Advanced Placement World HistorySyllabus 2012-2013

Course goals: Students will be able to identify, discuss, and write intelligently about major global historical developments from 8000 B.C.E. to the present. Students will develop their ability to interpret primary and secondary sources, compare civilizations, and use geographic and statistical data to draw conclusions about the causes and effects of historical events.

Course overview: Continuity and change are addressed throughout the course. The course presents World History using five themes that encompass developments in Africa, the Americas, Asia, and Europe:

1. Interaction between humans and the environment 2. Development and interaction of cultures 3. State-building, expansion, and conflict 4. Creation, expansion, and interaction of economic systems 5. Development and transformation of social structures

Class Text: Bentley, Jerry H. and Herbert F. Ziegler. 2008. Traditions and Encounters: A Global Perspective on the Past, 4/e. McGraw-Hill.

Other class resources for use in analyzing and interpreting historical scholarship:Secondary: Interpreting historical scholarship

J. H. Bentley. 1996. “Cross-Cultural Interactions and Periodization in World History,” American Historical Review.

Basil Davidson. 1961. “The African Slave Trade.” Pp. 53-92. Cheyette, Fredric L. 2008. “The Disappearance of the Ancient Landscape and the

Climactic Anomaly of the Early Middle Ages: A Question to be Pursued,” Early Medieval Europe. 16(2) 127-165.

Francis Fukuyama “The End of History, “ 1989 The National Interest and various authors “Responses to the End of History.”

Steven D. Levitt and Stephen J. Dubner. 2009 Super Freakonomics. Chapter 1. Christopher Browning “Ordinary Men,” Robert Jay Lifton “The Nazi Doctors,”

Daniel Goldhagen “Hitler’s Willing Executioners” in The Holocaust: Second Edition edited by Daniel Niewyk.

Peter Stearns. 1998. “Why Study History,” American Historical Association website. http://www.historians.org/pubs/free/WhyStudyHistory.htm

Articles from the Economist

Primary: Analyzing primary sources Choices resources (includes various primary sources) edited by Susan Graseck

(Director) Choices for the 21st Century Education Program: o 2007. “Colonialism in the Congo: Conquest, Conflict, and Commerce.” o 2009. “The French Revolution.” o 2009. “Indian Independence and the Question of Pakistan.” o 2007 “The United Nations: Challenges and Change.”

Excerpts, drawings, and graphs regarding the distribution of plague found at http://edsitement.neh.gov/lesson-plan/path-black-death#sect-thelesson

Artwork from the Renaissance Bazaar, prepared by Dar al-Islam Institute. Piracy sources drawn from the Treaty of Westphalia, Daniel Defoe “An Abstract

of Civil Law,” Letter of Marque 1799, Modern Pirate picture, Pirates Celebrating picture, and Bartholomew Roberts picture.

Additional primary sources http://highered.mcgrawhill.com/sites/0073406937/student_view0/psi_online__students.htmlWritten

o Eyewitness to Genocideo Babylonian Prayerso Zarathustra on Good and

Evilo Laozi on Daoo Confucius on

Governmento The Ten Commandmentso Faxian on Buddhist

Kingdomso Jesus’ Moral and Ethical

Teachingso Rig Veda on Casteso Life on an Early

Medieval Manoro Trade in Southern Indiao Business Practices in

Tang Chinao Wealth of Constantinopleo Islamic Conquest of

Spaino Urban II at Clermonto Account of Richard Io Summons to Crusadeo Corpus Juriso Magna Cartao Oaths of Fidelityo Diaz on the Aztecso Ibn Battuta in Chinao Women in Ottoman

Societyo Learning for Womeno Education for Womeno Women in West Africao Slave Codes

o Olaudah Equianoo English Bill of Rightso Political Moralityo Social Contracto Smith on Capitalismo Iron Law of Wageso The Steam Loomo Defense of the Factory

Systemo Industrial Manchestero Organization of Labouro Communist Manifestoo Ordering the Delivery of

Opiumo Description of the Sepoy

Uprisingo Letter to General Gordono Treaty of Kanagawao Moshweshewe to Lord

Grey o The White Man’s Burdeno Besieged in Peking

Mapso Mesopotamian Empireso Spread of Humans

Globallyo Achaemenid and Seleucid

Empireso Mauryan and Gupta

Empireso China Under the Qin

Dynastyo Expansion of the Roman

Empire mapo Bubonic plague

o Expansion of the Roman Empire

Pictureso Book of the Dead

Computers and Internet access are essential to the successful completion of the course. You will be required to set up and Edmodo.com account.

