AP World History - Mr. Brosnahanpnhs.psd202.org/documents/jbrosnah/1502820986.pdf · AP World...

AP World History - Mr. Brosnahan

2017-2018 Class Calendar

Day Period Topic Class Homework August 17 Welcome to AP World History!! Introduction into the

class.

Know the teacher.

Know the students.

Syllabus and Calendar.

Assigning current events

Read Preface and Prologue to Guns, Germs, and Steel

August 18 GUNS, GERMS, and STEEL Analyze and Interpret Examine how this book will touch upon AP World History all year long. THEME: Cultural, religious, and intellectual developments.

Socratic Method Introduction

“Yali’s Question”

Read Chapter 3 of Guns, Germs, and Steel

August 21 Introduction of the AP World History Themes

THEME: Impact of interaction among and within major societies. HABIT: Constructing and evaluating arguments: using evidence to make plausible arguments.

Guns, Germs, and Steel

Conquest by Francisco Pizarro over the Inca emperor Atahuallpa.

Impact of Technology today.



THEME: Impact of technology, economics, and demography on people and the environment. HABIT: Using documents and other primary data: developing the skills necessary to analyze point of view, context, and bias, and to understand and interpret information.


Watch PBS related video



THEME: Systems of social structure and gender structure. HABITS: Developing the ability to assess issues of change and continuity over time. Enhancing the capacity to handle diversity of interpretations through analysis of context, bias, and frame of reference.


Impact of animals on a population

Cultural developments


August 24 PRETEST-NOT GRADED Introduction of the AP World History Themes

THEME: Cultural, religious, and intellectual developments. HABITS: 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. Developing the ability to compare within and among societies, including comparing societies’ reactions to global processes.

PRETEST – NOT GRADED


China, past, present, and future.

Socratic Method/Debate



THEME: Changes in functions and structures of states and in attitudes toward states and political identities, including the emergence of the nation-state.

Current Events

Utilizing the “SPICE” acronym to better

HABIT: Developing the ability to assess claims of universal standards yet remaining aware of human commonalities and differences.

understand the themes of AP World History

August 28 Period 1. Technological and Environmental Transformation, to c. 600 B.C.E.

I. Humans started settling down in agricultural villages c. 10,000 B.C.E. A. Why? B. Chinese myth tells of transition C. Earliest known agricultural villages are in “fertile crescent” 1. Neolithic Era a. New tools for farming, other sedentary tasks b. Trade to get good stone for tools, etc. c. Growing use of pottery and other goods 2. Villages in some parts of world formed without agriculture

Map of the Fertile Crescent

Compare to modern Iraq

Origins of crops and animals.

Spodek – Chapter 2

Pgs 43-45


II. First Cities A. Problem of innovation v. diffusion 1. General agreement that urbanization invented in seven places 2. Mesopotamia is the oldest (c. 3300 B.C.E.), Niger is newest (c. 400 C.E.) B. Cities bring massive change to human life 1. Era of first cities often called Bronze Age C. Human organization

Examine “Civilization”

Effects on human life

New civilizations in the future?


Pgs 46-48


III. Sumer overview A. Migration of Sumerians to Mesopotamia c. 4000 B.C.E. B. Challenges of Mesopotamia—floods and need for irrigation C. Age of warring city-states 3300-2350 B.C.E. D. Creation of first empires 1. Conquests of Sargon of Akkad c. 2350 B.C.E. 2. Reconquest by Hammurabi 1792-1750 B.C.E. IV. Characteristics of city-states A. Move from oligarchies to kingship 1. By c. 2800 B.C.E. kings became hereditary B. Important role of religion C. Monumental architecture D. Writing 1. Pictograms to ideograms to cuneiform 2. Use of writing for records and for literature 3. Development of writing in other parts of the world 4. Case of The Epic of Gilgamesh 5. Case of the law codes

Identify Resources and Problems

Rise of kingships The Epic of Gilgamesh


Pgs 48-62


V. Modern critiques of early urbanization VI. Why should we care about early cities? A. Population growth B. Economic growth C. Organization D. Technology and art

Discussion on modern cities compared to ancient examples.

Review of Chapter 2

Study readings and notes from Chapter 2

E. How to live together without killing each other September 1 TEST – Chapter 2

Chapter 2 TEST

Current Events

September 4 NO SCHOOL Labor Day September 5 Period 1.

Technological and Environmental Transformation, to c. 600 B.C.E.

**SUMMER PAPER DUE** I. Egypt as “gift of the Nile” A. Nile’s predictable flood (inundation) every July through September 1. Essential to Egyptian farming 2. Irrigation 3. Silt as source of fertilizer B. Egypt’s natural defenses 1. Deserts 2. Cataracts on upper Nile C. Egypt’s relative isolation 1. Usually ruled by natives 3100–500 B.C.E.

Map of Egypt

“Hymn to the Nile”

Aswan High Dam

SUMMER PAPER DUE


Pgs 65–66

September 6 OPEN BECAUSE OF POSSIBLE DRILLS September 7 Period 1.

Technological and Environmental Transformation, to c. 600 B.C.E.

II. Early Egypt A. Agriculture and domesticated animals appear by 6000 B.C.E. B. Invention of writing c. 3500–3000 B.C.E.—hieroglyphs 1. Importance of deciphered writing to understand the past 2. Later Egyptian development of hieratic and demotic writing C. Growing power of kings 1. “Pharaoh” is a New Kingdom word for king, means “palace” 2. Kings in time recognized as gods 3. Role of king: to maintain ma’at (order, justice) D. Early Dynastic Period, c. 3100–c. 2686 B.C.E. E. Egyptian mythology 1. Happy afterlife for the virtuous a. Judgment b. Mummification c. Necropolises F. City growth 1. Decentralized economy; compare to Mesopotamian city-states 2. Rise of towns as administrative centers 3. Importance of towns as religious centers 4. Towns as capitals—Memphis, then Thebes III. Old Kingdom, c. 2686–2181 B.C.E. A. Pyramids as evidence of large-scale organization B. Fortress building C. Political disintegration

Hieroglyphs

Overview of Mummification


Pgs 66–73

Pgs 73–77

September 8 Period 1. Technological and Environmental Transformation, to c. 600 B.C.E.

IV. Middle Kingdom, c. 2050–1750 B.C.E. A. Trade revival B. Flourishing of arts C. Development of state organization D. Second Intermediate Period, 1750–c. 1550 B.C.E. 1. Hyksos invasion V. New Kingdom, c. 1550–1050 B.C.E. A. Akhenaten (r. 1353–1335 B.C.E.) 1. The challenge of monotheism to traditional Egypt 2. The ruined city of Akhetaten as source of information

Current Events

Hyksos “war machine”

Discussion of Akhenaten


Pgs 77–78

September 11 Period 2. Organization and Reorganization of Human Societies, c. 600 B.C.E. to 600 C.E.

VI. Indus Valley civilization A. First discovery of a completely unknown civilization in 19th century B. First excavations in 1920s 1. Harappa 2. Mohenjo-Daro C. Lack of written information D. Civilization of large cities 1. Largest (Harappa and Mohenjo-Daro) had population of c. 40,000 2. Active interregional trade 3. Urban planning on large scale by c. 2500 B.C.E. a. Citadel b. Streets organized on grid c. Sewage system E. The problem of interpreting the evidence F. Legacies of Harappan civilization 1. Aryan nomads moved in, adopted some ideas about civilization 2. Aryans learned farming from Harappans G. Decline of Harappan civilization 1. Environmental change 2. Aryan invasion

Compare images of Mohenjo-Daro to the physical remains to those of Mesopotamia and ancient Egypt

Aryans and the modern theories of racial supremacy


Pgs 79–86

LAB 429


I. China A. Neolithic villages found dating eighth millennium B.C.E. on. 1. Yangshao culture 2. Longshan culture: more sophisticated B. Higher civilizations based on Yellow River (Huang He) valley 1. Xia dynasty (2205–1766? B.C.E.) 2. Shang dynasty (c. 1766–1122 B.C.E.) 3. Zhou dynasty (c. 1100–256 B.C.E.) 4. Dynasties maybe overlapped C. Writing D. Need for strong royal authority: treacherous nature of Yellow River 1. Massive flood control works E. Walled towns in all three dynasties F. Zhou dynasty lasted 600+ years

Discussion of concept of “Heaven” in Chinese belief

Compare the role of the Yellow River as a factor in encouraging civilizations to develop to the Nile, Indus, Tigris, and Euphrates Rivers.


Pgs 89-97

1. “Mandate of Heaven” as ideology of divinely-aided rule 2. Turn from elite chariot warfare to cavalry, massed infantry


IV. North American towns A. Several areas of North America developed agricultural towns B. Didn’t have primary urbanization 1. None = bigger than small towns 2. Influence from civilizations to the south C. Case of Mississippi Valley Mound Culture 1. Cahokia = major center twelfth–thirteenth centuries C.E. 2. Declined before arrival of Europeans II. The Americas A. Like East Asia, American cities started as religious centers 1. But they weren’t on major rivers 2. Didn’t develop metal tools or weapons 3. Lack of draft animals 4. Only Maya created full writing system B. Migration period c. 15,000 B.P. C. Mesoamerica 1. Beginning urbanization c. 2000 B.C.E. 2. Olmecs c. 1500–c. 400 B.C.E. 3. Zapotecs c. 1150 B.C.E.–700 C.E. 4. Teotihuacán c. 200 B.C.E.–seventh century C.E. a. Population at peace = c. 100,000 b. Massive ritual spaces 5. Maya. Classic period 300–600 C.E. a. Tikal = best example

Examine different mound ceremonial sites.

Examine Mesoamerican human sacrifice, auto-sacrifice, and the Maya ball game.

Develop an understanding of the culture that has changed with the decipherment of Mayan writing.


Pgs 97–106


Pgs 110–111


III. South America A. Basis for Andean civilization: mountain agriculture and fish B. Pacific coast communities 1. The Moche c. 200 B.C.E.–600 C.E. a. A state: irrigation, monuments, tombs 2. Chimu kingdom c. 600 C.E.–1470 C.E. C. Core urbanization area = the Andes 1. Chavin culture 1200–200 B.C.E. 2. Series of other states 3. The Inca a. Nation formed 1438 b. Lasted until Spanish invasion, 1534

Examine Andean mummy bundles.

Compare the early civilizations of Mesoamerica and South America.


