AP World History Project

This Project counts as a test grade and is due January 21st 2014 (we don't have class that day so you will need to bring it to me).  You need to find a BOOK about some historical character we have studied this year.  Example; Julius Ceasar, Alexander the Great, Hannibal, Theodora, Zheng He, etc.  You then need to write a 3 typed page review of the book.  The three pages should include information about the character (like a biographical sketch) and whether or not you liked the book.  Do you think the author accurately portrayed this person?  You should locate a book before or over the break.  You need to have a title page and then three 12 point Times New Roman font pages, double spaced.  And any time you reference something directly from the book you need to make a footnote and share the page number.  I will go over this more in detail in class before the break.  I shouldn't have to say this but I will, you should actually read the book inorder to write an accurate review.

7th Period Geo 12/6

Students need to complete questions with the French Babies article in their packet.  This is due Tuesday for a grade.

AP World 12/6/13

AP Students took their test on chapters 8-11 today.  They need to read pages 341-356 and finish the key terms for Chapter 12 before class on Tuesday.

12/2/13 AP World History

Test on Chapters 8-11 is Friday.  Review sheets are due for a grade.  The following selections are for your Thesis Statements:

CCOT Political, Economic and Social Characteristics of Western Europe from 476-1453CE

Compare Political and Economic Characteristics of Byzantine Empire and Western Europe during post classical period.

Comapre the pol., soc., and econ. developments of the Roman Empire to that of the Inca Empire.

11/25/13 AP World History

Students took a quiz and finished taken notes on Chapter 10 today.  Over Thanksgiving break the students need to read all of Chapter 11.  They also need to complete a chart that will be collected the day we get back from Thanksgiving break.  They need to be able to explain the "Region/Dates, Rise, Political System, Social Features, Internal and External Relations, and the Decline" of the Maya, Aztecs and Incas.  This chart counts as a homework grade.  Another homework grade is to read pages 320-322 in the AP reader and answer the 2 questions from the footbinding section.  Students can also begin to work on their review sheet for the test that will be given the week we return from Thanksgiving break.  The test covers Chapters 8-11 and the questions are below:

Test Review Bulliet Chapters 8-11


1. Describe the economic impact of the camel on the Arabian Peninsula.

2. List the key events in Muhammad’s influence on the Arabian Peninsula.

3. Describe the lands controlled by the Umayyad dynasty and the lands controlled by the Abbasid dynasty.

4. Describe the decline of the Umayyad and Abbasid dynasties.

5. List key characteristics and events of the Seljuk Empire.

6. Give a brief but detailed account of the crusades.

7. Describe the Great Schism in detail.

8. What role did Byzantine women play in society?

9. Describe feudalism and give an account of the role that each figure played.

10. What role did the church play in the Middle Ages?

11. Why were cities in Italy and Flanders success in the Middle Ages?

12. Describe the start, accomplishments, and fall of the Sui dynasty.

13. Describe the start, accomplishments and fall of the Tang dynasty.

14. Describe the start, accomplishments and fall of the Song dynasty.

15. What advantage did the Liao people have?

16. Describe Zhu-Xi’s neo-Confucianism believes.

17. Describe what the Japanese did and did not adopt from the Chinese.

18. What was the importance of the Trung sisters?

19. Describe the start, accomplishments and fall of Teotihuacan.

20. Why were chinampas so important to people in Mesoamerica?

21. Describe the start, accomplishments and fall of the Mayan. Also the role of women.

22. Describe the start, accomplishments and fall of the Aztecs. Also the role of women.

23. Describe the start, accomplishments and fall of the Inca.

11/21/13 Geography

1st Period started their test today and will finish it tomorrow in class.
7th Period took their Unit 4 test today.  After the test they got a worksheet on Unit 5 that they need to use the textbook to complete.  This is due Monday for a grade.  Also their economic job projects are due Monday as well.

11/21/13 AP World History

Students took notes on Chapter 10 today.  Students need to finish reading Chapter 10 and be ready for a quiz on all of Chapter 10 on Monday. 

AP World History DBQ Scavenger Hunt

1.  How many documents will you be presented for you to use?
2.  List examples of what these documents could be.
3.  What is required for an acceptable thesis?
4.  How many documents do you need to use?
5.  How can you use a document but not get credit for using it?
6.  How many documents do you need to analyze point of view (POV) in?
7.  What is a good question to ask yourself when working on POV?
8.  List three examples of how you could group documents.
9.  Summarize what the AP readers want to see when they ask you for an "additional document."
10.  What can you do to get into the expanded core?

Important Geography Dates 11/19/13

1st and 7th Period will take their Unit 4 Test on Thursday 11/21.
2nd and 4th Period will take their Unit 4 Test on Friday 11/22.
All students will need to turn in and present their "What's your Job?" project on either November 25th or 26th.  This counts as a test grade!

11/15 AP World History

Students need to complete their DBQ worksheet before class on Tuesday and they need to read pages 283-291 and be ready for a possible Reading Quiz.

11/13 Geo

7th period Geo students need to complete their Comparative Advantage worksheet for homework.

11/13 AP World

Students need to complete the chapter 9 chart before Friday and need to finish reading Chapter 9.  Comparative essay on West/East Europe on Tuesday 11/19.

Geo 11/11/13

7th period Geo students need to complete the Developed vs. Developing worksheet they got in class.  They should use pages 504-505 to complete it.

11/11/13 AP World History

Students wrote their CCOT essay on the Arabian Penn. today.  They need to read pages 253-268 for homework.

Levis Last Workers

Levi's Last US Workers Mourn Loss of Good Jobs




By Ralph Blumenthal



New York Times

October 19, 2003







Jeans maker's transfer of work abroad leaves them fearing job hunt



Clara Flores once thought she had the job of a lifetime, even, perhaps, the most solid job in America. She made blue jeans. Not just any blue jeans. Levi's. “It was the original,” Flores said. “Wherever you went, it was the same Levi's blue jeans.”

