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AP World History Syllabus

Page history last edited by PBworks 13 years, 1 month ago

Advanced Placement World History

Syllabus

2007-2008

 

Text and Supplemental Materials:

 

The Earth and Its People: A Global History, Richard W, Bulliet, et al., 3rd Ed. (2005)

 

The Human Record: Sources of Global History Andrea, Alfred and Overfield, James

(2005)

 

A variety of primary and secondary sources will be used throughout the course.

 

Internet searches and digital research will be employed.

 

 

COURSE DESCRIPTION

 

Advanced Placement World History or APWH is a chance to study how our world came

to be the way it is today. The course will cover the global processes, interactions and

developments that have shaped our world from 8000 B.C.E. to the present. The course

is truly global in scope, with Africa, the Americas, Asia and Europe being represented.

 

This course will develop greater understanding of the evolution of global processes and

contacts, in interaction with different types of human societies. This understanding is

advanced through a combination of factual knowledge and appropriate analytical skills.

The course highlights the nature of changes in the international frameworks and their

causes and consequences, as well as comparisons among major societies. The course

builds on an understanding of cultural, institutions, and technical precedents that, along

with geography, sets the human stage.

 

APWH uses a variety of analytical skills, interpretation of written material, logical

arguments and analysis. Special attention will be given to the APWH Habits of Mind

listed below.

 

APWH offers motivated students an opportunity to immerse themselves in the study

of global history. This course is taught at a college level and will require a great deal

more homework than the average high school course (15 to 20 pages of reading per

class meeting and extensive writing assignments), all in preparation for the APWH

exam (Thursday May 15, 2008 at 8:00 a.m.).

 

The skills students learn as AP students will be beneficial throughout their academic

and professional careers. Students enrolled in AP courses are expected to attend class

regularly, complete all assignments prior to class, bring all materials to class, actively

participate in class discussions and group work, and seek help when it is needed.

 

COURSE THEMES

 

AP World History highlights six overarching themes that should receive approximately

equal attention throughout the course:

 

1. Patterns and impacts of interaction among major societies: trade, war, diplomacy and

international organizations;

2. The relationship of change and continuity across the world history peri¬ods covered in

this course;

3. Impact of technology and demography on people and the environment (population

growth and decline, disease, manufacturing, migrations, agriculture, and weaponry);

4. Systems of social structure and gender structure (comparing major features within and

among societies and assessing change);

5. Cultural and intellectual developments and interactions among and within societies;

6. Changes in functions and structures of states and in attitudes toward states and political

identities (political culture), including the emer¬gence of the nation-state (types of political

organizations).

 

Habits of the Mind

 

In AP World History, students will demonstrate the following skills:

1. Constructing and evaluation arguments: using evidence to make plausible arguments.

2. Using documents and other primary data: developing the skills necessary to analyze

point of view, context, and bias, and to understand and interpret information.

3. The ability to assess issues of change over time.

4. Enhancing the capacity to handle diversity of interpretations through analysis of context,

bias, and frame of reference.

5. Seeing global patterns over time and space while also acquiring the ability to connect

local developments to global ones and to move through levels of generalizations from the

global to the particular.

6. The ability to compare within and among societies, including comparing societies’

reactions to global processes.

7. The ability to assess claims of universal standards yet remaining aware of human

commonalities and differences; putting culturally diverse ideas and values in historical

context, not suspending judgment but developing understanding.

 

Organization of Course Activities

 

Within each unit, students will analyze both text and visual primary sources. This analysis

will help students directly with the tasks required for the Document-Based Questions (DBQ)

essay. Students will develop analytical skills by practicing with these sources. Students

will develop thesis statements that fully address the question asked, take a position in

answering the question, and provide organizational categories to support their position.

Students will develop the ability to make plausible arguments as well as identify point of

view, context, and bias in these sources.