Pgs 106–110


V. West Africa, Niger Valley A. First discoveries of primary urbanization in sub-Saharan Africa = late 1970s B. Use of iron in West Africa started c. 500 B.C.E.; introduced from north C. Nok culture c. 500 B.C.E. on

Current Events

Create a graph comparing the primary urbanization areas covered in Chapters 2, 3, and 4. Consider the


Pgs 111–114

Study for Chapter 2,3,4 Test

D. Jenne-jeno = earliest known indigenous city VI. The first cities: What difference do they make? A. Exchange of goods and ideas B. Specialization C. Record-keeping D. Religious centers

role of rivers, the development of specialization, evidence of government, literacy, religious structures, etc.

September 18 TEST – CHAPTER 2,3,4 Chapter 2,3,4 Test


Roman Empire Presentation Project Lab 429


Emergence of Empires I. Meaning of “empire” A. Extension of rule over another people, usually by conquest B. Bringing together of diverse peoples and/or goods under common ruler 1. Hierarchy of subjects’ rights = typical C. Types of empire 1. Hegemony 2. Dominance IV. Persian Empire A. Cyrus the Great (r. 558–529 B.C.E.) 1. Conquest of Medes, Lydians, Babylonians 2. Respect for conquered peoples, traditions B. Cambyses II (r. 529–522): conquest of Egypt C. Further expansion (see map, p. 135) D. Persian rule 1. Respect for local customs a. E.g., return of Jewish exiles to Judaea 2. Division of empire into administrative units (satrapies) 3. Imperial road system 4. Standardized coinage 5. Production encouraged 6. Role of showplace palaces, esp. Persepolis E. Spread of Zoroastrianism

Map of the Persian Empire to discuss the great geographical, ethnic, and linguistic diversity united under Persian rule.


Pgs 125-133

Pgs 134-139


Emergence of Empires V. The Greeks A. Minoan Crete 1. Palace culture c. 2000–c. 1450 B.C.E. 2. Merchant culture B. Mycenaean Greece 1. Several small kingdoms

Power Point

Study of Philosophy

Socrates

Plato

Aristotle


Pgs 139-154

2. Fall of Mycenaean civilization—the “dark ages”C. Development of the Greek polis 1. Small, independent city-state 2. Geographical constraints on centralization 3. Colonization 4. Cultural unity: common language, religion, festivals 5. Athens as central case study a. Birth of democracy in Athens D. Persian Wars 1. Athenian interference in Persian affairs 2. 490 B.C.E. invasion—Battle of Marathon 3. 480 B.C.E. invasion—Battles of Thermopylae, Salamis E. Growing Athenian imperialism 1. Golden age of Athenian culture a. Philosophy F. Limitations of city-state democracy 1. Limited role of women 2. Restrictions on citizenship G. Peloponnesian War: Sparta v. Athens


Emergence of Empires VI. Alexander the Great A. Build-up of strong Macedonian state by Philip II (r. 359–336 B.C.E.) 1. Creation of professional army 2. Unification of Greeks under Macedonian hegemony B. Reign of Alexander (336–323 B.C.E.) 1. Combination of “benevolent despotism” and force when necessary 2. Invasion of Persian Empire 3. Invasion of Indus Valley 4. Death at age 33 C. Wars of Succession 1. Establishment of successor states, especially Ptolemaic Egypt and Seleucid Empire D. Hellenistic ecumene (common cultural realm) 1. Greek language and culture = dominant over massive area 2. Blend of Hellenistic culture with local cultures 3. Trade boom 4. City-based high culture

Current Events

A debate between Alexander the Great and his teacher Aristotle on the benefits of city-states versus empires.


Pgs 154-159


Early World Interactions and Empires I. The Roman Republic A. Legendary founding of Rome in 753 B.C.E. 1. Etruscan rule 2. C. 509 B.C.E. creation of republic a. Military organization

Compare Athenian democracy to Roman republicanism.

Develop the source panel (p. 169), images


Pgs 163-170

b. Elected officials, system of checks and balances B. Conquest of Italy 396–264 B.C.E. C. Punic Wars 1. Rivalry of Carthage 2. First Punic War 264–241 B.C.E.; Roman conquest of Sicily 3. Second Punic War 219–202 B.C.E. a. The threat of Hannibal (247–183 B.C.E.) 4. Third Punic War 149–146 B.C.E.; destruction of Carthage D. Conquests in Europe and Near East

from Pompeii and discussion of Roman material culture.


Early World Interactions and Empires II. Social world of the late Republic A. Social War and extension of Roman citizenship to Italians B. Patron/client relationship 1. Protection/dependence as social glue C. Family 1. Power of paterfamilias 2. Position of women in Roman society D. Struggle of the Orders 494–440 B.C.E. 1. Patrician v. plebeian 2. Limitations on absolute power of the rich E. The late Republican struggle between nobles and the poor 1. Ruin of small farmers in constant wars 2. Consolidation of enormous rural estates 3. Extremes of wealth and poverty in Rome 4. Great reform effort: the Gracchi (130s and 120s B.C.E.) F. “Bread and circuses” G. Slaves 1. Very widespread slavery 2. Three great slave revolts III. Military might A. Militarism = central to Roman ideology B. Generals as politicians 1. Marian reform of army: recruitment of propertyless soldiers 2. New dependence of soldiers on their generals C. First Triumvirate 1. Rise of G. Julius Caesar 2. Conquest of Gaul 3. Caesar as dictator D. Octavian - Antony civil war for sole control of Roman state

Cover the rise of G. Julius Caesar.

Discussion of the stresses in the late Republic that led to the establishment of the Empire


Pgs 170-179

September 27 Period 2. Organization and Reorganization of Human Societies,

Early World Interactions and Empires IV. From Republic to Empire A. Establishment of the principate 1. Octavian (Augustus Caesar) as sole ruler 30 B.C.E.–14 C.E.

Use the map of trade routes on p. 183 to encourage a discussion


Pgs 180-191

c. 600 B.C.E. to 600 C.E.

a. Rule of Augustus as “golden age” 2. Augustus as imperator 3. Further conquests B. Economic life in the Empire 1. Exploitation of subject peoples 2. The problem of decadence 3. Flourishing of trade and administrative cities 4. Luxury trade and its profits V. Roman culture A. The deep influence of Greece B. Virgil and the rhetoric of greatness C. Stoicism D. Roman religion 1. Greco-Roman polytheism 2. Addition of a cult of deified emperors 3. Tolerance of all religions that weren’t harmful to the state 4. Triumph of Christianity a. Persecution b. Constantine and the Peace of the Church c. Outlawing of polytheism 394 C.E.

of the Roman economy. What goods were traded? Which cultures were involved?

Discuss whether the rulers of the Roman Empire exerted dominance or hegemony over their subjects.

Show images comparing Greek with Roman statuary and buildings as a starting point for discussion of how complete the “hellenization” of Rome was.


Early World Interactions and Empires VI. Transformation of the Roman Empire A. The problem of “barbarians” 1. Celts 2. Germans 3. Steppe peoples, especially Huns B. Dismemberment of Empire 1. Plague 2. Third-century crisis: series of invasions 3. Division into eastern and western empires 4. Settlement of Germans within Empire as “federates” 5. 410 sack of Rome 6. 476 abdication of last western emperor C. Causes for the “fall” 1. Military = too expensive for its economic base 2. No fixed system of imperial succession 3. Germans

Encourage a discussion of the “fall” of the western Empire. What problems caused its decline? Consider what the effects of similar problems would be on the contemporary United States.


Pgs 191-198


Early World Interactions and Empires VII. Eastern Roman Empire (Byzantine Empire) A. Surival of eastern empire B. Resurgence under Justinian I (r. 527–565 C.E.) 1. Justinian Code 2. Reconquest of much of the West

Current Events

Explore Byzantine court ceremonial as a means to understand


Pgs 198-201

C. Religious Disputes 1. Monophysites 2. Iconoclasm D. Build-up of strong Byzantine bureaucracy VIII. Legacy of the Roman Empire A. Linguistic B. Legal C. Urban D. Transformation of Roman administration by Christian church

Byzantine rule and culture.

Discuss the influence of Latin on modern languages around the world.

October 2 Period 2. Organization and Reorganization of Human Societies, c. 600 B.C.E. to 600 C.E.

Early World Interactions and Empires I. Qin dynasty, 221–206 B.C.E. A. Qin (pron. “Chin”) = 1 of Warring States of period c. 481–221 B.C.E. 1. Conquered others, declared creation of empire B. Qin Shi Huandi (r. 221–210 B.C.E.) = “first emperor” 1. Built Great Wall of China 2. Enormous tomb complex C. Economic power of state: goal = increase productivity D. Centralization of administration 1. Standardization, bureaucratization II. Ideologies of empire A. Confucius (551–479 B.C.E.) 1. Moral order 2. Emphasis on hierarchy, ritual, arts 3. Ideal = the moral leader (“gentleman”), shaped by education B. Legalism 1. Strict laws and enforcement C. Daoism 1. Mystical philosophy 2. Emphasis on simplicity D. Legalist efforts to suppress Confucianism

Discuss the source selection from Confucius’ Analects on p. 210. Encourage students to make comparisons, both to Roman and to modern American values.


Pgs 205-214


Early World Interactions and Empires III. Han dynasty (206 B.C.E.–220 C.E.) A. Civil war accompanied fall of Qin dynasty 1. Liu Bang established new dynasty B. Social/political hierarchy established that privileged scholars 1. Increasing centrality of Confucianism 2. Emperor Wu made knowledge of Confucianism important a. A basis for promotion in civil service b. Established as absolute in Tang dynasty 3. How do we know? The Court Historians C. Militarism 1. Large-scale expansion 2. Creation of tributary system

Presentation on the physical evidence of the Han dynasty.

Compare the decline and fall of the Han to the decline and fall of the western Roman Empire. Especially consider the relative importance of external


Pgs 215-222

D. Population shift from north to south E. Economic growth 1. Much state control F. Later Han dynasty, 23–220 C.E. 1. Growing border threat 2. Oppression of peasants G. Fall of Han, 184 C.E.

invasion and internal discontent.


Early World Interactions and Empires IV. Society and culture A. North-South division on fall of the Han 1. Variety in ecological regions B. Tradition of unity remained 1. Disintegration period: arts flourished 2. Chinese language as unifying factor 3. North: ethnic mix with nomadic peoples C. Buddhism appeared in China first cent. C.E. V. Reunification: Sui (581–618 C.E.) and Tang dynasty (618–907 C.E.) A. New centralization B. Grand Canal—massive economic undertaking C. Art/technology advances 1. Block printing 2. Porcelain 3. Poetry 4. Flourishing of Buddhism

Discuss in class Du Fu’s “Ballad of the Army Carts” (“How Do We Know?” panel, p. 229). What can you tell about Chinese attitudes from the poem? What was the social class of the author?