The $4.2 billion company was founded 150 years ago by Levi Strauss, a Bavarian immigrant who settled in San Francisco to outfit the gold miners. It has turned out more than 3.5 billion pairs of the sturdy denim jeans with their trademark rivets at the seams and little red pocket tab, becoming an American icon.

But by the end of the year, the last pair of Levi's made in America will roll off the sewing and finishing lines at the factory in San Antonio, another casualty of the shrinking homegrown apparel industry that since 1995 has halved its domestic work force in favor of cheaper foreign labor. It will be a setback, too, for San Antonio, home to the Alamo. The city draws a throng of tourists but suffers from a string of factory closings, although Toyota is building an $800 million plant to open in 2006.

Levi Strauss & Co.'s last three Canadian plants will close in March, the company said last month. That's part of a restructuring that will cut the company's payroll to 9,750 by next year -- the peak was 37,000 in 1996 -- and leave none of its jeans production in North America. The work will be contracted to suppliers in 50 countries, from the Caribbean to Latin America and Asia. Competitors, with few exceptions, have shifted their manufacturing to those regions or made jeans there all along.

Philip A. Marineau, who left PepsiCo in 1999 to lead family-owned Levi Strauss Co. as president and chief executive, said he saw little symbolism in the company's shutdown of production in the United States. “Consumers are used to buying products from all over the world,” Marineau said from company headquarters in San Francisco. “The issue is not where they're made. For most people, that's not gut-wrenching anymore.”

But it is for employees such as Flores, 54, an $18-an-hour hem sewer and president of the local of the apparel workers' union, Unite. Flores, who has worked for the company for 24 years, will soon join 819 fellow employees in San Antonio in lining up for severance benefits and possibly retraining classes and grants to start their own businesses.

Workers said the company had a progressive record on providing for its laid-off employees. But Flores noted the workers' four weeks of annual paid vacation and their family medical and dental benefits that cost them only $24 a week. She asked: “Where are we ever going to find something like this?”

Geo Article Hello India

Hello, India? I Need Help With My Math




By Steve Lohr,

October 31, 2007



Adrianne Yamaki, a 32-year-old management consultant in New York, travels constantly and logs 80-hour workweeks. So to eke out more time for herself, she routinely farms out the administrative chores of her life — making travel arrangements, hair appointments and restaurant reservations and buying theater tickets — to a personal assistant service, in India.

Kenneth Tham, a high school sophomore in Arcadia, Calif., strives to improve his grades and scores on standardized tests. Most afternoons, he is tutored remotely by an instructor speaking to him on a voice-over-Internet headset while he sits at his personal computer going over lessons on the screen. The tutor is in India.

The Bangalore butler is the latest development in offshore outsourcing.

The first wave of slicing up services work and sending it abroad has been all about business operations. Computer programming, call centers, product design and back-office jobs like accounting and billing have to some degree migrated abroad, mainly to India. The Internet, of course, makes it possible, while lower wages in developing nations make outsourcing attractive to corporate America.

The second wave, according to some entrepreneurs, venture capitalists and offshoring veterans, will be the globalization of consumer services. People like Ms. Yamaki and Mr. Tham, they predict, are the early customers in a market that will one day include millions of households in the United States and other nations.

They foresee an array of potential services beyond tutoring and personal assistance like health and nutrition coaching, personal tax and legal advice, help with hobbies and cooking, learning new languages and skills and more. Such services, they say, will be offered for affordable monthly fees or piecework rates.

“Consumer services delivered globally should be a huge market,” observed K. P. Balaraj, a managing director of the Indian arm of Sequoia Capital, a venture capital firm in Silicon Valley.

But globalization of consumer services faces daunting challenges, both economic and cultural. Offshore outsourcing for big business thrived partly because the jobs were often multimillion-dollar contracts and the work was repetitive. In economic terms, there were economies of scale so that the most efficient Indian offshore specialists could become multibillion-dollar companies like Infosys Technologies, Tata Consultancy Services and Wipro Technologies.

It is not all clear that similar economies of scale can be achieved in the consumer market, where the customers are individual households and services must be priced in tens or hundreds of dollars.

Then there are the matters of language, accent and cultural nuance that promise to hamper the communication and understanding needed to deliver personal services. Already, some American consumers voice frustrations in dealing with customer-service call centers in India. At the least, the spread of remotely delivered personal services will be a real test of globalization at the grass-roots level.

Even optimists acknowledge the obstacles. In a report this year, Evalueserve, a research firm, predicted that “person-to-person offshoring,” both consumer services and services for small businesses, would grow rapidly, to more than $2 billion by 2015. Yet consumer services, in particular, are in a “nascent phase,” said Alok Aggarwal, chairman of Evalueserve and a former I.B.M. researcher. “It’s promising, but it’s not clear yet that you can build sizable companies in this market.”

Veterans of the business offshoring boom predict an emerging market, but most are not investing. Nandan M. Nilekani, co-chairman of Infosys, said there is “definitely an opportunity in the globalization of consumer services,” and he listed several possibilities, even psychological counseling and religious confessionals. But, he added in an e-mail message, “This is just ‘blue sky’ thinking! We have no business interest at this point in this direction.”

What the offshore consumer services industry needs, it seems, is a solid success story in some promising market. A leading candidate to watch, according to analysts, is TutorVista, a tutoring service founded two years ago by Krishnan

Ganesh, a 45-year-old Indian entrepreneur and a pioneer of offshore call centers.

Concerns about the quality of K-12 education in America and the increased emphasis on standardized tests is driving the

tutoring business in general. Traditional classroom tutoring services like Kaplan and Sylvan are doing well and offer online features. And there are other remote services like Growing Stars, Tutor.com and SmarThinking.