 

 

    Throughout the year, students will work on developing writing skills by practicing with

Comparative and Change Over Time essays. The Comparative AP Essay will require students

to analytically determine similarities and differences over periods of time. Students will work

to make direct analysis statements relating why a similarity or difference exist. Students will

also be engaged in consistent thesis statement construction throughout the course. The

Change Over Time Essay will require students to analyze changes and continuities across the

five AP time periods. Students will also utilize technology and digital story telling using Power Point, Moviemaker and other software programs to integrate technology into the AP World History lessons an project development and presentations.

 

General Instructions for Unit Assignments and Assessments

 

Annotated Timeline Assignments

Students will use one of the six AP World themes and ten events for the time period assigned

that show the largest changes related to that theme for the time period and place each event

of the timeline. The annotations go below the timeline and explain why each event was

significant to world history. At the very bottom of the page, write a thesis statement about

how the changes in the “theme” in this time period show continuity and change over time.

 

Thematic Charts

Students are to take the six AP World themes and apply them to geographical, religious,

political, social, cultural, economic, philosophical systems, technology, and gender aspects

of each content unit.

 

Study Card Assignments

For every chapter/unit students will be responsible for completing note cards for the terms

found at the end of the chapters. Students are to answer who, what, when, and why that

term is significant; this information can be found several places. It is imperative that

students read the text in order to get the most information possible.

 

Cornell Notes

Throughout the popular student manuals on study skills, the Cornell Note-taking System is

commonly suggested for students who want to improve the organization of their notes. I

strongly recommend that students use this format – although if a student has already

developed an effective note taking method that will be acceptable.

 

One of the keys to the system is that Cornell notes make use of existing strengths as a note-

taker so that learning the system requires a minimum of preparation and adjustment. First,

divide the page into two vertical columns prior to the note-taking session; one is a third of

the page wide (the key word or review column), the other two thirds (the notes column).

The notes the student would regularly take are written down in the notes column and that

headings are underlined, main ideas are indented slightly under the headings, and details

which elaborate on the main ideas are indented further under the main ideas -- good

suggestions for structuring your notes even if you don't use the Cornell style.

  

    Secondly, fill the review column with key words, phrases and questions. The idea is

complete the narrower column after the note-taking session. The words and phrases placed

here are meant to represent key points of a lecture or reading. The questions entered either

serve to help clarify unclear ideas or to elaborate on the notes by connecting ideas together.

Contents of the key word column become study notes and can be used to practice recall of

the material. Simply cover up the notes column of the page and use the keys in the key word

column to trigger memory. If a student has difficulty recalling the information successfully

at first, and need a tip, simply look over at the detailed information in the notes column.

 

Generic Instructions for Video Critiques

(Videos will include but are not limited to The World in Transition Series published by the Southern Center for International Studies.)

• Write a full paragraph that includes:

• A topic sentence about the point of view (bias) of the video producer

• An explanation of examples from the film that show the point of view (bias) of the

 

video producer

• Concluding sentence about how well the producers point of view (bias) is achieved

 

Generic Instructions for Socratic Seminars (see units for Socratic Topics)

• Understand the question or questions for the seminar

• Read the primary and secondary sources / assignment

• Take notes from the sources to help answer the questions

• Seek additional sources (internet, newspaper, magazines)

• Make notes about each of the following:

o Information in the sources

o Validity of evidence used by the authors (include point of view)

o Strength of the argument (thesis)

• Be an active participant in the seminar

o Respond to a question asked by someone else

o Respond to a comment made by someone else

• Ask at least one question about each of the following:

o Information in the sources (i.e. vocabulary)

o Validity of evidence used by the author(s)

o The strength of the argument (thesis)

o Connections to other periods of regions

 

Assessment / Writing

• At the conclusion of each unit, students will write an AP-style essay (either a DBQ, Change over Time or Comparative Essay). Students will be evaluated based on the 9 point AP World History rubric for the appropriate essay.