Grading: We will use a traditional grade structure for assigning class grades.Measurement (60% of total)

- Approximately half of measurement is: 5 major multiple-choice exams: each unit concludes with an

approximately 70 question, multiple-choice exam modeled on the AP exam format. Questions for these exams are mostly drawn from the chapter and topic quizzes at random.

- Another half of measurement is: 12-15 individual unit essays that include Document-Based Questions

(DBQ), Comparative questions, and Continuity and Change Over Time questions. These essays are based on the AP exam format and will be graded accordingly. Re-writes of essays are permitted as long as the essay was submitted on-time.

- Grades will be re-weighted at semester to reflect the above if necessary!

Performance (20% of total)- Roleplays and simulations: these illustrate issues of cause and effect in major

historical events. Many of these simulations are case studies of specific events that are then used to help us understand broader issues of cause and effect for similar events.

- Presentations: these may be poster, video, or some other format that addresses a particular theme. These may include the use of geography, primary sources, statistical data, or other resources to assist in historical interpretation.

- Socratic discussions: as a class, we will discuss issues posed by the study of history using primary (and more frequently) secondary sources. These will be scored discussions with participation encouraged.

- Case study: once a semester, students will complete a written work documenting historical research. Drawing upon a topic studied, each student will collect primary and secondary sources that they will use to address one of the following: cause and effect, periodization, or one of the five class themes.

Other assignments (as assigned throughout the semester) 20%. These include:- Study terms: topics not covered in lecture may be assigned to be completed as a

word cube or some similar assignment.- Chapter or topic quizzes: about once a week, students are required to take an

online quiz over readings from the book or lectures. After the first unit, quizzes become optional.

Each semester, a final exam will be given that is worth 15% of your overall course grade.

Attendance and tardiness: Regular, on-time class attendance is expected. Failure to get an absence cleared may result in the loss of credit for the class. If you are placed on attendance probation, expect to lose credit.

Late work: In general, late work is not accepted unless you were excused the day it was due (and in accordance with district and school policy). Ignorance is not a legitimate excuse for turning in assignments late. However, I will generally permit late work under the following conditions for full credit:

- It isn’t a habit (after the second time, it will not be accepted).- You talk to me about it.- You made it up outside of class.

I will not expect you to make up Socratic Discussions or simulations, but essays, tests, and other assignments will be a 0 until graded.

Academic honesty: Cheating and plagiarism are forms of academic dishonesty. Cheating means that you copied another student and there is evidence that you did so. Plagiarism means that you copied, paraphrased, or summarized a source or classmate without referencing them (this is a much lower threshold than copying: if it can be shown that you have a similar work as someone else, then it is defined as plagiarism). At the least, expect to fail the assignment (which may result in your failing the class). If this becomes a habit, expect to be asked to complete assignments in the presence of a teacher and face administrative disciplinary action.

The One Freebie Rule: You get one freebie. That means that I was wrong and you were right one time.

Controversy: Controversial topics will be discussed in this class. You will be expected to treat one another respectfully and with dignity, regardless of your personal views. Disagreement should be expected and expressed. The instructor may voice alternative opinions if he feels that the class lacks diversity of opinion. You do not need to agree with opinions, but you should respect them.

I reserve the right to alter the syllabus at any time.