Yet TutorVista, analysts say, is different in a number of ways. Other remote tutoring services generally offer hourly rates

of $20 to $30 instead of the $40 to $60 hourly charges typical of on-site tutoring. By contrast, TutorVista takes an all-you-

can-eat approach to instruction. Its standard offering is $99 a month for as many 45-minute tutoring sessions as a student arranges.

TutorVista also stands out for its well-known venture backers, its scale and its ambition. The two-year-old company has raised more than $15 million from investors including Sequoia, Lightspeed Venture Partners and Silicon Valley Bank.

TutorVista employs 760 people, including 600 tutors in India, a teaching staff it plans to double by year-end. Its 52-person technical staff has spent countless hours building the software system to schedule, monitor and connect potentially tens of thousands of tutors with students oceans away.

“Our vision is to be part of the monthly budget of one million families,” Mr. Ganesh said.

It is a long-term goal. To date, TutorVista has signed up 10,000 subscribers in the United States, and its British service, rolled out in September, has 1,000.

Further gains will depend on winning over more customers like the Tham family in California. Since he was in elementary school, Kenneth has had stints of conventional tutoring, often in classroom settings with up to 10 other students. At times, this cost the family up to $500 a month. Last year, Ernest Tham, a truck driver, noticed a reference to TutorVista on a Web site and suggested his son give it a try.

“Kenneth was apprehensive at first, and I wasn’t sure how it would work,” Mr. Tham said. “But, shocking to say, it’s gone very well.”

Kenneth said he initially found it “very unusual, not seeing another person. You get used to it, though. It’s not a problem.” He schedules one or two sessions nearly every day, mainly for English and chemistry. With a digital pen and palette, he writes sentences and grammar exercises, for example, and his work appears on his computer screen and on the screen of his tutor. They discuss the lessons using Internet-telephone headsets.

“You can also get help with homework problems,” Kenneth said, “but they’re not supposed to do all your homework for you.” In a year with the TutorVista service, Kenneth has improved both his grades and standardized test scores, his father said.

Ramya Tadikonda has tutored Kenneth Tham, among many others, from her home in Chennai, India. To achieve its ambitions, TutorVista must recruit, train and retain thousands of tutors like her.

Ms. Tadikonda, 26, is a college graduate who had previously worked as a software and curriculum developer for a math Web site for students, but left to raise her children. Earlier this year, she joined TutorVista, took the company’s 60-hour training course, followed by tests and practice sessions for two months. She now works about 24 hours a week as a math and English tutor and makes about $200 a month. Ms. Tadikonda says she enjoys tutoring and the flexible hours. “You can have a career and still spend time with your family,” she said. “I never thought I could do that.”

The timing is right for global tutoring, according to John J. Stuppy, TutorVista’s president and a former executive at Sylvan Learning, the Educational Testing Service and The Princeton Review. Improved Internet technology and the ability to tap of vast pool of educated instructors at low cost are crucial ingredients.

Steve Ludmer, 28, and his partner Avinash G. Samudrala, 27, are betting the time is right for another kind of global consumer service. They left lucrative jobs in management consulting and private equity to start a remote personal assistant service, called Ask Sunday, which began in July.

The company is based in New York, but its work force is mostly in India. It is one of a handful of startups trying to create a business in offshore personal assistant service. Some, like GetFriday, charge hourly rates of $15 or so, but Ask Sunday has a per-request model, $29 a month for 30 requests a month or $49 for 50.

The requests can be unusual. The requests are mainly to help busy people like Ms. Yamaki, the New York management consultant, free up time and outsource hassles. During a late meeting at the office recently, Ms. Yamaki said, she sent a one-line e-mail message from her laptop that told Ask Sunday to order her usual meals from her favorite Manhattan restaurant, for delivery at 9:30 p.m. When the meeting ended, her take-out food was waiting.

To handle such personal chores, Ms. Yamaki has handed Ask Sunday a wealth of personal information, including credit card numbers, birth dates of family and friends and phone numbers for doctors, car services, favorite restaurants and others. She finds the convenience well worth it. “The service is great in a pinch to make your life a little smoother,” Ms.

Yamaki said. “And it’s available 24 hours a day, which is more than you can expect from a personal assistant at work.”

World Geography 11/4/13

1st Period students worked on an activity called "Pennies A Day" they have no homework.

7th Period Students took their 9 Weeks Exam today and need to complete page 104 # 4 and 6 AND page 110 # 1-4 and 6-8.  This is due Thursday for a homework grade.

AP World History 11/4/13

The Constitution of Medina:  Muslims and Jews at the Dawn of Islam
http://college.cengage.com/history/primary_sources/world/the_constitution_of_medina.htm

The Quran:  Muslim Devotion to God
http://college.cengage.com/history/primary_sources/world/the_quran.htm

HW Read pages 239-247, Using the link "The Quran:  Muslim Devotion to God" answer the question; "How does this Quran Text show connections between Islam, Judaism, and Christianity.  Also next class be ready to write a CCOT essay on the Arabain Penn.  All information can come from Chapter 8.

Economic Geography

http://www.pri.org/stories/2013-10-08/toms-shoes-rethinks-its-buy-one-give-one-model-helping-needy

11/1 Geography

1st Period Geo took their Quarterly Test today.  They need to complete page 104 #2&6 and page 110 #1-4&6-8 for homework.  This is due Monday.

2nd and 4th Period took their test today and started the bookwork, but they do not have to complete it for homework.

AP World 10/29/13

Students took their 9 weeks exam today.  After the exam they got two worksheets on Chapter 8 that need to be completed by Thursday for a homework grade.  They also need to read pages 226-239 and be ready for a RQ on Thursday.

Important Dates for AP World History

Test Chapters 4-7 will be on Wednesday 10/23.  9 Weeks Exam will be on Tuesday 10/29.  Marking Period Ends 11/4.

Important Geography Dates

1st Period- October 29th, Unit 3 Test and November 1st, 9 Weeks Exam.

7th Period- October 29th, Unit 3 Test and November 4th, 9 Weeks Exam.