Pgs 222-229


Early World Interactions and Empires VI. Imperial China A. Assimilation as major theme B. Great expansion into central Asia 1. Political control = short 2. Influence = long C. Vietnam 1. Annam = province for 1000 years 2. Adopted many Chinese customs 3. Periodic revolts against Chinese domination D. Korea 1. Vassal state of China 2. Deep cultural influence E. Japan 1. Waves of Korean and Chinese immigration 2. Cultural influence 3. Japanese emperor as figurehead a. Struggles for power

Hold a discussion on the theme of assimilation. Compare ancient China’s efforts at assimilation to modern examples.


Pgs 229-234

4. Shinto


Early World Interactions and Empires

I. The Indian subcontinent A. Important natural borders B. All immigration waves 3000 B.C.E. on came from the northwest C. Whole region only unified as part of British Empire 1. But deep cultural unity II. Aryans arrived c. 1500 B.C.E. A. Indo-Aryan languages B. Sources = oral, written down much later 1. Four Vedas. Earliest 1500–1200 B.C.E.

Current Events

Give a mini-lecture on Indian kingship. The brahman ritual to make a king divine sheds much light on the role of rulers in Indian society.


Pgs 241-246

October 9 NO SCHOOL Columbus Day October 10 Period 2.

Organization and Reorganization of Human Societies, c. 600 B.C.E. to 600 C.E.

Early World Interactions and Empires III. Mauryan Empire A. Magadha as dominant state B. Chandragupta Maurya (r. c. 321–c. 297) and conquest of Northern India 1. Southward expansion under Bindusara 2. Greatest extent under Asoka C. Replacement of heredity with government-state structures 1. Artha-sastra of Kautilya a. Realpolitik approach to government 2. Regulation of much of human behavior 3. Enforce caste system 4. Regulate business guilds D. Asoka: union of government and Buddhism E. Decline, fall of Mauryan Empire 184 B.C.E. F. Greek invasion 182 B.C.E., conquest of northwest 1. Synthesis of Indian and Greek culture 2. Trade IV. Gupta Empire 320–c. 600 C.E. A. Hegemony rather than direct rule B. Less centralized than Mauryans C. Renaissance of literature and philosophy 1. Writing down of oral literature 2. Epic poems and plays of Kalidasa D. Hindu resurgence E. Invasions of the Huna

Compare the government of the Mauryan Empire to Chinese systems of government.

Compare the government styles of the Mauryan and Gupta Empires and the challenges that faced them.


Pgs 247-254

October 11 Period 2. Organization and Reorganization

Early World Interactions and Empires V. Regional diversity

Examine a map showing trade routes


Pgs 255-261

of Human Societies, c. 600 B.C.E. to 600 C.E.

A. Political dominance of Ganges valley B. Diversity of languages C. Ethnic diversity, reinforced by caste VI. Cultural influence A. Trade with Roman world via Egypt B. Establishment of trade settlements in southeast Asia C. Missionary expeditions D. Peaceful spread of culture by trade and religion

between India and the rest of the world. In our age of asphalt and trucks, students are often unaware of the difficulties of overland travel—get them to appreciate what a benefit the Indian Ocean was to trade.

Review for the test.

Study for a test


VII. Comparison of Indian, Chinese, and Roman Empires VIII. What difference did the Indian empires make? A. Cultural vs. political unity B. The lesson of tension between center and periphery

Conrad-Demarest Comparison of Empires

Completion of Conrad-Demarest Comparison of Empires Chart

October 13 Early World Interactions and Empires Chapter 6,7, and 8 Test

Unit Test

Current Events

October 16 Period 3. Regional and Transregional Interactions c 600 C.E. to c. 1450

MEDIA CENTER – RESEARCH AND POWERPOINT CREATION 5 Major Religions

Students, in groups, will create PowerPoint’s to present information on the 5 major religions we will be studying for this unit.


Pgs 271-272

Unit 4 and outside resources to help with PowerPoint’s.






II. Hinduism A. No “founder”; Hinduism began before records 1. Blend of Harappan/Aryan elements B. Space-specific 1. Almost all Hindus = in India or of Indian descent 2. Focused on shrines, pilgrimage C. Central beliefs 1. Few fixed dogmas

PPT provides notes and samples of Hindu religious art and discuss them for evidence of Hindu beliefs.


Pgs 273-285

2. Rigveda 1500–1200 B.C.E. a. Presents idea of hereditary castes 3. Brahmanas and Upanishads c. 900–500 B.C.E. a. Rules for brahmin priesthood b. Mystical speculation c. Introduction of dharma, karma, and atman d. Cycle of ditues in life D. By seventh century C.E.: personal prayer displaced sacrifice 1. Role of temples, images E. Interaction of religion and politics 1. Symbiotic relationship between brahmins and rulers F. Spread of Hinduism to Southeast Asia


III. Buddhism A. Outgrowth of Hinduism B. Origins 1. Siddhartha Gautama, c. 563–c. 483 B.C.E. a. Enlightenment experience, becoming the “Buddha” b. Four Noble Truths 2. Mental discipline + ethics 3. Transience of universe 4. Creation of sangha—the Buddhist monastic order C. Mahayana Buddhism 1. Creation of stupas and monasteries 2. Gradual separation of Theravada and Mahayana branches 3. Role of bodhisattva in Mahayana a. Concern for fellow humans b. Transferal of merit from the ultra-holy c. Amitabha Buddha d. Maitreya Buddha as future redeemer i. Similarities to Christianity D. Decline of Buddhism in India 1. Buddhism was originally attractive as anti-brahmin movement a. Also attractive to lower castes 2. By fifth century C.E. started to lose ground a. Mahayana = very close to Hinduism b. Hinduism evolved to be more appealing to common people 3. Buddhism almost vanished in India a. Neo-Buddhist movement 1950s E. Comparison to Jainism 1. Nonviolence as central Jain teaching

PPT provides notes and samples of Buddhist religion.

Discuss the similarities and differences between Buddhism and Hinduism.

Socratic Seminar


Pgs 285-293

Essay - Why is Buddhism a universal religion?

October 23 Period 3. Regional and Transregional Interactions

IV. Buddhism beyond India A. China 1. Travel along Silk Route, role of Buddhist missionaries 2. Pilgrim accounts

Modern Day Impact on Hinduism and Buddhism


Pgs 293-302

c 600 C.E. to c. 1450 3. Mahayana = attractive to Daoists 4. Sponsored by several rulers 5. Tang dynasty (618–907 C.E.) B. Japan 1. Shinto “way of the Kami” = indigenous religion 2. Buddhas and bodhisattvas = integrated as kami 3. Arrival of Buddhism from Korea 552 C.E. 4. Prince Shotoku—first government support 5. Buddhism as unifying factor 6. Buddhist impact on Japanese aesthetics, literature V. Comparison of Hinduism and Buddhism


I. Judaism A. Hebrew scriptures—the TaNaKh 1. Torah (Pentateuch) a. Narrative account of interaction of Hebrew with God 2. Problems raised by biblical criticism a. Contradictions within scripture b. Conversion from oral to written seventh century B.C.E. c. The age of manuscript copies d. Torah as “myth-history” B. Core early beliefs 1. Single caring God 2. God of history 3. Chosen-ness of Jewish people 4. Specific homeland promised 5. Legal system 6. Sacred calendar C. Histories 1. Narrative history of Jews D. Prophets 1. Moral program E. Changing understanding of God over time F. Patriarchy as central fact of life

What provokes anti-semitism? Note that scholars usually distinguish three sociological phenomena: 1) fear/dislike of the “other,” which afflicts nearly all groups of outsiders in an established culture; 2) anti-Judaismand 3) anti-semitism,


Pgs 309-317


II. Rise of Christianity A. Teachings of Jesus 1. Idea of heaven 2. Call for radical religious reform 3. Execution as rebel 4. Search for the Historical Jesus panel, p. 323 B. Gradual spread C. Early teachings 1. Adaptation of rituals 2. Overturn of established order

PPT on the early beginnings of the Christian Church


Pgs 321-336

3. Idea of resurrection III. Spread of Christianity A. Separation from Judaism B. Role of Paul C. Sacred calendar D. Role of women in early Christianity E. Persecution of Christians as atheists F. Conversion of Constantine G. Reasons for success H. Refining of doctrine fourth–fifth centuries 1. Augustine 2. Theological disputes


I. Islam means “submission” to God A. Muhammad as seal of the prophets, 570–632 C.E. B. Sources of faith 1. Quran—revelation to Muhammad 2. Hadith—sayings of Muhammad C. Umma—the community of believers II. Origins A. Arabian peninsula 1. Mecca as pre-Islamic pilgrimage center—the Ka’aba B. Muhammad 1. 610 first revelations a. Dictation of Quran from God 2. Five pillars of Islam a. Shahada (profession of faith) b. Salat (prayer) c. Zakat (almsgiving) d. Ramadan fast e. Hajj (pilgrimage to Mecca) 3. Jihad C. The Hijra 1. Spread of Islam in Medina D. Conquest of Mecca, creation of Arabian confederation E. Islam as final step in successive revelations F. Gender and Islam (pp. 352–353) 2. Didn’t encourage conversion B. Sunni-Shi’a (also Shi’ite) divide 1. Creation of Ali’s party 2. Role of caliph: should it be religious or secular? C. Umayyad Empire 1. Use of Byzantine and Persian imperial tools and ideas D. Civil war, establishment of Abbasid Caliphate (750–1258) E. Weakening of caliphate ninth century on

Discuss modern prejudices about Islam to clear the air for discussion of historical issues.

Read a bit of the Quran (also transliterated Qur’an and Koran) and discuss

Discuss the hajj as a unifying element within Islam, showing how it is still practiced today.


Pgs 345-366

1. Difficulty of recruiting soldiers 2. Corrupt bureaucracy 3. Ruler cut off from people 4. Establishment of semi-independent states F. Destruction of caliphate by Mongols


Class Debate on the World Religions Current Events


World Religions Review for Test

October 31 TEST on World Religions

Chapter 9,10, and 11 Test will based on readings and notes from student projects

November 1 World Geography and Trade Route Activity

November 2 Parent-Teacher Conferences November 3 Parent-Teacher Conferences November 6 Period 3.

Regional and Transregional Interactions c 600 C.E. to c. 1450

I. Historical analysis of world trade A. Benefits and costs of international trade B. Issue of government regulation vs. free market economy C. Ancient governments regulated trade highly 1. But some private enterprise existed from earliest times II. Trade networks A. “Trade diasporas” as early as 3500 B.C.E. B. Some networks = very long-lasting C. Position of visiting merchants typical = marginal in host society

When is trade a bad thing? When is it good?