Course outline (all dates are approximate):

Unit 1: Technological and Environmental Transformations to 600 BCE(Approximately 1 week)Exam topics for the multiple-choice exam (to be given in conjunction with Unit 3)Key Concepts:1.1 Big Geography and the Peopling of the Earth

Archeological evidence indicates that during the Paleolithic era, hunting-foraging bands of humans gradually migrated from their origin in East Africa to Eurasia, Oceania and Australia, and the Americas, adapting their technology and cultures to new climate regions.

1.2 The Neolithic Revolution and Early Agricultural Societies

Beginning about 10,000 years ago, the Neolithic Revolution led to the development of new and more complex economic and social systems.

Agriculture and pastoralism began to transform human societies.1.3 The Development and Interactions of Early Agriculture, Pastoral, and Urban Societies

Core and foundational civilizations (Mesopotamia, Egypt, Shang, Olmecs, and Chavin) developed in a variety of geographical and environmental settings where agriculture flourished.

The first states emerged within core civilizations. Culture played a significant role in unifying states through laws, language,

literature, religion, myths, and monumental art: religion and trade from Babylon to India.

Document-Based Question essay

Geography and Historical Causation: * Student group presentations and Socratic discussion locating and identifying the causes and effects of the spread of humans globally with emphasis on natural features, climate, and early core founding civilizations (Mesopotamia, Egypt, Shang, Olmecs, and Chavin): Spread of Humans Globally map, Mesopotamian map, and Internet maps.

Comparative question: Groups of students will compare aspects of new religious beliefs including Vedic beliefs, Judaism, polytheisms, and Zoroastrianism. These responses will make use of primary sources*, including Babylonian Prayers, Book of the Dead (picture), The Ten Commandments, Zarathustra on Good and Evil, and Rig Veda on Castes.

Textbook Reading assignments:- Bentley and Ziegler: Chapters 1-6

Unit 2: Organization and Reorganization of Human Societies, 600 BCE to 600 CE(Approximately 6 weeks)Exam topics for the multiple-choice exam (to be given in conjunction with Unit 2)Key Concepts:2.1 The Development and Codification of Religious and Cultural Traditions

Codifications and further developments of existing religious traditions provided a bond among the people and an ethical code to live by.

New belief systems and cultural traditions emerged and spread, often asserting universal truths: Christianity, Buddhism Confucianism.

Belief systems affected gender roles. Buddhism and Christianity encouraged monastic life and Confucianism emphasized filial piety.

Other religious and cultural traditions continued parallel to the codified, written belief systems in core civilizations.

Artistic expressions, including literature and drama, architecture, and sculpture, show distinctive cultural developments.

2.2 The Development of States and Empires The number and size of key states and empires grew dramatically by imposing

political unity on areas where previously there had been competing states: Persian

Empire, Qin/Han Empire, Maurya/Gupta Empires, Greece and Rome, Teotihuacan and the Maya, and Moche states.

Empires and states developed new techniques of imperial administration based, in part, on the success of earlier political forms.

Unique social and economic dimensions developed in imperial societies in Afro-Eurasia and the Americas: slavery

The Roman, Han, Persian, Mauryan, and Gupta empires created political, cultural, and administrative difficulties that they could not manage, which eventually led to their decline, collapse, and transformation into successor empires or states: Goths and Visigoths, Huns, White Huns, environmental issues from economic activity and military conquest.

2.3 Emergence of Transregional Networks of Communications and Exchange Land and water routes became the basis for transregional trade, communication,

and exchange networks in the Eastern Hemisphere: Silk roads, caravan routes. New technologies facilitated long-distance communication and exchange: animal

husbandry and sailing. Alongside the trade in goods, the exchange of people, technology, religious and

cultural beliefs, food crops, domesticated animals, and disease pathogens developed across far-flung networks of communication and exchange: irrigation and Plague.

Periodization: Socratic discussion using Bentley’s 1996 “Cross-Cultural Interaction and

Periodization in World History,” as a foundation: How can we periodize internationally when different areas face history differently?