 

Assessment / Multiple Choice Test

• At the conclusion of each unit, students will take an AP-style Multiple Choice Test.

 

 

Grading Policy, Procedures, and Make-Up Work:

At the beginning of each unit, students will receive an assignment log. This log will detail

all reading and writing assignments for the unit. The assignment log will also include dates

for quizzes, seminars, notebook checks and tests. Students are expected to stay on track with the

assignment log – even if they miss class.

 

If a student is absent they are expected to turn in assignments within 2 days of their return –

otherwise it is considered LATE. Late work will be accepted, but points will be deducted

from the grade (10% deduction per day). Quizzes or tests missed due to an absence must

be made up before or after school. The deadline for quiz/test make up is one week from

the return date of the student.

 

Each student is required to maintain a notebook for this course. This notebook will be

brought to class everyday. The notebook will be organized by unit and will include all

notes, writing assignments and handouts for the unit. Students will find that this notebook

will be a valuable study tool as the AP exam approaches.

 

Quarter grades will be based on how many points the student earns for quizzes, seminars,

notebook checks, tests, assignments and class participation. The grading scale is as follows:

90-100 = A, 80-89 = B, 70-79 = C, 60-69 = D, and 59 or below = F.

 

Grade Recovery Policy:

The Duval School District grade recovery guidelines are, as follows: Any student

receiving a D or an F in a course for a quarterly grade may attempt grade recovery, regardless of absences. Participation in the grade recovery process does not guarantee

a grade change. If all requirements are successfully completed by the due date(s), an “F”

may be changed to a “D” and a “D” may be changed to a “C.” The grade recovery process

is made up of two requirements: satisfactorily completing any work not successfully

completed during the quarter or not submitted during the quarter, and performing satisfactorily

on a comprehensive AP style exam. Any written assignment that previously received a grade

less than “C” must be submitted. The teacher will provide a list of written assignments

that must be completed. These written assignments must be submitted prior to the

administration of the comprehensive AP exam, the administration of which will take place

 

after school on a date determined by county deadlines. Because the exam includes a

complete multiple-choice section, a Document Based Question and two essays, the exam

will take three (3) hours to complete. Come prepared with pencils, pens, and plenty of

paper. No other previous tests may be retaken for the purposes of the grade recovery

process because the AP exam will suffice as a substitute for any and all previously taken

tests. In order for your grade to be “recovered,” the following must occur: (1) All of the

required written assignments must receive a satisfactory grade (“C”) or higher; (2) Your

score on the comprehensive AP exam must be one letter grade higher than your original

quarter grade: you must receive at least a “D” if your original grade was an “F” and you

must receive at least a “C” if your original grade was a “D.”

 

 

 

Tips:

This will be a challenging class; it is recommended that students form a study group for

tests and other large assignments. Study groups can meet in person at school (the instructor

will make their classroom available after school), in person off campus, on-line, or via phone.

Students must understand however that certain assignments are meant to be completed on their

own. Copying (plagiarism) is unacceptable and will result in a Discipline Referral

as well as zero for the assignment. When in doubt – consult the instructor.

 

Unit Themes

Unit Number Unit Theme Time Period

 

Unit One: Emergence of Human Communities 8000 BCE-500 BCE

Unit Two: Formation of New Cultural Communities 1000 BCE- 600 CE

Unit Three: Competition Among Cultural Communities 600-1200

Unit Four: Interregional Patterns of Culture and Contact 1200- 1550

Unit Five: The Global Encompassed 1500-1750

Unit Six: Revolutions Reshape the World 1750-1870

Unit Seven: Global Diversity and Dominance 1850-1946

Unit Eight: Perils and Promise of a Global Community 1945 to the Present

 

 

Unit One

Standards:

 

For nature, humans, and history until 3500 BCE, students will be able to

1. Describe the development and significance of the relationship between hominids and

their changing environment and be able to identify the three distinctive traits of human

beings;

2. Describing the ways in which early humans adapted to different environments and to

differentiate between hunter-gather and food-producing economies;

3. Analyze the environmental causes and effects of the transition from the hunter-gather

to food producing economies; and

4. Describe the relationship between the development of different economies (hunter-

gatherer, agricultural, and pastoral) and their different social and cultural characteristics.