Discuss the map of world trade routes on p. 393. Especially consider why some parts of the map are blank—what inhibited international trade in these regions?


Pgs 391-394

November 7 Period 3. Regional and Transregional Interactions c 600 C.E. to c. 1450

III. Trade in the Americas A. Inca network 1. Linked ecological zones, highland and lowland 2. Controlled by state B. Central America and Mexico network 1. Mayan traders = relatively independent a. Theory: wealth of traders caused social tension b. Gradual control of trade by ruler 2. Aztecs: tightly controlled markets 3. Bulk transport means = limited a. Americas didn’t have the wheel

Examine the vast Incan trade network.


Pgs 394-397

b. Small-scale river shipping November 8 Period 3.

Regional and Transregional Interactions c 600 C.E. to c. 1450

IV. Trade in Sub-Saharan Africa A. West Africa 1. Camel domesticated c. second–fifth century C.E. 2. Regular caravan trade across Sahara 3. Creation of three large empires a. Ghana c. 700–c. 1100 b. Mali c. 1100–c. 1400 c. Songhay c. 1300–c. 1600

Current Events

Lecture on the states of West Africa, developing the material given on trade and adding material on West Africa’s political and cultural evolution.

Compare the trade systems of Africa and the Americas.


Pgs 397-400


V. Muslim and Jewish traders A. Both formed important international trade communities 1. Joined by religion and ethnicity B. Jews 1. Dispersed anyway, as far as China C. Muslims 1. Dominated Indian Ocean trade 2. Gradual conversion of much of southeast Asia 3. Hajj—need for international travel D. How Do We Know?—Cairo Genizah, p. 402

Discuss Jewish trade and its probable impact on attitudes toward Jews in the diaspora. Compare to the conditions that Arab merchants would have faced.


Pgs 400-402


VI. Asian trade A. Series of interlinked systems B. Polynesians 1. Astonishing ocean voyages 2. Not large-scale trade systems C. Malays 1. Developed enormous cargo ships—jongs 2. Innovations in sails 3. Worked monsoons 4. Settlement of Madagascar D. Indian Ocean 1. Eighth–sixteenth centuries dominated by Arabs 2. Displaced Hindu and Buddhist influence in southeast Asia E. China—by 1500 had most advanced economy of world 1. Highly developed internal markets 2. China took part in international trade fourth century C.E. on 3. Powerful navy developed in twelfth century 4. Ming dynasty (1368–1644) encouraged sea power a. Voyages of Zheng He 1405–1433 b. Policy abandoned

Current Events

Discuss the issue of internal versus external markets and how the two systems fit together.

Why weren’t Polynesians large-scale traders? This is a good opportunity to develop the point that international trade requires healthy internal markets.


Pgs 402-414

5. Internal trade a. Creation of paper money b. Credit mechanisms c. Supplied luxury goods for international trade d. System of waterways


VII. Mongols A. Creation of “pax Mongolica” as a trade continuum 1. Reopening of silk route 2. Testimony of Ibn Battuta and Marco Polo B. Chinggis Khan (Temujin) c. 1162–1227 1. Unification of Mongols 2. Invasion of China 3. Conquests in central Asia C. Continued expansion—map of Mongol territory p. 418 D. End of Mongol Empire 1. Most states fell fourteenth century 2. Last Mongol state = Crimea, conquered eighteenth century

Lecture on the Mongol conquests, discussing how they conquered so much territory so quickly.

Lecture, consider why the Mongol states did not survive and the long-term impact of the Mongols on world history.


Pgs 414-419


VIII. Plague A. Spread along trade routes 1. Hit China 1331 2. Reached Crimea 1346 B. Death of estimated one-third of Eurasian population IX.Establishment of Ming dynasty in China (1368–1644)

Consider the effect of both the plague and the Mongols on the Islamic world.

Review Chapter 12


Pgs 419-421

November 15 AP TEST PREP – DBQ Examination


Chapter 12 Test - DBQ CHAPTER 12 TEST

November 17 WORLD GEOGRAPHY REVIEW Current Events

November 20 WORLD GEOGRAPHY TEST

November 21 AP TEST PREP

November 22-24

NO SCHOOL Thanksgiving Holiday

November 27 Period 4. Global Interactions c. 1450 to c. 1750

I. The European Atlantic A. Vikings 1. Colonies in Iceland, Greenland, Newfoundland 2. Raids on Europe and in Mediterranean 3. Trade B. Norman conquest of England C. Establishment of Kievan Rus II. Decline of Mediterranean trade

Develop the story of the Vikings.

Discuss why it was only in the later Middle Ages that European trade expanded significantly.


Pgs 425-429

A. Arabic control of Mediterranean c. 650–c. 1000 B. European fight to regain control c. 1000–1571 1. Europeans blocked from luxury markets of East C. Search for new trade routes 1. Thirteenth century: maritime route between Mediterranean and northern Europe 2. Trade picking up fifteenth century


III. Change in the high Middle Ages A. Establishment of towns and town leagues 1. Guilds 2. Textile manufacture 3. Urban revolts B. Religious responses 1. Theologians a. Anselm—intellect as aid to faith b. Peter Abelard—the role of reason c. Bernard of Clairvaux—affective piety 2. Mendicant movement—Francis, Clare, and Dominic C. Opening of intellectual horizons 1. Translation of Arabic and Greek texts a. Islamic Influences on European Renaissance box p. 435 2. Universities a. Role of universities b. Thomas Aquinas—union of Church and Aristotle

Discuss the possible reasons why an intellectual renaissance started in Europe at about the same time trade began to develop.

Discuss why medieval towns were such violent places and what lessons about medieval society can be learned from the frequent urban revolts.


Pgs 430-436


IV. The calamitous fourteenth cent. A. Catastrophes 1. Famine 2. Plague B. Social unrest 1. Labor shortages, new demands by workers

Lecture on the plague and its consequences.

PowerPoint Presentation


Pgs 436-438


Crusades PowerPoint Presentation

December 1 Period 4. Global Interactions c. 1450 to c. 1750

V. Italian Renaissance A. Humanism 1. Dignity of the individual B. New art: influence of humanism and secular business C. Best of Renaissance: Florence under the Medici D. Technological developments 1. Improvements to naval technology 2. Development of viable gunpowder weapons 3. Printing press—Johannes Gutenberg, c. 1390–1486 E. Changing views on trade and banking

Current Events

Give a Renaissance slide show, encouraging discussion of what the artists are trying to express and why.

Discuss the significance of the invention of the printing press.


Pgs 438-442

1. Medieval attacks on Jews December 4 Period 4.

Global Interactions c. 1450 to c. 1750

Renaissance Art Exposure and Analysis Lab 429


VI. “New World” A. Portuguese exploration 1. Henry the Navigator 2. Exploration along west coast of Africa 3. Rounding tip of Africa—Bartolomeu Dias, 1488 4. Opening sea route to India—Vasco da Gama, 1498 5. Destruction of traditional Indian Ocean trade B. Columbus, 1492 1. Discovery that it wasn’t the Indies—Amerigo Vespucci, 1499 C. Magellan—circumnavigation of globe, 1519–1522 D. Reaching Oceania, seventeenth century 1. Real exploration eighteenth century, British

Discuss what factors drove the European voyages of exploration.

Make a chart of the most important early voyages of discovery, comparing the resources invested, the goals, and the returns on the investments.


Pgs 442-447

Finish European Explorers Map


Mapping the Explorations and Reviewing Study for Test

December 7 Chapter 13 Test


I. Economic systems A. Older European style: mercantilism 1. Government regulation of trade B. Development of capitalism 1. Private ownership of wealth and means of production 2. Free-market exchange C. Rise of major trade cities in Europe D. Trade = less important force in other parts of world 1. Government control of trade = the norm E. Source panel: Adam Smith on capitalism, p. 453

Current Events

Discuss capitalism vs. mercantilism. Where can they be seen in the modern world? What are the strengths and weaknesses of each approach to trade?


Pgs. 422-423


II. Iberian empires A. Spanish conquests in New World 1. Cortés and Aztecs, 1519–1521 2. Pizarro and Incas, 1532–1533 3. Reasons for easy conquests B. Exploitation of Americas 1. Encomienda system 2. Repartimiento system 3. Inhumanity of silver mines 4. 1550–1800 massive supply of silver and gold a. Majority used to pay for Asian luxuries b. Massive government expenditure on war

Selection from Bernal Diaz’s The True Story of the Conquest of Mexico (Montezuma’s death)

Selection from Bartoleme de Las Casas’ Brief Account of the Devastation of the Indies


Pgs. 452–462


C. Portuguese Empire 1. 1580–1640 Portugal = part of Spain 2. Plantations on Madeira and other Atlantic islands a. Need for slaves 3. West coast Africa—European slave trade established in fifteenth century a. Some missionary work b. Little penetration to inland 4. Brazil claimed 1500 a. First of huge plantation colonies 5. Invasion of Indian Ocean, attempt to hold trade monopoly D. Spain and Portugal: exploitation, but not effective use of wealth 1. Cultural influence = more successful

Develop the chapter’s coverage of the early African slave trade


III. Reformations A. Problems of the institutional Church B. Protestant Reformation 1. Martin Luther, 1483–1546 2. John Calvin, 1509–1564 3. Anglicanism C. Catholic Reformation 1. Council of Trent, 1545–1563 2. Jesuits 3. Vast expansion of mission

Discuss the significance of the Reformation movements for trade.


Pgs. 462–465


IV. The Dutch Republic A. Rebellion against Spain 1. English support 2. New Netherlands won independence 1609 3. Decline of Spain B. Efficiency of Dutch economy 1. Massive increase in agricultural production 2. Textile industry 3. 1600–1700 dominated northern European shipping C. Commercial institutions 1. Stock exchange created mid-sixteenth century 2. 1609 Bank of Amsterdam D. Commerce 1. Dutch East India Company, 1602 2. Seizure and creation of ports in southeast Asia 3. Trade with Japan, when all other Europeans kicked out 4. 1652 capture of South Africa 5. Dutch West India Company, raids and plantations in Americas E. Indecisive trade wars with England, 1652–1674 1. Not big enough to keep up

Discuss: What were the secrets of Dutch success?


Pgs. 466–469


V. France and Britain A. Consolidation of French state after Wars of Religion 1. Louis XIV, 1643–1715 2. Militarization of France 3. Mercantilism a. Encouragement of French luxury goods B. Series of French wars, 1688–1713 C. Britain came to forefront in commerce eighteenth century 1. Long series of fights with France 2. Control of colonies in America, slave trade, Asian trade 3. Culminated in Napoleonic Wars D. British financial institutions 1. Stability of pound sterling (£) for centuries 2. Bank of England created 1694 3. Constitutional monarchy after 1688 supported commerce

Current Events

Discuss why Britain eventually “won” the long war to dominate world trade.