Geography: * Student group presentations locating Persian, Qin/Han, Maurya/Gupta, Greek, and Roman empires and comparing administration, techniques of expansion, cities, and social structures: Achaemenid and Seleucid Empires map, Mauryan and Gupta Empires map, China Under the Qin Dynasty map, and Expansion of the Roman Empire map.

Continuity and change over time essay

Comparative essays and questions: Comparative essay Groups of students will blog responses asking them to compare aspects of new

belief systems and cultural traditions that assert universal truths including Buddhism, Confucianism, Daoism, and Christianity. These responses will make use of primary sources*, including Laozi on Dao, Confucius on Government, Faxian on Buddhist Kingdoms, and Jesus’ Moral and Ethical Teachings.

Textbook Reading assignments:- Bentley and Ziegler: Chapters 6-12

Unit 3: Regional and Transregional Interactions, 600 CE to 1450 CE

(Approximately 7 weeks)Exam topics for the multiple-choice examKey Concepts:3.1 Expansion and Intensification of Communication and Exchange Networks

Improved transportation technologies and commercial practices led to an increased volume of trade, and expanded the geographical range of existing and newly active trade networks: sailing, the silk roads.

The movement of peoples caused environmental and linguistic effects: the Bantu (Swahili) migration and Oceania.

Cross-cultural exchanges were fostered by the intensification of existing, or the creation of new, networks of trade and communication: The Crusades, trade, North African expansion of Islam.

There was continued diffusion of crops and pathogens throughout the Eastern Hemisphere along the trade routes: Plague, spread of fruits, especially citrus.

3.2 Continuity and Innovation of State Forms and Their Interactions Empires collapsed and were reconstituted; in some regions new state forms

emerged: city states, Abbasids, Persian and Chinese influences. Interregional contacts and conflicts between states and empires encouraged

significant technological and cultural transfers: the Crusades, Mongols, and the expansion of Chinese government and religious practices to Japan.

3.3 Increased Economic Productive Capacity and Its Consequences Innovations stimulated agricultural and industrial production in many regions. The fate of cities varied greatly, with periods of significant decline, and with

periods of increased urbanization buoyed by rising productivity and expanding trade networks: invasions, desertification, Ice Age, hegemony

Despite significant continuities in social structures and in methods of production, there were also some important changes in labor management and in the effect of religious conversion on gender relations and family life: labor and conscription, nomads, China and peasant revolution.

Periodization: Socratic discussion over the role of climate in historical events. Students will read

Cheyette’s article on “The Disappearance of the Ancient Landscape…” and answer the question: Should the end of the “Classical period” really be around 600 CE or should it correlate with the end of the little ice age around 1000 CE?

Document-Based Questions and essay: Analyze the spread of plague in terms of social impacts and geographic

distributions making use of primary sources, maps, graphs found at http://edsitement.neh.gov/lesson-plan/path-black-death#sect-thelesson.

DBQ essay

Comparative essay and questions: * Socratic Discussion comparing social and economic life in Asia versus Europe

using primary sources. Students will analyze each using the rubric provided by the US History Museum for point of view, audience, and context: Life on an Early

Medieval Manor, Trade in Southern India, Business Practices in Tang China, Wealth of Constantinople, Islamic Conquest of Spain, Urban II at Clermont, Account of Richard I, Corpus Juris, Magna Carta, Oaths of Fidelity, Diaz on the Aztecs, and Ibn Battuta in China.

Comparative essay

Continuity and Change Over Time essay and questions: Continuities and changes over time lecture using various artwork pieces including

Madonna and the Annunciation and pictures of Pilgrim Canteens and Plates (Renaissance Bazaar prepared by Dar al-Islam Institute).

CCOT essay

Textbook Reading assignments:- Bentley and Ziegler: Chapters 13-22

Unit 4: Global Interactions, 1450 CE to 1750 CE(Approximately 6 weeks)Exam topics for the multiple-choice examKey Concepts:4.1 Globalizing Networks of Communication and Exchange

In the context of the new global circulation of goods, there was an intensification of all existing regional trade networks that brought prosperity and economic disruption to the merchants and governments in the trading regions of the Indian Ocean, Mediterranean, Sahara, Oceania, aboriginals in Australia, and overland Eurasia.