For the first River Valley Civilizations, 3500-1500 BCE, students will be able to:

1. Describe how the earliest civilizations developed in challenging environments

2. Describe the relationship between the organization of labor resources in early civilization

and their social and political structures.

3. Assess the impact of new technologies on the social development of early civilizations;

4. Describe and analyze the development of social and political institutions and beliefs

and the natural environment.

 

 

 

 

 

 

 

For Civilizations in the Eastern and Western Hemispheres, 2000-250 BCE, students

will be able to

1. Describe the responses of the people of early China, Nubia, Celtic Europe, and Central

 

America to the challenges of their environments.

2. Describe and compare the basis of power, status, and wealth in each of the societies

 

listed above.

3. Assess the influence of older cultural centers on the development of Nubian and Celtic

 

society,

4. Analyze change over time in China, Nubia, Celtic Europe, and Central America, in terms

 

of the significance of their varying environments, the roles of bronze, horses, and

chariots, and the phenomenon of interdependence.

 

For the Mediterranean and Middle Eastern Civilizations, 2000-500 BCE, students

will be able to:

1. Describe and analyze the environmental, technological, political, and cultural factors that

led societies in the Mediterranean and Middle East to develop their distinctive institutions

and values;

2. Identify the geographical locations and the fundamental characteristics and historical

development of these societies and understand the role of migrations in their development;

3. Compare the structure and the goals and analyze the wider influence of the Assyrian

and Carthaginian empires

4. Describe why some of these societies were destroyed or assimilated, while other survived

 

Socratic Seminar Topic: What characteristics are critical for a society to become a civilization?

 

Unit Two

Standards:

 

For Greece and Iran, 1000 – 30 B.C.E., students will be able to:

1. Describe the historical development and the economic basis of the Persian Empire and

analyze the religious and political justifications for kingship and the mechanisms that the

Persians developed for successful administration of their extensive and diverse empire;

2. List the geographical, economic, and technological bases and the social structure of

Archaic and classical Greek civilization, and be able to analyze the causes of the political

evolution that led to the polis and democracy;

3. Describe the causes and effects of the struggle between Persia and Greece;

4. Analyze the significance and both the short- and long-term influence of Persian and

Greek culture in the Mediterranean and western Asian worlds.

 

For the Age of Empires: Rome and Han China, 753 B.C.E.- 330 C.E., students will

be able to:

1. Analyze the causes of the rise, the stability, and the decline of the Roman and Han

empires in terms of their respective geographical locations, natural resources, economic

base, administrative structures, and ideological systems;

2. Describe and analyze the political evolution of the Roman state from the Republic

to the principate, paying particular attention to how change was related to the growth of

empire and questions of land ownership;

3. Describe the development of Christianity and to explain how it became the dominant

religion of the Roman Empire;

4. Explain the institution of emperorship and the respective roles of the gentry, the small

landholders, peasants, and nomads in the history of Han China.

 

 

For India and Southeast Asia, 1500 B.C.E. - 1025 C.E., students will be able to:

1. Describe the historical forces that led to the complex society of ancient India;

2. Describe and analyze the development and distinctive features of Indian religion, as

well as the influence of Indian religion on South Asian culture;

3. Compare and contrast the process that led to the creation of the Mauryan and Gupta

Empires;

4. Describe the importance of location, trade, and Indian cultural influence on the rise

and fall of Southeast Asian maritime states.

