Sir H.M. Elliot, The Human History of India as Told by I3 Its Own Historians

• Rammohun Roy, The English Works of Raja Rammohun Roy

• "The Azamgarh Proclamations”, Dehli Gazette, September 29, 1857

• Dadanjao Naoroji, Essays, Speeches, Addresses, and Writing

• Mohandas Gandhi, Indian Home Rule, 1922 (VS) Art and the Industrial Revolution (VS) Japanese perceptions of the West (VS) The scramble for Africa

KC 5.3 Nationalism, Revolution and Reform

Strayer 770-973 Primary Source (2008) Freedom Charter (http://scnc.ukzn.acza)

Compare maroon societies from Florida, Jamaica and Brazil [T5] Create a comparison chart to review revolutions that took place in America, France, Haiti and Latin America [T2, T3] Role play a “Meet the Press” session featuring Enlightenment thinkers in an effort to explore the political, social and economic ideas set forth during the Enlightenment Era [T2, T3, T4, T5] Analyze how Enlightenment ideals influenced revolutionary causes as shown through documents: American Declaration of Independence, French Declaration of Rights of Man and Citizen, Boliva’s Jamaica Letter and compare these to more recent documents: Universal Declaration of Rights and South African Freedom Charter [T2, T3] (CtE) Claiming rights

• Lynn Hunt, ed., The French Revolution and Human Rights

• Mary Wollstonecraft, A Vindication of the Rights for Woman

• David Bushnell, ed., El Libertador: Writings of Simón Bolìvar

• Frederick Douglas, “What to the slave is the fourth of July?”

• Raden Adjeng Kartini, Letters of a Javanese Princess (CtE) Varieties of European Marxism

• The Communist Manifesto by Karl Marx and Frederick Engels with Related Documents, John E. Towes, editor

• Eduard Bernstein, Evolutionary Socialization • Clara Zetkin, The German Socialist Women's Movement • Eugene Pottier“The Internationale” • V.I. Lenin,What is to be Done?

(VS) Representing the French Revolution

KC 5.4 Global Migration

Strayer 770-973 Frost (1985) Gillen (1982) Gonner (1888)

Analyze the push-pull factors for migration in this era and chart the increased areas migration due to advances in technology [T1, T2] Use a variety of forced migration stories of Native Americans to analyze the consequences of migration [T1, T2] Through reading alternative perspectives on the transport of convicts to Australia, consider the causes and consequences of this migration [T1, T5] Write a C&C essay: Compare and contrast the migration of Native American groups in this era with one of the following other groups: British convicts to Australia, Japanese migrants to South America or Greek and Turks exchanged via the Treaty of Lausanne [T1, T5]

Unit 6: Accelerating Global Change and Realignments: The Most Recent Century c.1900CE – Present 23 days KC 6.1 Science and the Environment

Strayer 976-1187 UNEP (2012)

Using a series of textual, visual and graphic artifacts analyze how new scientific paradigms advances and collaborations necessary for the development of nuclear power and the political fall-out of nuclear proliferation during WWII, the Cold War and Post-Cold War [T1, T2] Conduct a web quest of both the Influenza epidemic of 1918 and the HIV/AIDS pandemic of the late 20th century to track spatial diffusion and compare the effects of both epidemics [T1, T2, T5] Research and present (via blogs) a variety of visual and textual artifacts to expand on and enhance the knowledge of topics studies in science and technology. Including: Theory of relativity, antibiotics, Green Revolution, fossil fuel consumption, the Pill (birth control), airplanes, nuclear energy, weapons, cell phones, computers, television & radio, space flight, automobiles, agricultural mechanization, laser and fibre optics, electrification, the internet, renewable energy sources, one word: plastics, synthetic materials [T1, T2, T3, T4, T5] Read the report 21 issues for the 21st Century from the United Nations Environment Programme, analyze the current and future issues about environmental interaction and how humans’

interaction with the environment has changed over the time span that we have studied this year [T1]

KC 6.2 Global Conflicts and their Consequences

Strayer 976-1187 Mitchell & Mitchell (2010) Issue 17

Read historical interpretations of the past and discuss alternative perspectives: Do the roots of modern terrorism lie in political powerlessness, economic hopelessness and social alienation? [T2, T3, T4, T5] Review conflicts of the 20th Century (as studied in Modern World History class) including World War I, rise of totalitarianism, World War II, Cold War, effects of colonialism and independence movements, genocide, civil rights movements [T3, T5] Present examples of how artists interpreted the World Wars (in major area of arts concentration) [T2, T3] (CtE) Ideologies of the Axis Powers

• Benito Mussolin, The Political and Social Doctrine of Fascism

• Adolf Hitler, Mein Kampf • J.O. Gauntlett, trans., and R.K. Hall, ed. Kokutai No

Hongi (CtE) Debating development in Africa

• African Perspectives on Colonialism • Kwame Nkrumah, Africa Must Unite "The Policy of

Self-Reliance: Excerpts from the Arusha Declaration of February 5, 1967"

• Mildred Malineo Tau, "Women: Critical to African Devlopment"

• George B.N. Ayittey, Africa Betrayed & Africa in Chaos

(VS) Propaganda and critique in WWI (VS) Representing independence

KC 6.3 New Conceptualizations of Global Economy, Society and Culture

Strayer 976-1187 Stearns (2011)

GRASP-IT charts for Communist China and Soviet Union [T1, T2, T3, T4, T5] Read Stearns et al (p. 794-95) Thinking Historically: Human Rights in the 20th Century and discuss the notion of human rights as a contemporary concept and how the idea has evolved over the last century [[T2] Conduct a role play of the Bolivian Cochabamba Water Revolt of 1998-2000 to analyze multiple perspectives of the International Monetary Fund in order to support a stance on whether or not developing nations should accept loans from the IMF [T3, T4] Consider the globalization of popular culture by looking at sports, performing arts and food/beverages (including but not limited to New Zealand rugby, Korean tae kwon do, American baseball, Bollywood dancing, Japanese anime, South African freedom songs, coca cola, soy sauce and corn chips) [T2]

(CtE) Experiencing Stalinism

• Joseph Stalin, "The Resuts of the First Five-Year Plan • Maurice Hindus, Red Bread: Collectivism in a Russian

Village First and Second Selections: Stephen Kotkin, Magnetic Mountain First Selection :Irina Kakhovskaya, "Our Fate" in An End to Silence A. Adu Boahen,

(CtE) Contending for Islam • A Speech Delivered by Ghazi Mustapha Kemal • Robert C. Landon, ed., The Emergence of the Modern

Middle East • Sayings of the Ayatollah Khomeini • Benezir Bhutto, "Politics and the Muslim Woman,"

transcript of audio recording, April 11, 1985. • Selections from Kabir Helminski, "Islam and Human

Values” (VS) Poster art in Mao’s China (VS) Experiencing globalization