Pgs. 469–472


VI. Formation of nation-states A. Political state plus collective social identity 1. Concern for economic welfare of population 2. Competition between nation-states 3. Phenomenon of western Europe 4. Efforts to emulate B. Russia 1. Muscovy = core of state, starting late fifteenth century 2. Expansion sixteenth–seventeenth cents. 3. Peter I the Great, sole tsar 1696–1725 a. Dream to create great state b. Travel in disguise to see W. Europe c. Military reform d. Adoption of Western culture e. Vicious exploitation of serfs to pay for it all 4. Catherine II the Great continued reforms/despotism

Discuss the differences between a nation-state and the other states studied in the course. This is a good place to review older political systems.

Compare the development of Russia to that of western European states. Discuss why, in Russia, education, trade, and so on had to be imposed from above.


Pgs. 472–476


VII. Other trade systems A. Ottoman Empire 1. Didn’t control own trade B. Mughal Empire, India 1. Flourishing of business 2. Lack of navy to protect own traders 3. Armed force of European merchants C. China 1. Ming dynasty largely closed China to foreign trade a. Some missionary presence, sixteenth–seventeenth centuries 2. Qing (Manchu) dynasty started 1644 a. Restricted European trade

Discuss why western European trade came to dominate the Ottoman and Mughal Empires.


Pgs. 476–481

3. Chinese wealth as major catalyst for European trade D. Japan 1. Sixteenth century: major European cultural influence a. Adoption of European styles b. Large-scale conversion 2. Reaction a. Violent suppression of Christianity b. Almost all Europeans expelled c. Political consolidation, time of prosperity E. SE Asia: fought over by European states

December 20 FINALS

December 21 FINALS

December 22 FINALS

Winter Break NO SCHOOL December 25-January 5 January 8 Period 4.

Global Interactions c. 1450 to c. 1750

I. Issue of demography A. Modern demographic shifts focus attention on the issue B. Study of average people

Modern day movement of people.


Pgs. 485–486

January 9 Period 4. Global Interactions c. 1450 to c. 1750

II. Transplantation of Europeans to rest of world A. Columbian exchange—new contact between eastern and western hemispheres 1. Massive epidemics in Americas 2. Food exchanges—new crops & domesticated animals B. North American colonies 1. First explorers = seeking riches 2. Second wave = settlers a. Cash crops b. Freedom from religious persecution C. Antipodes—Australia and New Zealand, 1600–1900 1. Settlement made possible by discoveries 2. Australia: penal colonies 1788–1850s a. Destruction of aboriginal ecology 3. New Zealand D. South Africa, 1652–1902 1. First Dutch settlement at Cape Town 1652 2. Gradual push inland 3. British took over region 1795

Discuss the varying reasons for European settlement, considering religious and political conditions at home, distance from the homeland, mineral wealth, and the purpose of settlement.


Pgs. 486–494


III. Slave migration, 1500–1750 A. Massive forced African migration to New World B. Slavery = part of African social system C. System reoriented to become trans-Atlantic trade 1. Ten million people enslaved, mostly for plantation labor 2. Africans = active participants in slave trade 3. “How Do We Know?” panel—how many slaves, pp. 498–499

Read passages from Olaudah Equino, The Life of Olaudah Equino, or Gustavus Vassa, The African.


Pgs. 484–489

D. Scholarly disputes regarding effects on Africa 1. Loss of productive members of communities 2. Introduction of New World crops


VII. Other trade systems A. Ottoman Empire 1. Didn’t control own trade B. Mughal Empire, India 1. Flourishing of business 2. Lack of navy to protect own traders 3. Armed force of European merchants C. China 1. Ming dynasty largely closed China to foreign trade a. Some missionary presence, sixteenth–seventeenth centuries 2. Qing (Manchu) dynasty started 1644 D. Japan 1. Sixteenth century: major European cultural influence a. Adoption of European styles b. Large-scale conversion 2. Reaction a. Violent suppression of Christianity b. Almost all Europeans expelled

What factors led to population growth in the Islamic empires and China?


Pgs. 476–481

January 12 Chapter 14 and 15 Test Current Events January 15 NO SCHOOL MLK DAY January 16 DBQ Project Lab 429 January 17 DBQ Project Lab 429 January 18 DBQ Project Lab 429 January 19 Period 5.

Industrialization and Global Interaction c. 1750 to c. 1900

Revolutions Poster Creation Current Events

January 22 Period 5. Industrialization and Global Interaction c. 1750 to c. 1900

I. Political revolution A. A political revolution changes the basis of government B. Series of “democratic” western revolutions 1. Basic factors they had in common C. Second wave of revolutions inspired by the first wave

Spodek – Chapter 16 Pgs. 521–523


II. Enlightenment A. Political theorists 1. Thomas Hobbes (1588–1679) defended royal powers a. Idea of social contract 2. John Locke (1632–1704) a. Government = voluntary compact b. Government exists for defense of property


Pgs. 523–531


B. Scientific Revolution 1. Creation of community of scientists sharing knowledge 2. Mathematical expression 3. Empiricism 4. Improvements in equipment 5. Freedom of inquiry C. Astronomy/ understanding physical world 1. Nicholas Copernicus (1473–1543)—heliocentrism 2. Johannes Kepler (1571–1630) 3. Galileo Galilei (1564–1642)—use of telescope a. Condemnation by Inquisition 4. Isaac Newton (1642–1727)—calculus, gravity 5. René Descartes (1596–1650)

Discuss why heliocentrism was such a difficult concept for people to accept.

Discuss the conditions in Europe that made the Scientific Revolution happen when it did.


Pgs. 523–531


III. The Glorious Revolution—England, 1688 A. English Civil War 1640s 1. Abolition of monarchy 2. Restoration B. Deposition of James II 1. Bill of Rights, 1689—creation of constitutional monarchy C. Franchise remained severely limited, small political community


Pgs. 531–533


IV. The philosophes A. Emphasis on rationality 1. Effort to solve problems of public life B. Major figures 1. Montesquieu (1689–1755) 2. Condorcet (1743–1794) 3. Diderot (1713–1784) 4. Voltaire (1694–1778) 5. Rousseau (1712–1778): went furthest in demands for democracy

Current Events

Discuss why democratic thought began to flourish in seventeenth-century Europe instead of other parts of the world.


Pgs. 533–536


V. The American Revolution A. Heavy-handed British control of colonies B. Declaration of Independence, 1776 1. War, 1775–1781 C. Constitution and Bill of Rights, 1789 1. Establishment of federal system of government D. Reasons for American radicalism 1. Climate of religious dissent 2. “Frontier thesis” 3. Absence of aristocracy 4. Eighteenth-century philosophy pointing the way E. First anti-imperialist revolution 1. But only benefited those of European descent

Discuss the models American statesmen had to support their radical decision to abolish kingship. Trace the line of events in their recent past—the Dutch Wars of Independence, French Wars of Religion, English Civil War, and Glorious Revolution—but also get students to consider the importance of Greek and Roman models.


Pgs. 536–539


VI. The French Revolution A. Internal revolt against entrenched system B. Convocation of Estates-General 1789 1. Mass of grievances erupted 2. Third Estate declared itself “National Assembly” C. Mass rebellion of poor D. Declaration of the Rights of Man and the Citizen E. Attempted flight of royal family; execution 1. Most European states declared war on France F. The Terror 1. Overhaul of social order G. Napoleonic rule, 1799–1812 1. Consolidation of much of work of revolution 2. Equality of law and opportunity 3. Wars a. Spread of revolutionary ideas

Discuss the differences between the American and French Revolutions.

How the French Revolution could lead directly to the establishment of a new monarchy under Napoleon is often inexplicable to students. In a lecture, develop the European reaction to events in France and the military and naval threat France faced, as a clue to French desperation for military leadership.


Pgs. 539–547


VII. Haiti, 1791–1804 A. Brutal plantation system B. Revolt broke out 1791 1. Rise of Toussaint L’Ouverture (c. 1743–1803) as leader C. Napoleonic effort at reconquest 1. Formal declaration of independence 1804 2. Only successful slave revolution in history D. Catalyst for abolition movement 1. Debate on causes of abolition movement panel, p. 549 2. Reaction to fear of revolts 3. U.S. Civil War

Why did Haiti’s revolution succeed, unlike any other slave revolt?


Pgs. 547–550

February 1 Period 5. Industrialization and Global Interaction c. 1750 to c. 1900

VIII. Latin American independence movements A. Series of elite revolts, 1810–1826 B. Simón Bolívar = greatest of leaders 1. Liberation of Colombia, Venezuela, Ecuador, Peru, Bolivia 2. Dream of unified South America a. Fell apart in warfare between generals 3. Militarization of states C. Mexico—conservative Creole elite took over revolutionary movement D. Brazil—king fled to Brazil in Napoleonic Wars 1. Brazil granted equal legal status to Portugal 2. Declared independence unopposed, 1822 E. Paraguay—populist revolution 1. Didn’t privilege elite 2. Policy of self-reliance

Compare the Latin American revolutions to each other, considering issues of leadership, who started them, the abuses they were reacting against, and the results.


Pgs. 550–556

3. 1865–1870 neighbors attacked and destroyed system F. Attacks on Church power G. Neo-colonialism: economic investment/control by Britain


IX. What difference do political revolutions make? A. Mixed legacy

Current Events


Pgs. 556–557

February 5 Chapter 16 Test


I. Significance of Industrial Revolution A. Western Europe (especially Britain) surpassed China/world in economic power B. Point of origin: search for profit from cotton cloth C. Increased power of business classes D. Transformation of the organization of daily life


February 7 Computer Lab – Industrial Revolution THEN AND NOW February 8 Period 5.


III. Second stage of industrialization, 1860–1914 A. Steel B. Chemicals 1. Fertilizers 2. Explosives 3. New drugs C. Electricity 1. Nineteenth-century series of discoveries 2. Leading inventor: Edison (1847–1931) a. Establishment of research facility, Menlo Park, NJ D. Factories: mass-production for mass-market E. Industrialization gave a military edge—new weapons F. Worldwide effects 1. European and American investment in much of world 2. Massive immigration to Americas 3. International development thanks to foreign investment

Discuss the political component that makes foreign investment an important issue.

Lecture on the new means of transport that provided the necessary underpinning for the whole industrial system.