 

For Networks of Communication and Exchange, 300 B.C.E. - 1100 C.E., students

will be able to:

1. Identify the locations and to describe the participants and the major trade goods of the

Silk Road, the Indian Ocean, and the trans-Saharan trade routes;

2. Define the term "Africanity" and explain the development of "Africanity" in terms of

the Bantu migrations;

3. Analyze the relationship between environment, transportation technology, and trade

along the Silk Road, Indian Ocean, and trans-Saharan trade routes; and

4. Discuss the causes and the patterns of the spread of Buddhism and Christianity.

 

Socratic Seminar Topic: How does religion influence government?

 

Unit Three

Standards:

 

For the Sasanid Empire and the Rise of Islam 200 – 1200, students will be able to:

1. Describe how Byzantine, and especially Sasanid, imperial institutions laid the

foundations for the Islamic state;

2. Describe the story of the life of Muhammad and the development of the religion of

Islam, the umma, and describe and analyze the three branches of Islam (Sunni, Shiite,

and Kharijite);

3. Identify and analyze the rise and the decline of the Umayyad and the Abbasid

Caliphates;

4. Describe the characteristics of Islamic civilization including the Shari' a, the role of

cities in Islam, intellectual life, and the roles of women and slaves.

 

For the Emergence of Christian Europe, 300 - 1200, students will be able to

1. Describe the political and economic development of Western Europe during the

medieval period and be able to undertake a critical analysis of the term "feudalism;"

2. Describe the development and the significance of Roman Catholic dogma, the

hierarchical system of the Roman church, and the monastic movement;

3. Describe and compare the medieval Western society, politics, culture, and religion

with those of the Byzantine Empire;

4. Describe and compare the respective roles of the Varangians, Vladimir I, and the

Byzantine Empire in the rise of the Kievan state;

5. Describe the possible causes of the European recovery of 1000-1200;

6. Describe the causes of the Crusades and explain their consequences in Europe and

the Middle East.

 

 

 

 

 

 

For Inner and Eastern Asia, 400 – 1200. students will be able to:

1. Describe the role of Buddhism and its relationship to the Tang state and the reasons for

and results of the backlash against Buddhism in the late Tang and Song periods.

2. Describe and analyze the history and the significance of the relationships between China

and its neighbors, including Central Asia, Korea, Japan, and Vietnam.

3. Compare and contrast of the different roles of Buddhism in China, Tibet, Korea, and

Japan.

4. Describe the nature and significance of technological innovation in the Song Empire.

 

For Peoples of the Americas, 200 – 1500, students will be able to:

1. Describe the ways in which the environment affected the development of the economies,

politics, and culture of the various parts of the Americas;

2. List and describe the essential features of the classic-era and post-classic civilizations

of Mesoamerica;

3. Describe and compare the locations and characteristics of the Anasazi, Adena,

Hopewell, and the Mississippian cultures;

4. Describe and compare the development of Mesoamerican and Andean civilizations,

particularly the Aztec and the Incan empires.

 

Socratic Seminar Topic: How do the rights of women vary from society to society?

 

Unit Four

Standards:

 

For Mongol Eurasia and its Aftermath, 1200 – 1500, students will able to:

1. Describe and analyze the factors that account for the magnitude and speed of the Mongol

conquests;

2. Describe the benefits that resulted from the integration of Eurasia in the Mongol Empire;

3. Compare and contrast the effects of Mongol rule on Russia and the lands of Islam with

the effects on East Asia;

4. Identify points of continuity and discontinuity in the transition from Mongol to Ming

rule of China.

 

For Tropical Africa and Asia, 1200 - 1500, students will be able to:

1. Identify the location and fundamental environmental characteristics of the tropics and

their environmental zones, including arid areas, rain forests, river valleys, savannas,

plateaus, and mountainous regions, and explain how people made their livings in these

various environmental zones;

2. Identify and compare the two Islamic empires of Mali and the Delhi Sultanate;

3. Describe the Indian Ocean trade and to identify the roles played in that trade by the

Swahili city-states, Aden, Gujarat and the Malabar Coast, and Malacca;

4. Describe using concrete examples of the ways in which trade and the spread of Islam

changed the societies and cultures of places connected to each other through the trans¬-

Saharan and Indian Ocean trade networks.