2nd and 4th Period- October 28th, Unit 3 Test and November 1st 9 Weeks Exam.

***Marking Period Ends November 4th.***

10/21 AP World History

Students did presentations on Chapter 7 today.  They got their review sheets last class and we have a test on Chapters 4-7 on Wednesday.  Here are the thesis statements:

1. Compare the political, social, and economic characteristics of Athens Greece to the Roman Empire.


2. Compare the political and social characteristics of Greek women to women in the Gupta Empire.

3. Describe the continuities and changes over time in regards to political, social, and economic characteristics in India between the years 324 BCE-550 CE.

4. Describe the continuities and changes over time in regards to geography, economic, and cultural characteristics on the trans-Sahara caravan route between the years 300 BCE-600CE.

10/21 Geo

Geo students took notes on political divisions today.  No homework.

10/18 Geography

We took more notes on Religion, and Ethnic Groups.  No homework tonight.

10/17 AP World

Students need to finish reading Chapter 7 if they have not already.  Students got their review sheets.  They need to start on the review sheet and be ready to share anwers on Monday.  We will take a test on chapters 4-7 on Wednesday.

10/15 AP World

Students took a RQ today on Chapter 6.  For homework students need to read the textbook pages 201-210.  They also need to read the AP reader book "The Global Experience" pages 69-72 and answer questions 1&2 on page 71.  Turning in the AP reader book is part of the HW grade.

10/15 Geo

Students took notes today on the 5 major world religions.  No Homework.

10/11 AP World History

Students wrote their comparative essay in class today.  They need to read all of Chapter 6 before class on Tuesday 10/15/13.  Be ready for a possible reading quiz.

10/11 Geo

7th Period Geo students worked on their religion charts in class.  No homework over the weekend.

10/10 Geo

All Geogrpahy students took their Unit 2 test today.
2nd and 4th Period do not have homework.
1st Period needs to complete pages 99 #1-20 for homework.

10/9 AP World History

We almost finished the Rome lecture today.  Next class I will spend some time talking about Han China and we will create a list of Sim and Dif between Rome and Han China.  Students should look at the conclusion to Chapter 5 for a great list of Sims and Difs.  This will help prepare them for the Comparative Essay they will write at the end of class on Friday.  Compare the Roman Empire to Han China in regards to Political Economic and Social characteristics.

10/09 Geo

1st Period- Played Jeopardy and I graded their review sheets.  They take the test tomorrow.

7th Period-  I collected their review sheets and students took their test on Unit 2.  Tonight they need to complete page 99 #1-20 in their text books and turn it in for a grade on Friday.

10/08 Geo

1st, 2nd and 4th Period Geo students got their review sheets today and have a test on Thursday.  The test is on Unit 2 Physical Geography.  1st Period needs to turn in their review sheets for a grade tomorrow as well as their Federal Survey Cards!

AP World 10/07

We started notes on Rome today.  Students need to finish reading Chapter 5 if they have not already.  We will finish the lecture on Rome next class and hopefully start Han China to get ready for the Comparative Essay on Friday.  The essay will be comparing Rome to Han China (all the information comes from Chapter 5).

10/07 Geography

1st Period got their interim grades and practiced calculating their GPAs.  They also took notes.  No homework, but they have a test Thursday that they will get a review sheet tomorrow for.

7th period- finished their Unit 2 notes today and got their Unit 2 review sheet.  They need to turn the review sheet in for a grade on Wednesday and be ready to take their test Wednesday!

AP World History 10/3

Students need to read 141-156 before Monday and be ready for a possible reading quiz.

10/03 Geography

All geo classes took notes and have no homework tonight.

10/2 Geography

All Geo students took notes on Physical and Ecological processes today.  No homework.

10/1 AP World

Finish reading Chapter 4 if you have not already.  You can start reading chapter 5 if you want but there won't be a reading quiz on that yet.  I would like for you to come to class with a list of continuities (things that stayed the same in Greece) and changes (things that changed) in Greece between the years 1000-30BCE.  I am going to intro CCOT essays on Thursday and it will greatly help for you to have a list of cont and changes.  It will be worth your while to have a good list (hint hint wink wink).

10/1 Geography

1st- No homework.
7th period- students need to complete their Climograph assignment

9/30 World Geography

1st Period- students started their climographs in class and need to finish them for homework if they have not already turned them in.

2nd and 4th Period- Students finished their climographs and do not have homework.

9/27 AP World

Students took notes on Chapter 4 today.  They need to finish reading Chapter 4 for homework (pages 124-the end) and write a comparative essay on Persia and Greece.  Stick to the time period in Chapter 4.  You can use your list of Sim and Dif while writing the essay, along with your rubric, but I would like for you to limit your writing time for the essay to 40 minutes.  Essays will be collected on Tuesday.

9/27 Geography

1st Period-  Took notes on climate and started a climate activity.  They need to pick a climate and draw the clothnig and housing in that area.  Some students finished this for classwork already.

7th Period-  Took notes on climate and vegetation.  No homework.

9/26/13 World Geography

1st Period- We took notes on Climate today.  No homework tonight.
2nd Period-  Homework tonight is to finish their climate brochure.  Some students finished in class.
4th Period-  Students took notes on climate today and finished their brochures on climate in class.

9/25/13 AP World History

Students took a test today.  I started a lecture on Chapter 4.  Students need to read pages 107-124 and be ready for a possible reading quiz on Friday.

9/25 Geo

1st and 7th period Geo- Students took notes on climate today.  There is no homework.

AP World 9/23

We went over the review sheet for the test next class.  Students should be studying!!!!  Bring religion charts to the next class, we will work on them after the test.

9/23 Geo

1st and 7th period took their Unit 1 test today.  They received a guided reading assignment after the test.  They do not need to complete this for homework but they do need to bring it next class.

9/20 Geo

All Geo students worked on their review sheets in class today.  Students need to study their review sheets and be ready to take the test next class!!!!!