European technological developments in cartography and navigation built on previous knowledge developed in the classical, Islamic, and Asian worlds, and included the production of new tools, innovations in ship designs, and an improved understanding of global wind and currents patterns — all of which made transoceanic travel and trade possible.

Remarkable new transoceanic maritime reconnaissance occurred in this period. “Discoveries” of the Americas, Oceania, Australia, and alternative routes to East Africa and Southern Asia by Europeans.

The new global circulation of goods was facilitated by royal chartered European monopoly companies that took silver from Spanish colonies in the Americas to purchase Asian goods for the Atlantic markets, but regional markets continued to flourish in Afro-Eurasia by using established commercial practices and new transoceanic shipping services developed by European merchants. Trading outposts in the Pacific, Oceania, Southern Asia, and East Africa.

The new connections between the Eastern and Western hemispheres resulted in the Columbian Exchange. Spread of disease, wealth, food, cultures, and imperialism between the Americas, Oceania, Australia, and Europe.

The increase in interactions between newly connected hemispheres and intensification of connections within hemispheres expanded the spread and reform of existing religions and created syncretic belief systems and practices.

As merchants’ profits increased and governments collected more taxes, funding

for the visual and performing arts, even for popular audiences, increased.4.2 New Forms of Social Organization and Modes of Production

Traditional peasant agriculture increased and changed, plantations expanded, and demand for labor increased. These changes both fed and responded to growing global demand for raw materials and finished products: textiles, slavery

As new social and political elites changed, they also restructured new ethnic, racial, and gender hierarchies: creoles, Manchu

4.3 State Consolidation and Imperial Expansion Rulers used a variety of methods to legitimize and consolidate their power: divine

right, Songhay and Islam, Chinese meritocracy, Manchu oppression in China. Imperial expansion relied on the increased use of gunpowder, cannons, and armed

trade to establish large empires in both hemispheres: Ottoman, Russian, Mughal, and Manchu land empires, and Portuguese, Spanish, English, Dutch, and French maritime empires that encompass parts of Africa, the Americas, Asia, Oceania, and Australia.

Competition over trade routes, state rivalries, and local resistance all provided significant challenges to state consolidation and expansion: piracy, Thirty years war and Westphalia.

Document-Based Questions and essay: Analyze the development of piracy and its relationships to the nation-state system,

interregional trade networks, and European dominance. Primary sources include: Treaty of Westphalia, Daniel Defoe “An Abstract of Civil Law,” Letter of Marque 1799, Modern Pirate picture, Pirates Celebrating picture, and Bartholomew Roberts picture. “Early Colonial Adventures: Pirate, Colonist, Slave” from the Economist as a secondary source.

DBQ essay

Continuity and Change Over Time essay and questions: Continuities and change over time relating to imperial systems, slavery in Africa, or

the Columbian Exchange. Pre-reading for this assignment includes: Basil Davidson’s “The African Slave Trade” (required) and *Slave Codes and *Olaudah Equiano. Students will analyze each using the rubric provided by the US History Museum for point of view, audience, and context.

Continuities and change over time relating to social media: “Social media in the 16th Century,” The Economist.

CCOT essay

Comparative question and essay: *Socratic discussion regarding the role of women in various empires. Primary

source readings include: Women in Ottoman Society, Learning for Women, Education for Women, and Women in West Africa.

Comparative essay

Historical Causation: Socratic discussion using Jared Diamond’s Guns, Germs, and Steel video and

Afterword: why did Europe come to dominant international relations and trade in the world economy?

The Silk Road Trading Game is played to illustrate the causes for European exploration vis-à-vis Chinese exploration and the eventual consequences of this trade in terms of regional contacts, the spread of culture, and economic development.