 

 

 

 

 

 

For The Latin West, 1200 - 1500, students will be able to:

1. Analyze the causes and consequences of Europe's fourteenth-century demographic

disaster;

2. Describe the significance in world history of technological development and

urbanization in the Latin West in the later Middle Ages;

3. Analyze the ways in which the intellectual developments of the later Middle Ages

reflected Westerners' views of themselves and of their relationship to the past;

4. Describe the ways in which the Hundred Years War and the emergence of the "new

monarchies" laid the foundations for the modern European state system.

 

For The Maritime Revolution, to 1550, students will be able to:

1. Compare the routes, motives, and sailing technologies of those people who undertook

global maritime expansion before 1450 to the routes, motives, and sailing technologies

of the Portuguese and Spanish explorers of 1400-1550;

2. Describe the environmental, technological, economic and political factors that inspired

Portugal and Spain to undertake voyages of exploration;

3. List the reasons for the various different reactions of African and Asian peoples to the

Portuguese trading empire;

4. Describe and analyze the reasons the Spanish were to conquer a territorial empire in

the Americas

 

Socratic Seminar Topic: What are the positive and negative effects of conquest on a society?

 

Unit Five

Standards:

 

For The Diversity of American Colonial Societies, 1530 - 1770, students will be able to:

1. Describe, using concrete examples, the ways in which the exchange of peoples,

plants, animals, and diseases led to environmental, cultural and economic changes in the

Old World (Europe, Asia, and Africa) and particularly in the New World;

2. Describe and compare the economies and labor systems of the Portuguese, Spanish,

French, and English colonies;

3. Explain the causes and long-term implications of the different social structures and

political institutions of the Spanish and the English colonies; and

4. Describe the ways in which eighteenth century economic growth and political reform

in the Spanish, Portuguese, and English colonies undermined relations between the

colonial powers and their American colonists.

 

For The Atlantic System and Africa, 1550 - 1800, students will be able to:

1. Describe and give concrete illustrations of the effects of the Atlantic system on African,

European, and American societies and their environments;

2. Describe the relationship between the spread of sugar plantations and the growth of the

slave trade;

3. Compare and contrast capitalism and mercantilism and explain their roles in the

development of the Atlantic system;

4. Compare and account for the different roles and influence of the West and Islam in

sub-Saharan Africa between 1550 and 1800.

 

 

 

For Southwest Asia and the Indian Ocean, 1500 - 1750, students will be able to:

1. Describe and analyze how the Ottomans built and administered their territorial empire;

2. Describe the rise of the Safavids and the role of Shi'ite Islam in the development of

Iranian identity under the Safavids;

3. Analyze the construction of the Mughal Empire in India and the relations between

Islam, Hinduism, and Sikhism;

4. Describe the internal and external factors that led to the decline of the Ottoman and

Mughal Empires and to the fall of the Safavids; and

5. Describe and analyze the roles of the Portuguese, Oman, and the Dutch in the

development of trade in the Indian Ocean and Southeast Asia.

 

For Northern Eurasia, 1500 - 1800, students will be able to

1. Compare the roles of the Jesuits and the East India Companies in the development

of cultural exchange and trade between Europe and Eastern Eurasia;

2. Use the concept of "land-based empires" to analyze the territorial expansion, the

economic and political structures, and the foreign relations of the Russian and Qing empires;

3. Describe the causes and symptoms of the decline of the Qing state in the eighteenth century;

4. Describe the Tokugawa political system and explain why and how the decentralized

political structure contributed simultaneously to economic growth and to the weakening

of the Tokugawa state.

 

Socratic Seminar Topic: What accounts for the relative rise of the West?