AP World History 9/19

AP students finished taking notes on Chapter 3 today.  They were given a review sheet for the first test that will be on Wednesday.  Review sheets need to be "mostly" compelted before class on Monday.  We will go over them in class.  Students also need to work on their religion charts and bring them to class "mostly" done on Monday. 

9/19 Geography

1st period students need to complete their review sheets before class tomorrow!  They are due for a grade and they take their Unit one test on Monday.
7th Period students need to compelte their review sheets for a homework grade and be ready for their test on Unit One on Monday!

9/18 World Geography

All Geo classes need to complete their map projection worksheet for homework.  It is due Friday!  7th period Geo has a Latitude and Longitude Quiz on Thursday.

Geo 7th period 9/17/13

Geo students that didn't finish their thematic maps need to do it for homework.  It is due on Thursday 9/19.

AP World History 9/17/13

Students need to read the rest of Chapter 3 pages 84-98 before next class.  Be ready for a possible reading quiz. 

AP Book

1. Who is the main author?
2. Which edition is this book?
3. What year was this book published?
4. How many chapters does this book contain?
5. What is the title of the second map in Chapter 22?
6. One of the authors David Northop teaches history where?
7. How many multiple choice questions are on the AP Exam?
8. What are the names of the 3 different essays on the AP Exam?
9. How many points do you get for an acceptable thesis?
10. After reading chapter 9 if you wanted to know more about the Crusades what could you read?
11. How many review questions are at the end of Chapter 18?
12. While reading Chapter 26 which primary source could give you a better understanding of Communism?
13. What does "Pax Romana" literally mean?
14. Which page has info about Joan of Arc?
15. How many practice DBQs does the book include?

The Worst Mistake in the Human Race

http://www.ditext.com/diamond/mistake.html

AP WORLD HISTORY SYLLABUS

NNPS AP World History Syllabus 1


Advanced Placement World History

I. Overview of the Course

Advanced Placement (AP) World History is designed to offer you the equivalent of an introductory college level course in

world history. You will learn the analytic skills and factual knowledge necessary to understand how global processes and

contacts developed in interaction with different types of human societies. In addition, you will use the steps a historian

would to analyze historical events and evidence.

II. Course Objectives (Curriculum Requirements)

Themes: AP World History highlights five overarching themes that will receive equal and explicit attention

throughout the course.

Theme 1: Interaction between Humans and the Environment

1. Demography and disease

2. Migration

3. Patterns of settlement

4. Technology

Theme 2: Development and Interaction of Cultures

1. Religions

2. Belief systems, philosophies, and ideologies

3. Science and technology

4. The arts and architecture

Theme 3: State-Building, Expansion, and Conflict

1. Political structures and forms of governance

2. Empires

3. Nations and nationalism

4. Revolts and revolutions

5. Regional, trans-regional, and global structures and organizations

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

1. Agricultural and pastoral production

2. Trade and commerce

3. Labor systems

4. Industrialization

5. Capitalism and socialism

Theme 5: Development and Transformation of Social Structures

1. Gender roles and relations

2. Family and kinship

3. Racial and ethnic constructions

4. Social and economic classes

NNPS AP World History Syllabus 2

Habits of Mind: The AP World History course addresses specific academic skills, as well as content

knowledge. These skills, called habits of mind, will be addressed throughout the course.

1. Crafting Historical Arguments from Historical Evidence

 Ability to define and frame a question about the past and to address that question through the construction of an

argument

 Capacity to describe, analyze, and evaluate the arguments of others in light of available evidence

 Ability to identify, describe, and evaluate evidence about the past from diverse sources

 Consistently analyze such features of historical evidence as audience, purpose, point of view, format, argument,

limitations, and context germane to the historical evidence considered

2. Chronological Reasoning

 Ability to identify, analyze, and evaluate the relationships between multiple historical causes and effects

 Distinguish between those that are long-term and proximate, and among causation, coincidence, and correlation

 Ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time

 Ability to describe, analyze, evaluate, and construct models of historical periodization that historians use to

categorize events into discrete blocks and to identify turning points.

3. Comparison and contextualization

 Ability to describe, compare, and evaluate multiple historical developments within one society, one or more

developments across or between different societies, and in various chronological and geographical contexts

 Ability to connect historical developments to specific circumstances of time and place

2. Historical Interpretation and synthesis

 Ability to describe, analyze, evaluate, and create diverse interpretations of the past

 Be alert to differences and take care not to impose the values and viewpoints of their own societies on the many

different societies being studied

 Arrive at meaningful and persuasive understandings of the past by applying all of the other historical thinking skills

Virginia Standards of Learning: In addition to AP course content, this course will cover the Virginia

Standards of Learning for World History and Geography to 1500 A.D. and World History and Geography 1500

A.D. to the Present.

III. Required Textbooks

The textbooks for this course are college level textbooks.

1. Bulliet, Richard, et al. The Earth and It’s People: A Global History. 5th ed. 2011

2. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1

3. Stearns, et al. Documents in World History, Vol. 2. 5th ed.

In addition, a variety of other readings and diverse primary and secondary sources will be used during the

course. The teacher will provide these materials or students will have access to them via the school media

center or the Internet.

III. Grading

Your academic progress will be evaluated through a variety of assessments with an emphasis on critical thinking

and in-depth reading and writing.

Marking Period Grades will be calculated as follows:

50% = Tests and Quarterly Assessments

30% = Quizzes

20% = Class Activities, Essays, Performance Assessments.

NNPS AP World History Syllabus 3

Semester Grade will be calculated as follows:

40% = First Quarter (9 Weeks)

40% = Second Quarter (9 Weeks)

20% = Exam.

The Advanced Placement Exam is administered in May to all students enrolled in AP World History. The test consists of 70

multiple-choice questions and 3 essays. If you perform well, you may earn college credits and be exempt from taking a

World History course in college.