February 9 Student Presentations

Current Events

February 12 Period 5. Industrialization and Global Interaction

II. Britain: Home of Industrial Revolution A. Agricultural revolution eighteenth century 1. New farm equipment 2. Enclosure

Discuss whether the Industrial Revolution could have happened


c. 1750 to c. 1900 3. Many farmers dispossessed—turn to cottage industry B. Introduction of Indian cotton 1. Invention of flying shuttle 2. Spinners couldn’t keep up—invention of spinning jenny 3. Addition of water power 4. Invention of power loom 5. Development of steam power; application to textile industry C. Creation of new products; many = tools to expand production 1. Development of iron industry 2. Railroads 3. Other uses of steam engines D. “How Do We Know?” panel—Why did it start in Britain? (p. 569)

without a preceding agricultural revolution.


IV. Social change A. Massive population growth 1. Main reason probably = new foods 2. Sanitation B. Benefits to entrepreneurs C. Displacement of handicraft workers D. Rotten conditions for industrial workers 1. Government intervention, remediation E. Gender relations 1. Women gradually forced into “domesticity” 2. Children increasingly = economic burden 3. Entry of women into white-collar work force 4. Marginalization of female breadwinners

Hold a class discussion on the question: “Was the Industrial Revolution good for women?”



Child Labor Presentation

February 15 Child Labor Activity February 16 Period 5.


V. Political reactions A. British government 1. Government resistance to reform, e.g., Peterloo Massacre, 1819 2. Reform Bill, 1832—increase franchise, urban representation 3. Series of laws gradually improved workers’ conditions 4. Chartist movement—working-class drive to get vote 5. By 1870, political parties competing for working-class vote 6. Gradual increase in franchise a. Universal male suffrage 1918 b. Women’s suffrage movement—successful 1928 c. Women’s vote in U.S. 1920

Current Events

Discuss what factors made Britain different in its response to labor protests.

Chart out the differing responses to labor conditions and use this as a starting point for discussion of political


differences in the countries affected.

February 19 NO SCHOOL President’s Day


B. Labor organization 1. Karl Marx—effort at top-down labor organization a. Built on foundation of worker unrest b. Role of proletariat c. Call for violent revolution 2. Germany—top-down reforms introduced by Bismarck a. Universal male suffrage b. Labor reforms


3. U.S. a. Labor organizing in wake of Civil War b. 1890s: strikes, widespread violence c. Situation never desperate i. No significant political party based on labor ii. Better conditions than other countries 4. France a. Large-scale worker revolts b. Creation of labor unions C. Nonindustrial world 1. Devastation of economies by imported goods 2. Mass migration as indentured laborers


VI. Patterns of urban life A. Massive urban growth B. New world of routines, regulation C. Loss of community sense D. “How Do We Know?”—Conditions of industrial urbanization, p. 591 E. Urban planning VII. What difference did the Industrial Revolution make? A. Enormous wealth and power to elites of western Europe & U.S. B. Restructuring of family life C. Transformation of world 1. Massive population movements 2. Texture of most people’s lives affected

Discussion comparing urban and rural life.

Spodek - Chapter 17

(pp. 588–593)


Chapter 17 Test Current Events

February 26 Period 5. I. Nationalism A. Influence of French Revolution 1. Massive claims for union of government and people


Pgs. 597–604


2. Napoleonic Wars spread idea—imposed national governments 3. Britain and Russia responded with own nationalism of resistance


B. Early nationalism: most active on periphery of western Europe 1. Balkan rebellions 1815 on 2. Greece won independence 1829 3. Dominion of Canada established 1867 4. U.S.: nation based on common vision and law C. Empires suppressed nationalist movements within Europe 1. National uprisings in Poland, Prussia, Italy, Hungary, Ireland D. Italian unification 1. Giuseppe Mazzini (1805–1872) and Young Italy movement 2. King Victor Emmanuel II of Sardinia-Piedmont a. Progressive annexation of rest of Italy

Throughout history, peoples have been ruled by foreigners. Discuss why it became such an issue in the nineteenth century.


E. German unification under Prussian leadership 1. Bismarck: “Blood and Iron” policy F. Zionist movement founded 1897 1. Response to anti-Semitism 2. Jewish colonization of Palestine

Compare the Italian and German unification movements. Discuss why these regions were so deeply divided in the first place.

March 1 Period 5. Industrialization and Global Interaction c. 1750 to c. 1900

II. Imperialism A. Competition of industrial nations to control nonindustrial states 1. Markets for products 2. Raw materials B. U.S.—westward movement C. By 1914 peoples of European ancestry ruled 85 percent of world 1. Theory of social Darwinism

March 2 NO SCHOOL INSTITUTE DAY March 5 Period 5.


D. Ottoman Empire 1. Dismemberment of territories by European powers 2. Religious communities called on protection of European countries 3. Crimean War—further effort to snatch territory 4. Young Turks fostered national movement, but suppressed E. Southeast Asia 1. British, French, Germans, and Dutch fought for dominance 2. Much brutality, especially Dutch a. Java War, 1825–1830 F. India 1. English East India Company reached India seventeenth century

Discuss the various resources of the regions absorbed by imperialist powers and what they were used for.


Pgs. 604–617

2. British/French fight for dominance 3. Beginning of Indian industrial revolution 4. 1857 “mutiny” against East India Company a. British assumed direct rule G. China 1. Manchu control 2. Opium Wars, 1839–1842 and 1856–1860 a. Chinese government tried to stop opium imports b. Europeans demanded free trade 3. Establishment of treaty ports—extraterritoriality 4. Efforts at internal reform, end of foreign influence a. Taiping Rebellion 1850–1864 b. Boxer Rebellion 1898–1900 c. Nationalist movement—Sun Yat-sen


III. Africa A. Sub-Saharan: for centuries, European incursion = only on coast B. South Africa 1. Establishment of Dutch colony 1652 2. Dutch/British conflict 3. Zulu expansion under Shaka (c. 1787–1828) 4. Boer War (South African War) 1899–1902 C. Egypt 1. French invasion 1798 2. Reforms of Muhammad Ali 3. Veiled European protectorate c. 1880–1950s D. Algeria 1. French invasion 1830 E. Islamic revival 1. Uthman dan Fodio 2. al-Hajj Umar 3. Samori Toure 4. Mahdi of the Sudan F. West Africa 1. Mixed Afro-European culture 2. Efforts to repatriate American slaves 3. European power = commercial rather than political to 1880s G. “Scramble for Africa” 1. Exploration—Livingstone (1813–1873) 2. Competition between European powers 3. Forced Africans from own land a. Created work force for plantations, mines

Discuss one colonized area of Africa in greater depth. Perhaps the most accessible case is that of Algeria; the most chilling is certainly the Belgian Congo.


Pgs. 617–628

March 7 Period 5. IV. Colonial women A. Separation from natives B. Move toward Western-style gender relations in colonies

Make a chart of the major revolts


Pgs. 629–631


1. Problem of reaction when imperialism ended V. Anti-colonial revolts A. Resentment = strong B. Early revolts = attempts to restore old institutions C. Later revolts aimed toward creating new nations

covered, considering if they are progressive or regressive, their purpose, their success, whether they include a religious element, and the violence with which they were suppressed.


VI. Japan A. End of isolation 1853, Matthew Perry B. Meiji restoration/end of shogunate C. Meiji policies 1. Embassies to collect information about foreign powers 2. Education, including imported teachers 3. Restructuring of government, including army 4. Restructuring of economy a. Agricultural build-up b. Large-scale industrialization, sponsored by government 5. Urbanization D. Adoption of much Western culture 1. But male dominance reinforced E. Claim to equality with Western nations 1. Defeat of Russia, 1905

Discuss possible reasons why Japan was the one non-Western state to nationalize and win recognition as an equal—and how it managed to accomplish this in a mere half century.


Pgs. 631–639

March 9 Chapter 18 Test Current Events March 12 Exam Practice AP TEST PREP March 13 Period 6.

Accelerating Global Change and Realignments, c. 1900 to the Present

I. Science and technological creativity A. Electricity and its uses B. Heating C. Transport 1. Internal combustion engine 2. Airplanes 3. Improvements in shipping D. Communication E. Chemical industries 1. Synthetic products, fertilizers, explosives 2. Medicine a. Bacteriology b. Diagnostic tools

Discuss a typical day’s activities with your students, and then consider how many of those activities would not have been possible without things that have been invented since 1880.

Discuss childhood illnesses, and try to calculate how many of


Pgs. 650-653

c. Public health services F. Research facilities G. Theoretical discoveries in physics. Greatest = Einstein (1879–1955)

your students would have survived childhood without drugs and other medical treatments developed in the past century.

Lecture on the career of one important scientist in greater detail, such as Marie Curie.

March 14 Period 6. Accelerating Global Change and Realignments, c. 1900 to the Present

II. Progress A. Gender relations 1. Labor-saving devices 2. More women in work force 3. Changing sexual mores 4. Birth control B. Urbanization C. Military competitiveness III. Outside Europe A. Immense upheaval in nonindustrialized lands B. India 1. Destruction of key industries C. China 1. Revolution 1911, abdication of last emperor 1912 2. Sun Yat-sen (1866–1925) 3. Revolutionary program a. Stop foreign economic control b. Industrialize—but with state ownership D. Latin America 1. Foreign investment in industry 2. Rule by/for creole elites 3. Mexican Revolution, 1910–20

a. End rule by creole elite, help the poor b. Land reform c. Voice in government to mestizos and indigenous peoples E. Ottoman Empire 1. Slow disintegration 2. Young Turks seized control of government, 1908 3. Power struggle in Balkans

Discuss why the Mexican Revolution went on so long and was so bloody.

Discuss the goals of revolutionary China.


Pgs. 653–663


IV. World War I, 1914–18 A. War started with domino effect B. Shock at discovery of how technology had changed war 1. Trench warfare C. Collapse of Russia D. Seizure of German colonies E. Japanese gains in China F. Entry of U.S. into war, 1917 G. Nearly 10 million soldiers killed V. Postwar A. Many promises made during war 1. Demands for justice and independence of colonies B. Paris peace settlements, 1919 1. Redrawing of European and Middle Eastern map a. Punishment of losers b. Creation of new states c. French and British “mandates” in much of Middle East 2. Humiliation of Germany C. League of Nations, 1920 1. U.S. = principal sponsor, but refused to join 2. Couldn’t deal with colonialism problem 3. No power to enforce rulings D. Strong new nationalist Turkish state—Atatürk E. China humiliated at land losses to Japan

Discuss why the horrors of WWI were so unexpected. Consider the wars that had been fought since the Napoleonic era, and what European troops were used to encountering in their conflicts with the nonindustrialized world.

Discuss what was wrong with the League of Nations.

Discuss the weaknesses of the Paris peace settlements.