Textbook Reading assignments:- Bentley and Ziegler: Chapters 23-28

Unit 5: Industrialization and Global Integration, 1750 to 1900 CE(Approximately 6 weeks)Exam topics for the multiple-choice examKey Concepts:5.1. Industrialization and Global Capitalism

Industrialization fundamentally changed how goods were produced: law, canals and rivers, capital resources, demographics, coal and iron.

New patterns of global trade and production developed and further integrated the global economy as industrialists sought raw materials and new markets for the increasing amount and array of goods produced in their factories: “opening” of Chinese markets, diamonds in Africa, the Philippines as strategic naval port.

To facilitate investments at all levels of industrial production, financiers developed and expanded various financial institutions: corporations, gold.

There were major developments in transportation and communication: canals, railroads, steam, telegraphs.

The development and spread of global capitalism led to a variety of responses: utopian socialists, Marxists, China’s self-strengthening movement, Meiji in Japan.

The ways in which people organized themselves into societies also underwent significant transformations in industrialized states due to the fundamental restructuring of the global economy.

5.2. Imperialism and Nation-State Formation Industrializing powers established transoceanic empires. Imperialism influenced state formation and contraction around the world. New racial ideologies, especially Social Darwinism, facilitated and justified

imperialism: cases include aboriginals in Australia and African Imperialism.5.3. Nationalism, Revolution, and Reform

The rise and diffusion of Enlightenment thought that questioned established traditions in all areas of life often preceded the revolutions and rebellions against existing governments: Declaration of Independence, Declaration of the Rights of Man and Citizen.

Beginning in the eighteenth century, peoples around the world developed a new sense of commonality based on language, religion, social customs and territory: American Revolution, French Revolution, Haitian Revolution, Latin American Independence.

These newly imagined national communities linked this identity with the borders of the state, while governments used this idea to unite diverse populations.

Increasing discontent with imperial rule propelled reformist and revolutionary movements.

The global spread of European political and social thought and the increasing number of rebellions stimulated new transnational ideologies and solidarities. The case of Australia as an original penal colony and developing into a modern nation-state.

5.4. Global Migration Migration in many cases was influenced by changes in demography in both

industrialized and unindustrialized societies that presented challenges to existing patterns of living.

Migrants relocated for a variety of reasons: indentured servitude in China and India,

The large-scale nature of migration, especially in the nineteenth century, produced a variety of consequences and reactions to the increasingly diverse societies on the part of migrants and the existing populations: ethnic enclaves, nationalisms.

Document-Based Question essay:

Comparative essay: Comparative essay * Socratic discussion comparing Western forms of colonization. Pre-reading

includes: “East India Company” from the Economist (required) and Ordering the Delivery of Opium, Description of the Sepoy Uprising, Letter to General Gordon, Treaty of Kanagawa, Moshweshewe to Lord Grey, The White Man’s Burden, and Besieged in Peking. Students will analyze each using the rubric provided by the US History Museum for point of view, audience, and context.

Continuity and Change Over Time: CCOT essay Socratic discussion on the continuities and changes over time as they relate to the

development of Enlightenment politics. Primary source readings include: English Bill of Rights, Political Morality, and Social Contract. Students will analyze each using the rubric provided by the US History Museum for point of view, audience, and context.

*Socratic discussion on the continuity and change over time of industry. Pre-reading includes: Smith on Capitalism, Iron Law of Wages, The Steam Loom, Defense of the Factory System, Industrial Manchester, Organization of Labour, and the Communist Manifesto. Students will analyze each using the rubric provided by the US History Museum for point of view, audience, and context.

Historical Causation: ^ Using primary and secondary sources from “The French Revolution,” Choices

Program, groups of students will identify and evaluate the causes and effects of the French Revolution by simulating a meeting of the French National Assembly to decide what the future of France should be.

^ Using primary and secondary sources from “Colonialism in the Congo: Conquest, Conflict, and Commerce,” Choices Program, groups of students will analyze the causes and effects of Belgian imperial rule in the Congo by role-playing a meeting of the British government.