The VA Standards of Learning (SOL) End-of-Course Tests for World History and Geography to 1500 A.D. and World History

and Geography 1500 A.D. to the Present are also administered in January and May respectively. They consist of 70

Multiple-choice questions. Students who pass the tests will receive verified credits towards high school graduation.

III. Expectations

Pages of Reading

PER CLASS

Hours of study

PER CLASS

Tests, essays, papers,

PER QUARTER

Performance

Assessments

30 or more 2 – 3

 2 – 3 Unit Tests

 5 – 8 writings/essays

 Daily reading/Chapter quizzes

 Quarterly Assessment

 4 major

performance

assessments

IV. Course Outline and Pacing Guide

AP World History is a full academic year course (two semesters) and is organized into four quarters that are each nine

weeks long.

Please note the following abbreviations in the course outline and pacing guide that follows on the next pages: SOL refers to

the VA Standards of Learning and WH refers to the World History SOL.

NNPS AP World History Syllabus 4

QUARTER 1

Unit 1: Foundations (8000 B.C.E. – 2,500 B.C.E.)

Time Estimate: 1 week, 3 extended block sessions

AP Themes: 1 – 5 VA Standards of Learning: SOL WHI 1a – 2d

Key Concepts

1.1 Big Geography and the Peopling of the Earth

1.2 The Neolithic Revolution and Early Agricultural Societies

Topics

A. The Peopling of East Africa, Eurasia, Australia, and the Americas

B. Characteristics of early societies, development of civilization

 Mesopotamia, the Nile River Valley and Sub-Saharan Africa, the Indus River Valley, the Yellow River or Huang He Valley, Papua

New Guinea, Mesoamerica, and the Andes

C. The world’s religions, social structure, and gender issues

Assignments and Assessments

A. Readings

1. Textbook: Bulliet, et al., Chapter 1

2. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1, pp. 1-16

3. Diamond, Jared. The Worst Mistake in the History of The Human Race Discover Magazine, May 1987, pp. 64-66.

4. Hunter Gatherers. Noble or Savage The Economist, December 19, 2007

5. Robinson, Kirsti. Was Adopting Agriculture Our Biggest Mistake? Student Pulse.Com 2011

B. Visual and Quantitative Sources

 Early Centers of Plant and Animal Domestication (Bulliet, Map 1.1)

C. Assignments

1. Group work: “Read-Pair-Share” activity on creation stories from prehistory. The source analysis will include identifying the

point of view, the intended purpose/audience, and the historical context of each source. (Global Experience: Readings in World

History to 1550, Vol. 1)

1. The Egyptian Creation Story: The Creation According to Ra

2. The Hebrew Creation Story: Genesis

3. P’an Ku, China’s Creation Story

4. A Hindu Creation Story: Rig Veda

5. A Greek Creation Story: Hesiod’s Theogeny

6. A Mayan Creation Story: Popol Vuh

2. Read the articles from Robinson, Diamond, and the Economist. Discuss and evaluate the historians’ varying interpretations of

the origins and outcomes of agriculture

3. Examine samples of cave art on the following websites:

 http://www.lascaux.culture.fr/#/en/00.xml

 http://www.culture.gouv.fr/culture/archeosm/en/fr-cosqu2.htm,

 http://www.culture.gouv.fr/culture/arcnat/chauvet/en/index.html

Answer the following questions:

 What were the cave artists trying to say?

 Why do you think that there were so many animals and not as many people in the paintings?

 What can the paintings tell us about other aspects of the life of cave dwellers or Paleolithic people?

 How did they make these pictures if there were no stores to buy paint and brushes or tools for carving?

 What colors are prominent in the paintings, and what natural sources might provide these pigments if they didn't have

crayons or markers?

Record answers and then study the Lascaux Web site under the sections titled "Techniques," "Archeological Artifacts," and

"Dating Methods" to see what archaeologists have concluded by studying these cave art images and how archaeologists

complete their work.

4. Review the concept of Periodization. Identify the “big issues” that bracket the time period 8,000 B.C.E. to 2,500 B.C.E.

Compare the time period of Unit 1 to the Periodization used by the author of your textbook and by the editors of the readers.

How can you account for these differences? Why do historians disagree as to how historical periods should be divided? Is

there a right or wrong answer to how to bracket world events? How might historians in different cultures view time periods

differently?

NNPS AP World History Syllabus 5

1. Primary source analysis: “What can we learn about social and economic classes in Mesopotamia through an analysis of

the Code of Hammurabi?”

2. Comparative essay – Compare the role of trade in Mesopotamia and Egypt.

3. Comparative essay – Compare the roles of women in Egypt, Mesopotamia and the Indus River Valley.

D. Assessment: Unit Test

Unit 2: Kingdoms and Empires (2,500 B.C.E. – 600 C.E.)

Time Estimate: 4 weeks, 9 extended block sessions

AP Themes: 1 – 5 VA Standards of Learning: SOL WHI 3a-e; 4a-f; 5a–g; 6a – k

Key Concepts

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

2.1 The Development and Codification of Religious and Cultural Traditions

2.2 The Development of States and Empires

2.3 Emergence of Transregional Networks of Communication and Exchange

Topics

A. River Valleys, Greece, Rome, Han China, Africa, The Americas, and India

B. Contact and change over time

C. Trade and international connections

D. Cultural diffusion and migration of peoples

E. Collapse of classical empires

F. Interregional networks and contacts – Indian Ocean trade, Trans-Saharan trade, Silk Road

Assignments and Assessments

A. Readings

1. Textbook: Bulliet, Chapters 2–7

2. Bryn Mawr Classical Review - Walter Scheidel (ed.), Rome and China: Comparative Perspectives on Ancient World Empires.