 

 

Unit Six

Standards:

 

For Revolutionary Changes in the Atlantic World, 1750 - 1850, students will be able to:

1. Describe the economic and ideological causes of the French and the Haitian Revolutions;

2. Describe and compare the course of the French and Haitian revolutions and analyze the

reasons for and significance of the different outcomes of these two revolutions;

3. Understand the successes and the shortcomings of the conservative reaction to the French

Revolution as seen in the actions of the Congress of Vienna and the Holy Alliance; and,

4. Describe the causes and results of agitation for the extension of democratic rights and

national self-determination in Europe in the nineteenth century up to 1870.

 

For The Early Industrial Revolution, 1760 - 1851, students will be able to:

1. Describe and analyze the causes of the Industrial Revolution in England and Europe;

2. Describe the technological innovations that spurred industrialization;

3. Describe the social, economic, and environmental impact of the Industrial Revolution

and to make connections between the impact of the Industrial Revolution and the

ideological and political responses;

4. Analyze the relationship between the industrialized world and the non-industrialized

world as demonstrated in the cases of Russia, Egypt, and India.

 

 

 

 

 

 

For Nation Building and Economic Transformation in the Americas, 1800 - 1890,

students will be able to:

1. Describe the causes and the processes by which the Latin American states gained

independence;

2. Compare the political challenges faced by Latin American and English-speaking North

American nations in the nineteenth century;

3. Explain and give concrete examples of how abolitionism, the movement for women's

rights, and immigration changed the nations of the Western Hemisphere;

4. Describe the relationship between industrialization, new technologies, economic

growth, and the environment in the Western Hemisphere.

 

For Africa, India, and the New British Empire, 1750¬ - 1870, students will be able to:

1. Describe the development of new states and secondary empires in Africa and

understand the relationship between these new states and secondary empires and the role

of Europeans in the decline of the slave trade and the rise of the "legitimate trade" from

1750 to 1870;

2. Describe the development of British rule in India, the contradictory policies (social

reform vs. support of tradition) of the Raj, and the significance of the Sepoy Rebellion;

3. Explain the roles of technological change and market demand in the development of

the "New British Empire;"

4. Describe and give concrete examples of the ways in which African, Asian, and Pacific

peoples demonstrated the continued vitality of local cultures during this period.

 

For Land Empires in the Age of Imperialism, 1800¬ - 1870, students will be able to:

1. Describe and to analyze the reasons for and the results of reform in the Ottoman Empire;

2. Describe the external and internal challenges that weakened the Qing Empire in the

nineteenth century;

3. Describe how the Russian Empire maintained its status as both a European Power and

a Great Asian land empire;

4. Compare and offer explanations for the differences and similarities between the

Ottoman, the Qing, and the Russian Empires in the nineteenth century.

 

Socratic Seminar Topic: How are industrialization and revolution linked?

 

Unit Seven

Standards:

 

For The New Power Balance, 1850 - 1900, students will be able to:

1. Describe the development of new technologies and the world economy from 1850 to

1900 and make connections between these developments and social change in the

industrialized nations;

2. Understand the concept of nationalism and be able to give concrete examples of the

development and uses of nationalism in Europe;

3. Describe the roles and weaknesses of the major nations of Europe from 1850 to 1900;

4. Describe the emergence of Japan as a great power and be able to compare this newly

emerging power with the European powers and with China.

 

 

 

 

For The New Imperialism, 1869 - 1914, students will be able to:

1. Describe the concepts of "New Imperialism" and "colonialism" and be able to analyze

them in terms of motives, their methods, and their place in the development of the world

economy and the global environment;

2. Describe the "Scramble for Africa" and be able to use concrete examples to illustrate

the process of colonization and reactions to colonization in Africa;

3. Explain the process by which Central and Southeast Asia and the Pacific islands were

brought under the domination of the great powers;

4. Describe and analyze the causes and significance of free-trade imperialism in Latin

America.