Textbook Reading assignments:- Bentley and Ziegler: Chapters 29- 33

Unit 6: Accelerating Global Change and Realignments, 1900-Present(Approximately 7 weeks)Exam topics for the multiple-choice examKey Concepts:6.1 Science and the Environment

Researchers made rapid advances in science that spread throughout the world, assisted by the development of new technology.

As the global population expanded at an unprecedented rate, humans fundamentally changed their relationship with the environment.

Disease, scientific innovations, and conflict led to demographic shifts: atomic weapons, disease and poverty in Africa, civil war.

6.2 Global Conflicts and Their Consequences Europe dominated the global political order at the beginning of the twentieth

century, but both land-based and transoceanic empires gave way to new forms of transregional political organization by the century’s end: includes multi-national corporations, the European Union, African Union, and the formation of the Association of South East Asian Nations.

Emerging ideologies of anti-imperialism contributed to the dissolution of empires and the restructuring of states: focus on Latin America, Africa, Oceania, Australia, and South Asia.

Political changes were accompanied by major demographic and social consequences: the Holocaust, Palestine.

Military conflicts occurred on an unprecedented global scale. These include the Japanese invasions of Eastern Asia, Oceania, and the German invasions of Western and Eastern Europe in World War 2, the involvement of colonies in fighting World War 1, “Imperial” wars such as Afghanistan and Vietnam. Also includes the increase in civil war throughout the world.

Although conflict dominated much of the twentieth century, many individuals and groups — including states — opposed this trend. Some individuals and groups, however, intensified the conflicts: the UN, terrorism.

6.3 New Conceptualizations of Global Economy, Society, and Culture States responded in a variety of ways to the economic challenges of the twentieth

century: capitalism, communism, Pan-Africanism. States, communities, and individuals became increasingly interdependent, a

process facilitated by the growth of institutions of global governance: American hegemony, the EU, UN, GATT and WTO.

People conceptualized society and culture in new ways; some challenged old assumptions about race, class, gender, and religion, often using new technologies

to spread reconfigured traditions. Popular and consumer culture became global.

Periodization: Socratic discussion addressing the question: Many politicians argue that the “Pax-

Americana” ended in the 1990s and that now the United States has entered a period of multi-lateralism. Do you agree that the United States is no longer the hegemon? Reading: Robert Gilpin “American Hegemony,” in Two Hegemonies: Britain 1846-1914 and the United States 1941-2001 edited by Patrick Karl O’Brien and Armand Clesse

Socratic discussion over Francis Fukuyama “The End of History, “ 1989 The National Interest and various authors “Responses to the End of History.” Does the end of the Cold War signal the end of “periods” of human development?

Geography: Student group presentations on the modern political and cultural geography of selected regions.

Comparative essay

Continuity and Change Over Time essay

Document-Based essay

Historical Causation: ^ Using primary and secondary sources from “The United Nations: Challenges and

Change,” Choices Program, groups of students will analyze the causes of international interventions and their effects on conflicts in the 20th Century by role-playing a UN debate over a resolution.

Socratic discussion over the psychological causes of the Holocaust: what caused people to do what they did? What were the effects of their actions? Christopher Browning “Ordinary Men,” Robert Jay Lifton “The Nazi Doctors,” Daniel Goldhagen “Hitler’s Willing Executioners” in The Holocaust: Second Edition Daniel Niewyk. Primary sources found at The United States Holocaust Memorial Museum are analyzed for point of view www.ushmm.org.

^ Using primary and secondary sources from “Indian Independence and the Question of Pakistan,” Choices Program, groups of students will identify the causes of Indian independence and its consequences by role-playing a meeting of Britain’s parliament to decide on the future of colonial India.

^ Using primary and secondary sources from “Russian Revolution,” Choices Program, groups of students will identify the causes of the Russian Revolution and decide the future of Russia.

^ Using primary and secondary sources from “Brazil,” Choices Program, groups of students will identify the causes of Brazilian dictatorship and decide the future of Brazil after the democratic revolution in the 1980s.

Textbook Reading assignments:

- Bentley and Ziegler: Chapters 34-40