Oxford Studies in Early Empires. Oxford/New York: Oxford University Press

3. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1, pp. 39-42, 75-78,

92-104, 111-113, 117-125

 The Babylonian Code of Hammurabi

 Bhagavad-Gita

 Confucius, Analects

 Taoism [Daoism]: Lao Tzu [Lao Zi]

 Legalism: The Writings of Han Fei Tzu [Han Fei Zi]

 Herodotus, Persian Dialogue

 Thucydides, Peloponnesian War

B. Visual and Quantitative Sources

 The Earth and Its Peoples, Bulliet

 Ch. 1, 2, 3, 4 and 5 Chronology Charts (Bulliet)

 River-Valley Civilizations (Bulliet, Map 1.2)

 Ziggurat of Ur-Nammu, ca. 2100 B.C.E. (p. 21)

 Scene from the Egyptian Book of the Dead, ca. 1300 B.C.E. (p. 30)

 Vase Painting Depicting a Sacrifice to the God Apollo, ca. 440 BCE (p. 121)

 Vase Painting Depicting Women at an Athenian Fountain House, ca. 520 BCE (p. 127)

 The Roman Empire (Bulliet, Map 5.1)

 Roman Aqueduct Near Tarragona, Spain (p. 153)

 The Magic Canal (p. 154)

C. Assignments

1. Readings

 Bulliet, Chapter 5; A Republic of Farmers, p 142; An Urban Empire, p. 150; The Qin Unification of China, p. 157; The Long

Reign of the Han, p. 159; The Treatment of Slaves in Rome and China, p 148 - 149; and Water Engineering in Rome and

China, p. 154. (for comparison of the scientific and technological achievements of Rome and China through visual and text

sources that relate to water engineering)

 Bryn Mawr Classical Review of the Schiedel Book (for historical perspectives on these comparisons and for additional areas

of convergence or divergence)

NNPS AP World History Syllabus 6

2. Comparative Essay: Compare and contrast the political, social, and economic characteristics of Rome and Han China.

3. Compare the artistic techniques, images and themes (mythology and gender roles) reflected by Greek ceramics from two

different periods in time. (Bulliet, images on pp. 121 and 127) Discuss using the Art History Study Guide on “reading Greek

Vases” found at: http://cdm.reed.edu/cdm4/studyguides/vases/intro-ubiquity.html.

 Analyze the vase in terms of its iconography. What kind of scene is being portrayed? What is the relationship between the

scene and the vase’s function?

 What can be inferred from these physical artifacts about the culture and society of Ancient Greece?

4. Annotated timeline: Trace the development of Rome from its foundations (c. 750 BCE) through 600 CE by creating an

annotated timeline that includes at least 10 major events in Roman history.

5. Create a chart comparing social structures, culture, religion, politics, technology, economics, and demography from Unit 1

Foundations to Unit 2 Kingdoms and Empires. Analyze and discuss how these two periods in history differ in relation to these

concepts.

D. Assessments

1. Unit Test

2. DBQ: Analyze the causes of, and responses to, social inequality during the Classical Age (ca. 1000 BCE-500 CE). How did

one’s status within society affect one’s perspective of events in that society? (Bulliet, A6-A8)

Unit 3: Growth and Interaction of Cultural Communities (600 C.E. – 1450 C.E.)

Time Estimate: 3 weeks, 7 extended block sessions

AP Themes: 1 – 5 VA Standards of Learning: SOL WHI 7a-e; 8a-d; 9a-d; 10b-c; 11a-b

Key Concepts

3.1 Expansion and Intensification of Communication and Exchange Networks

3.2 Continuity and Innovation of State Forms and Their Interactions

Topics

A. Characteristics of the time frame, trade, technology, cultural exchange, demographic and environmental change, intellectual

development

B. Gender systems and changes

C. Development of nation states

D. Islamic World and Empires

E. China – Tang and Song dynasties, early Ming initiatives, influence on surrounding areas

F. Maya, Aztec, Inca

G. Relationship between China, Central Asia, Korea, Japan, and Vietnam

H. Byzantine and Medieval Europe

Assignments and Assessments

A. Readings

1. Textbook: Bulliet, Chapters 8–11

2. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1, pp. 196-204,

214-218, 320-322

 The Qur’an

 One Thousand and One Nights: “The Tale of the Fisherman”

 Chinese Footbinding

B. Assignments

1. Continuity and Change over Time Essay: Evaluate the social changes and continuities over time within the Islamic World

between the years 661 CE and 1258 CE.

2. Map Analysis: Compare the patterns of diffusion for Buddhism, Islam, and Christianity. (Bulliet, pp. 204, 231, 257)

 To what places did this religion spread? How did it spread? (Military conquest, trade routes etc.)

 Compare the routes taken. How might you account for the similarities?

 What issues divided this religion into different forms or sects? Can these divisions be identified geographically?

 When this religion entered a specific region what effect did it have on existing belief systems and traditions? Did it enforce

or alter views concerning the role of women? Did it present challenges to the political authorities?

3. Using the 3 maps from Assignment 3, compare the extent of religious diffusion from the beginning of this period 600 C.E. to the

end, 1450 CE.

 Is this periodization relevant for Buddhism, Islam, and Christianity?

 How does this time frame focus the narrative about the diffusion of these religions?

 What alternative time frames could be applied?

NNPS AP World History Syllabus 7

C. Assessments

1. Unit Test

2. DBQ: Evaluate the degree that scientific discovery and technological invention developed in Muslim, Christian, and Chinese

societies during the post – Classical Age (600 CE – 1450 CE). (Bulliet, pp. A9-A13)

Review and Quarter 1 Assessment (Covers Units 1—3) Time Estimate: 2 days, 2 extended block sessions

QUARTER 2

Unit 4: Interregional Patterns of Culture and Contact (600 C.E. – 1450 C.E.)