 

For The Crisis of the Imperial Order, 1900 - 1929, students will be able to:

1. Describe and compare the origins, conduct, and social and political effects of the

First World War in Europe, Africa, Asia, and the United States;

2. Describe and analyze the causes and significance of the Russian Revolutions and Lenin's

policies in the Soviet Union;

3. Compare the histories of Japan and China from 1900 to 1929 and be able to offer

explanations for the differences in the destinies of these two nations;

4. Describe and assess the significance of the ways in which the First World War and the

Mandate System affected Turkey and the Middle East;

5. Explain the ways in which the First World War, economic growth, technological change,

and scientific advances led to social and cultural change in Western Europe and North

America from 1918 to 1929.

 

For The Collapse of the Old Order, 1929 - 1949, students will be able to:

1. Describe the Stalinist Revolution and be able to describe Stalin's strategy for achieving

rapid industrialization;

2. Analyze the causes and consequences of the Depression and relate them to the rise of

fascism in Italy and Germany;

3. Describe and evaluate the causes and the consequences of the Second World War in

Europe and in the Asia¬-Pacific theater;

4. Describe and explain the significance of changes in the character of warfare in the

Second World War.

 

Socratic Seminar Topic: What was the effect of World War I on European colonies?

 

Unit Eight

Standards:

 

For Independence of Africa, India, and Latin America, 1900 - 1949, students will be

able to:

1. Describe the effects of colonial rule on Africa between 1900 and 1949 and to analyze

the relationship between the effects of colonial rule, the World Wars, and the Depression,

and the beginnings of the independence movement in Africa;

2. Describe and analyze the development of the Indian Independence Movement from

1905 to 1947 and the roles of Mohandas Gandhi and of Muhammad Ali Jinnah;

3. List the broad outlines of the Mexican Revolution and the economic policies of the

Lazaro Cardenas;

4. Describe the economic and political evolution of Argentina and Brazil from 1900 to

1949, and to compare these two countries to Mexico.

 

For The Cold War and Decolonization, 1945 - 1975, students will be able to:

1. Describe and evaluate the causes of the Cold War and its political and environmental

consequences for Europe, Asia, Africa, Latin America, and the two superpowers;

2. Describe the process of decolonization and be able to illustrate the variations in that

process by reference to concrete examples;

3. Describe challenges of nation building and be able to compare the problems and the

nation¬-building strategies of particular developing countries;

4. Describe and analyze the reasons for the various ways in which the Third World states,

China, Japan, and the Middle East were both affected by, and took advantage of, the Cold

War.

 

For the Dawn of the Post-Cold War World, 1975 - 1991, students will be able to

1. Describe the dynamics of Latin American, Middle Eastern, and Asian political and

economic development from about 1975 through the 1990s;

2. Describe and analyze the reasons for and significance of the collapse of the bipolar

system;

3. Describe the significance of demographic trends in the developed and the developing

worlds in the latter half of the twentieth century;

4. Describe and analyze the relationships between technological development, global

trade, global and regional inequality, and environmental degradation in the latter half

of the twentieth century.

 

For Globalization at the Turn of the Millennium, students will be able to:

1. Describe the main benefits and dangers of growing political, economic, and cultural

integration;

2. Describe the role of religious beliefs and secular ideologies in the contemporary world;

3. Describe and analyze ways in which technology has contributed to the process of global

interaction.

 

Socratic Seminar Topic: How are cities in Asia, Africa and Latin America different from those in the West?

 

 

*Instructional Technology Integration: As the instructor I will integrate the use of Gaggle.net email and document sharing, wiki sites and Google docs as well as extensive digital storytelling and internet research in communicating the ideas and expectations for my class.

 

*Students will compile an academic portfolio with all work, it will be housed in the classroom and used for review and test preparation as well as on going assessment by the instructor.

 

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