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VI. Russian Revolution, 1917 A. Russia’s internal problems B. Rise of Lenin to prominence C. Russian military defeats D. Democratic revolution, 1917 1. Seizure of power by communists 2. Suppression of all opposition E. State planning 1. Stalin (1879–1953) 2. Series of five-year plans 3. Forcible collectivization of agriculture 4. Great increase in industry F. Women 1. Attempt to impose equal pay for equal work principle 2. Double burden on women remained-home and job

Current Events

Discuss what sort of claim Lenin had to the leadership of Russia.

Show some early Soviet propaganda posters and discuss what the communist government was trying to do and how.


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March 19 Period 6. Accelerating Global Change and Realignments,

VII. Post-war U.S. A. Technological and financial leadership of world B. Series of improvements to life C. Isolationism—involvement only in Latin America

Presenting the factors that brought the world out of the depression.


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c. 1900 to the Present

1. Fear of communism 2. Fear of change a. Revival of Ku Klux Klan D. World-wide depression 1. America recalled loans, undercut European economy 2. Massive unemployment E. Roosevelt administration: New Deal and creation of a welfare state


I. General sense of coming disaster A. Evils of Paris peace treaties—Keynes B. Sense of cultural sickness—Yeats C. Fears of destruction—Freud


Pgs. 685–686


II. Contest of fascism and communism A. Fascism: exaltation of nation above individual 1. Glorification of war B. Italy 1. Social unrest 2. Mussolini (1883–1945) organized gangs, terrorized opponents 3. Government capitulated, gave Mussolini control a. Suppression of all opponents b. Economic and agricultural development c. Conquest of Ethiopia

Compare the rise of fascism in Italy and Germany. Why didn’t governments intervene to stop this process at an early stage?

Discuss anti-Semitism.


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C. Germany 1. Hitler (1889–1945) 2. Formation of anti-communist workers’ party—Nazis 3. Hitler organized gangs, terrorized opponents a. Attempted putsch, 1923 b. Mein Kampf 4. Nazi gains in Depression a. Hitler became chancellor, 1933 b. Soon claimed dictatorship 5. Totalitarian state a. Suppression of opposition b. Attacks on Jews c. Economic and agricultural development d. Rebuilding of military D. Japan 1. 1918: massive food riots 2. Dependence on colonies for food 3. Dominance of industrial conglomerates—zaibatsu 4. Dominance of military elite a. Shock of depression

b. Need to control east Asia for food and other materials March 23 Period 6.


III. Path to world war A. 1920s—steps to prevent war B. Successes of dictatorships in USSR, Germany, Italy, Japan 1. Vast military buildup—needed war to pay for it C. Little wars 1. Japanese invasion of Manchuria, 1931 2. Italian invasion of Ethiopia, 1935 3. Spanish Civil War, 1936 4. Japanese invasion of China, 1937 5. German invasion of Austria, 1938 6. German invasion of Czechoslovakia, 1939 7. German invasion of Poland, 1939—start of WWII D. Cost of military buildup

Current Events

Discuss the reasons for the German eastward expansion; compare it to the Japanese expansion into China.


Pgs. 692–696)

March 26-April 2

NO SCHOOL SPRING BREAK

April 3 Period 6. Accelerating Global Change and Realignments, c. 1900 to the Present

E. Genocide—the Holocaust 1. “How Do We Know?” panel—Accepting orders, p. 709


IV. World War II A. In Europe—see map, p. 697 1. German westward advance was stopped at British Channel 2. Hitler broke treaty with Russia, invaded 1941 3. North Africa—fight for control of Suez Canal 4. U.S. isolationist policies B. In Pacific—see map, p. 704 1. Japan-China war started 1937 2. Japanese atrocities 3. U.S. embargo on trade with Japan a. Japanese attack on Pearl Harbor and other bases, 1941 4. Rise of nationalist opposition to Japan C. Allied counteroffensive began late 1942 D. Underground resistance 1. Serbian resistance—Tito (1892–1981) E. Multi-front invasion of Europe 1. Russian push into eastern Europe, 1943 2. Sicily 3. D-Day invasion of Normandy, 1944 4. Fire bombing 5. Surrender of Germany May 7, 1945 F. Japanese driven slowly back, starting June 1942

Give a lecture on the invention of the atomic bomb.

Discuss the large-scale attacks on civilian populations in WWII. Compare to modern terrorism.


Pgs. pp. 696–705

1. Fire bombing 2. Atomic bombs 3. Surrender of Japan August 15, 1945


V. Results of WWII A. Total war—massive killing of civilian populations 1. c. fifty million deaths; thirty million = civilian 2. Six million Jews B. Shock of Asians beating Westerners: fights for independence C. Technology 1. Staggeringly expensive armaments 2. Whoever could buy the most toys won D. Women 1. Treatment varied by country 2. Fascists: return women to the home a. Mass forced prostitution, especially Japan 3. Allies: get women into factories 4. Development of new feminism F. Ability to destroy all life—atomic bomb G. Civilian use of much war technology: radar, nuclear energy, drugs

The Holocaust, or “Shoah” as most Jews prefer to call it (Holocaust means “burnt offering; Shoah means “catastrophe”). It is a terrifying story of racism, acute nationalism, and human tragedy, and students should be reminded that genocide is still continuing today.


Pgs. 705–710


VI. Image of humanity A. Scathing indictments of modern civilization B. Devaluing of rationality; human as product of sexual drives C. Despair 1. Acute questioning of faith 2. Nihilism D. “How Do We Know?” Decision to drop atomic bomb, p. 712 VII. Post-war recovery A. UN Charter, June 1945 1. Peace-keeping 2. Humanitarian enterprises B. Resettlement C. Reconstruction of Japan 1. Occupation, 1945–1952 a. Punishment of a few leaders (seven executions) b. Dissolution of colonies c. Democratic government d. Economic restructuring 2. Boost to Japan of Korean War (1950–1952) D. Germany 1. Russia demanded reparations; allies soon refused 2. Nuremberg Trials (twelve executions) 3. Division of Germany into East and West

Current Events

Compare the end of WWII to the end of WWI, in terms of settlement and solution of problems.


Pgs. 710–720

REVIEW FOR CHAPTER 19 and 20 TEST

a. 1948 Berlin Blockade E. Economic reconstruction

April 9 CHAPTER 19 and 20 TEST


I. Cold War, 1945–89 A. Conflict of ideologies/world views 1. U.S.: era of extroversion a. Enforcement of worldwide peace—Pax Americana b. Fear of communism 2. USSR: era of expansion of territory and ideology a. Imposition of communist governments on eastern Europe b. Organization of Soviet bloc to serve economic needs c. Fear of U.S. encirclement B. Series of provocations/competition 1. Germany 2. Nuclear weapons 3. Space 4. China’s turn to communism C. Korean War, 1950–53 1. Communist North Korea attacked South Korea 2. U.S. involvement as U.N. peacekeeping force 3. China entered war 4. Fought to stalemate D. USSR after Stalin 1. Krushchev, 1953–64 a. Denunciation of Stalinism b. Solzhenitsyn: novels revealing dark side of system 2. Brezhnev, 1964–82 a. Stagnation b. Poland—Solidarity movement c. Afghanistan—Russia’s Vietnam E. American military-industrial complex 1. Military buildup 2. Series of “proxy wars” F. Cuban Missile Crisis, 1962 1. Cuban Revolution 1959 2. Establishment of communist state

Use the topic of Soviet and U.S. efforts to gain influence worldwide as an opportunity to review earlier lessons on imperialism, considering what is different during the Cold War.


Pgs. 725–734


II. Creation of new nations A. U.S. and USSR both = anti-colonialism B. Middle East states C. India D. Israel E. China: communist revolution, 1949; separation of Taiwan F. Southeast Asia

Discuss the forces that made Europe give up its colonies, both political and ideological.


Pgs. 734–743

1. Vietnam War G. Africa 1. Egypt a. Aswan High Dam 2. Congo a. Vicious Belgian rule b. Limited self-government 1957 c. Crisis 1960, caught in Cold War politics d. UN intervention, war 3. Algeria, independence 1962 a. Revolution started mid-1950s b. Mass exodus of European population 4. Portuguese only gave up control of colonies 1974 H. Formation of bloc of nonaligned nations I. “How Do We Know?” panel—Legacy of colonialism, p. 739

Provide more detail on one of the independence movements.


III. “Third World” A. Three worlds 1. Wealthy, capitalist, democratic 2. Middle-income, communist, USSR and eastern European 3. Poor, just emerging from colonialism B. At first = inspirational term 1. Bandung Conference, 1955, creation of post-colonial agenda C. Enlistment of new states as “clients” by U.S. or USSR 1. Behind the scenes aid in proxy wars D. Latin America 1. Older states, but economic dependence on outsiders 2. Nicaragua—U.S. influence a. Sandinista revolt b. U.S. destabilization policy under Reagan 3. Guatemala 4. Panama—control of canal 5. Chile E. Iran 1. Forced modernization program under last shah 2. Islamic rebellion—Khomeini 3. Iran hostage crisis 4. Sparked further Islamic militance

Discuss U.S. involvement in Latin America. How much of this was apparent while it was going on?


Pgs. 743–751


IV. Terrorism A. Can be used by or against a state to enforce will B. Many of anti-colonial movements included terror V. Pursuit of peace by United Nations A. Role in reducing tensions 1. Peacekeeping forces first used 1948

Current Events

Give a short lecture explaining why population growth was so rapid in the second half of the twentieth century.


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B. Concern for global welfare 1. Creation of specialized agencies to provide human services VI. Population explosion A. World population more than doubled 1950–2000 B. Green revolution—rise in agricultural productivity C. Economic growth 1. Creation of European Economic Community a. Flourishing of European economies 2. Japan—economic success a. Balance between state planning and unbridled competition b. Massive investment in research and development D. International organization as key to economic growth

Discuss terrorism and where/when it has occurred in world history. Get students to make a list, which should at the least include the Mongols, enslavement of resisting populations, and similar acts taken to intimidate populations.


VII. NGOs and Transnationals A. Corporations B. Charitable causes VIII. Legacies of the Cold War, decolonization, and development A. Skepticism B. Room for optimism 1. Nuclear weapons never used 2. Almost all colonies liberated 3. UN offered global forum 4. Production grew faster than population


Pgs. 761–763

Review for Chapter 21 Test

April 17 CHAPTER 21 TEST


II. China between revolutions A. Sun Yat-sen d. 1925 B. Two parties fought for control 1. Guomindang—Chiang (or Jiang) Kai-shek (1887–1975) a. Foreign support, especially Christian missionaries 2. Communists—Mao Zedong (1893–1976) 3. Also problems of warlords and Japanese invasion C. Guomindang dissipated early successes 1. Corrupt 2. Alienated peasants 3. Even stole military supplies D. 1937 Japanese invasion 1. Communists offered more effective resistance E. Mao 1. Little experience of Western culture 2. Farmer’s son, attuned to peasant needs F. Creation of Chinese Communist Party, 1921 1. Organizing of peasants

Spodek – Chapter 22 Pgs. 767-781

a. Chiang response: mass slaughter 2. Creation of guerrilla army 3. Women’s rights III. Communist triumph in China A. Long March—strategic retreat from Jiangzi, 1934 1. Pulled together communist leadership 2. Communist attacks on Japanese; guerrilla war B. Full-scale civil war, 1945–49 1. U.S. helped Chiang 2. Guomindang driven to Taiwan IV. Chinese revolutionary policies A. Land redistribution—c. 1 million landlords killed B. Limitation of urban growth C. Economic five-year plan D. “Great Leap Forward,” 1957–60 1. Economic catastrophe, mass famine E. Cultural Revolution, 1966–69 1. Purge of Communist Party 2. Exile of intellectuals to villages F. Recovery, 1970–76 G. International relations 1. USSR a. Growing ideological tension b. Border wars 2. U.S.—relations improved 1970s 3. Invasion of Tibet 4. War with India, 1962


V. India: fight for independence A. Indian National Congress led resistance to British rule B. Gandhi 1. Leadership in South African protests, 1893–1914 a. Satyagraha—non-violent mass demonstration 2. Return to India a. Organization of swadeshi campaign (anti-Western goods) b. Transformed Congress into mass organization 3. Ethnic tensions a. Promoted Hindu-Muslim unity b. Abolition of untouchability i. “Affirmative action” programs for ex-untouchables 4. Return to Indian culture 5. Temperance 6. Appropriate technology C. Three nationwide independence campaigns: 1920–22, 1930–32, 1942

Gandhi Movie Spodek – Chapter 22

Pgs. 782-788

D. Independence, 1947 1. Indian pressure plus British decline in world power 2. Partition a. Hindu majority: India b. Muslim majority: Pakistan c. Bloody resettlement d. Kashmir remained point of tension e. Pakistan-Indian War, 1971


VI. Problems of the Indian state A. Avoidance of further fragmentation B. Establishing democracy 1. Power of Nehru dynasty 2. Indira Gandhi a. Strong ruler b. 1975–7 dictatorship c. Sikh rising, massacre at Amritsar C. Economy 1. Wariness of capitalism 2. Preference for socialist model 3. 1991 IMF forced move toward free-market economy D. Slow improvement in position of women VII. Economic and technological change in India A. Green revolution 1960s 1. “White revolution” in dairy business B. Life expectancy slowly improved, birth rate still high C. Industrialization, but stagnation in number of workers in industry

Gandhi Movie Spodek – Chapter 22

Pgs. 789-794

Finish Paper on Gandhi Movie


I. Crumbling of the USSR A. USSR had been an alternative model for political and economic thought 1. State economic policies 2. A balance to the military power of U.S. 3. Totalitarianism B. Gorbachev, 1985–91 1. Glasnost—openness about Soviet life and problems 2. Perestroika—economic restructuring a. Create a more competitive economic system b. Political reforms 3. Independence movements 4. Embarrassment of Afghan War 5. End of Communist Party monopoly = voluntary a. Tearing down of Berlin Wall b. Satellite nations claimed independence 6. Failed coup, 1991 a. Dissolution of USSR C. Yeltsin, 1991–9 1. Arms reductions 2. Massive economic decline

Discuss the historical factors that affected the policy of perestroika.

Examine the propaganda produced by the Gorbachev administration and its opponents.


Pgs. 807–812

3. Widespread corruption as government holdings privatized 4. Chechnyan independence movement, 1994 on D. Putin 1. Some economic gains 2. Concerns about political repression


II. Creation of Economic Union—economic and political III. U.S. as sole superpower A. 1990s: major Japanese recession B. Argument that capitalism/democracy will win world—Fukuyama 1. Triumphalism C. Nationalism as counter-force 1. States following other models 2. Terrorism a. Christian fundamentalism b. Islamic fundamentalism D. Antagonism of allies—unilateral actions 1. Perceived high-handedness 2. Afghan and Iraq wars


Pgs. 812–816


IV. Religious and cultural identities A. Islamic identity 1. Has never been monolithic, especially Shi’a/Sunni divide 2. Iran-Iraq War 3. Secular vs. Islamic rule issue 4. African religious wars, e.g., Chad, Sudan, Nigeria 5. Islam and women 6. Balkan civil war, 1992–5 B. Hindu/Muslim difficulties in South Asia 1. Hindu militancy in India 2. Rise of Hindutva movement—full rights only to Hindus C. Confucianism 1. Limited rebirth in China D. Judaism—embracing of power E. Christianity 1. Majority no longer = European 2. Roman Catholics a. Strength in Latin America b. Election of first non-Italian pope since 1523—John Paul II (1920–2005) c. Support for religious freedom in eastern Europe d. Ecumenism e. Reaction against Vatican II f. Liberation theology 3. Evangelical movement a. Appeal of Pentecostalism to poor F. Religion in U.S. 1. Most formally religious of industrial nations 2. Christian fundamentalists a. Militant and white supremacist branches


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3. Issue of sex 4. Immigration: introduction of other religions to America


V. Globalization A. Economic—based on cheap transport and communication B. Political—based on freedom of movement C. Massive international investment 1. WWW as major globalizing tool 2. Problem of global outsourcing 3. “How Do We Know?”—Evaluating globalization, p. 829 D. Need for caution: the Asian recession 1. 1997 sudden deep recession in east & southeast Asia 2. Discovery that investments had been misused 3. IMF bailed out some countries—frightened off more investors E. Opposition to globalization 1. World Trade Organization protests 2. Creation of World Social Forum, 2001 F. Global organized crime 1. Drugs 2. Smuggling illegal immigrants 3. Sexual slavery 4. Trafficking in body parts 5. Money laundering 6. Trafficking in weapons 7. Trafficking in nuclear materials


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April 27 NO SCHOOL INSTITUTE DAY


VI. Medicine, Science, and Ecology A. Life expectancy up, gap with low-income countries narrowing B. Problem of gender imbalance 1. Prenatal sex determination 2. Problem of aborting female fetuses in some parts of world C. Access to medical care = major issue 1. Especially an issue with AIDS a. Massive epidemic in Africa; can’t afford drugs b. Finally some international aid to help African crisis D. Biology 1. Cloning 2. Genetic engineering E. Ecology 1. U.N. got involved 1990 2. Global warming 3. Destruction of marine environment 4. Acid rain 5. Basic pollution


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May 1 Period 6. Accelerating Global Change and Realignments,

I. Europe A. Creation of European Community after WWII 1. Policies of economic cooperation 2. Creation of Common Market, 1957 (EEC)


Pgs. 843–848

c. 1900 to the Present

B. Creation of European Union, 1986–1993 1. Single European currency 2. Addition of eastern European countries, 2004 C. Problems 1. The issue of national culture and identity 2. EU doesn’t provide welfare or education 3. EU sets many regulations and standards 4. Populace seems unenthusiastic 5. The issue of adding new member states D. Yugoslavia 1. Controlled by Tito to 1980 2. 1991 vote to break up union 3. Serbia under Milosevic tried to keep control of several states 4. Civil war, 1992–5 5. Serbian genocide of Muslim and Croat populations 6. 1998 Serbian assault on Kosovo

May 2 Period 6. Accelerating Global Change and Realignments, c. 1900 to the Present

II. Africa A. South Africa 1. Colonial mistreatment of natives 2. 1948 establishment of apartheid—legal system of segregation 3. African National Congress formed 1913 as protest party a. Government crackdown, life imprisonment of Mandela 4. International sanctions 5. Reform started 1990 a. ANC legalized, Mandela freed b. Multi-racial elections 1994 gave ANC majority rule 6. Truth and Reconciliation Commission, 1996–8 a. Healing of racial wounds b. “How Do We Know?” panel—The Commission, p. 853 B. Hutu/Tutsi enmity 1. Rwanda began c. 1860 as kingdom with Tutsi king a. Discrimination against majority Hutus 2. Independence 1962—Hutu majority claimed rule 3. Civil war a. 1994 genocide of Tutsis b. Ended with seizure of government by Tutsi army invasion c. Overflowed into Congo III. Latin America A. Massive demographic problems, especially urbanization B. Mexico 1. Government corruption 2. Gradual reforms 3. 1994 establishment of NAFTA 4. Chiapas uprising—Maya


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a. Exposed deep racial rift 5. Fox administration 2000– attempting further reform


IV. China after 1976 A. Deng Xiaoping (1904–97) 1. Economic liberalism, privatization of state holdings 2. Limit population growth B. Continued liberalization of economy under Jiang Zemin C. Flourishing economy, but. . . 1. Growing rich/poor divide 2. Large “floating population” 3. Environmental problems 4. Increase in corruption E. Pro-democracy movement suppressed 1. Tiananmen Square massacre, 1989 F. Growth of NGOs G. Shift in international relations 1. 1997 return of Hong Kong to China 2. Tibet occupation 3. Support of Khmer Rouge in Cambodia 4. Improved relations with U.S.


Pgs. 861–867


V. Israel and Palestine A. Jewish settlement in Palestine B. British control 1. Balfour Declaration: promised Jewish state a. But also expressed policy of divide and rule C. Jewish settlers = mostly European in education and philosophy 1. Arabs saw it as new colonialism D. State of Israel founded 1948 1. Survived Arab attack 2. Palestinian refugees not absorbed into Arab states 3. 1967 Israeli occupation of West Bank and Gaza Strip a. Increasingly harsh rule of Palestinian population E. Inflamed Arab world 1. OPEC embargo 2. Intifada 1987 F. Efforts at peace

Current Events Spodek – Chapter 24

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Study for Exam

May 8 Period 6. Chapter 23 and 24 Test


May 9 FLEX SCHEDULE May 10 FLEX SCHEDULE May 11 FLEX SCHEDULE May 14 REVIEW FOR AP EXAM May 15 REVIEW FOR AP EXAM

May 16 REVIEW FOR AP EXAM May 17 ***WORLD HISTORY AP

EXAM DAY*** 8:00am

May 18 TAKE A BREATH! PARTY! May 21 Work on Final Activity – Plainfield Prognosticator May 22 Work on Final Activity – Plainfield Prognosticator May 23 FINALS - Presentation of Paper May 24 FINALS - Presentation of Paper May 25 LAST DAY OF

SCHOOL FINALS - Presentation of Paper

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