Time Estimate: 4 weeks, 10 extended block sessions

AP Themes: 1 – 5 VA Standards of Learning: SOL WHI 10a; 10d, 12a-d, 13a-d

Key Concepts

3.1 Expansion and Intensification of Communication and Exchange Networks

3.3 Increased Economic Productive Capacity and Its Consequences

Topics

A. The Mongol empires effect on China, Russia, Middle East and Central Asia

B. Nomadic migrations, plague pandemics, growth and role of cities

C. Interregional trade patterns Silk Road, Trans-Saharan, and Indian Ocean

D. The transformations of Western Europe and Late Middle Ages

Assignments and Assessments

A. Readings

1. Textbook: Bulliet, Chapters 12–143.

2. Lynda Shaffer, Southernization Journal of World History, Spring 1994

3. Monks and Merchants, at http://sites.asiasociety.org/arts/monksandmerchants/silk3.htm

4. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1, pp. 261-263,

305-307, 330-333, 335-337

 Ibn Battuta in Mali

 The Trial of Joan of Arc

 Marco Polo in China

 The Black Death in Florence

B. Assignments

1. Complete an Inner/Outer Circle Activity based on the Shaffer article.

2. Comparative Essay: Two Feudalisms Compared – Japan & Western Europe

3. Continuity and Change over Time Essay: Evaluate the cultural changes and continuities over time in European society from

600CE to 1450CE.

4. Visual Analysis: Study the images of the Portuguese caravel, Indian Ocean dhow, Chinese junk, and ancient Greek trireme.

(Bulliett, pp. 431, 387, 431, 125) Discuss the themes of interaction between humans and the environment and the creation,

expansion, and interaction of economic systems.

 How was each civilization's shipbuilding influenced by geography?

 Explain how each affected patterns of trade and empire building.

C. Assessments

1. Unit Test

2. DBQ: Evaluate the factors that influenced cultural and technological diffusion in Eurasia and Africa up to the year 1500CE.

(Bulliet, A24-A28)

Unit 5: Global Interaction (1450 C.E. – 1750 C. E.)

Time Estimate: 4 weeks, 10 extended block sessions

NNPS AP World History Syllabus 8

AP Themes: 1 – 5 VA Standards of Learning: SOL WHI 1a–e; 2a–e; 3a-c; 4a-f; 5d-e; 6a-d, 6f

Key Concepts

4.1 Globalizing Networks of Communication and Exchange

4.2 New Forms of Social Organization and Modes of Production

4.3 State Consolidation and Imperial Expansion

Topics

A. Characteristics of the time period – Global interaction and trade

B. Motives for European exploration

C. The Patterns of European dominance in West Africa, East Africa, Indian Ocean states, and the Americas

D. Localized trade networks in the Americas and Oceania

E. The Impact of the Protestant Reformation, Scientific Revolution, and the Enlightenment on European views of the world

F. Demographic and environmental changes: diseases, animals, new crops, and population movements

G. Coercive labor systems

H. Gender differences between Europe, the Americas, and Africa

I. The role of capitalism and mercantilism in the commercial revolution

Assignments and Assessments

A. Readings

1. Textbook: Bulliet, Chapters 15–18

2. Lehigh University Digital Library History on Trial (Columbus). http://digital.lib.lehigh.edu/trial/reels/films/list/0_1

3. Review Essay: Bryan Le Beau, The Rewriting of America's First Lesson in Heroism--Christopher Columbus on the Eve of the

Quincentenary

4. Riley, Gerome, Lembright, Myers, and Yoon. Global Experience: Readings in World History to 1550, Vol. 1, pp. 348-350,

364-369, 375-377, 384-385

 Suleiman the Magnificent and His Courtiers

 Niccolò Machiavelli, The Prince and The Discourses on Titus Levy

 Martin Luther at the Diet of Worms

 Cheng Ho [Zheng He]: Ming Maritime Expeditions

 Christopher Columbus, Journal of First Voyage to America

5. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 20-30

 The Columbian Exchange in the Early Modern Period, The Migration of Food and Diseases

 Protestantism and Women, Conservative View

B. Visual and Quantitative Sources

1. Ridley Scott film 1492-Conquest of Paradise

2. Stearns, et al. Documents in World History, Vol. 2. 5th ed., p. 29

 The Potato Eaters by Vincent Van Gogh, 1885

C. Assignments

A. Read various accounts of Columbus voyages, including the account in Riley et al, The Lehigh University Digital Library articles,

the Le Beau article, view the movie, and other sources. Based on historical analysis, participate in a mock trial of Columbus in

the classroom to determine if he was a hero or a villain.

B. CCOT Essay. Describe and analyze the cultural, economic, and political impact of Islam on one of the following regions

between 1000 and 1750: West Africa, South Asia, Europe.

C. Review the concept of Periodization. Identify the “big issues” that bracket the time period 1450 to 1750 C.E. Compare the time

period of Unit 5 to the Periodization used by the author of your textbook, and by the editors of the readers.

 How can you account for these differences?

 Why do historians disagree as to how historical periods should be divided?

 Is there a right or wrong answer to how to bracket world events?

 How might historians in different cultures view time periods differently?

D. Analyze the historical implications of variations in climate on population growth and migration. (Bulliet, population growth charts

and text sources, p. 455)

E. Create a diagram of the Columbian Exchange (Bulliet, p 491-492). Define the Columbian Exchange. What consequences did

the Columbian Exchange have on regions both beyond the Atlantic world and within it? Focus on nutrition and disease.

Explain your answer by making connections to global world history.

D. Assessments

1. Unit Test

2. DBQ: Analyze the social and political changes in the Americas and Africa from 1492 to 1750. (Bulliet, A19-A23)

NNPS AP World History Syllabus 9

Review and VA SOL World History I Test (Covers Units 1—5) Time Estimate: 1 week, 3 extended block sessions

Semester Exam (Covers Units 1—5) Time Estimate: 1 day, 1 extended block session

QUARTER 3

Unit 6: Major Civilizations in Asia and Islamic Empires (1450 C.E. – 1750C.E.)

Time Estimate: 2 weeks, 5 extended block sessions

AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 5a-c

Key Concepts

4.1 Globalizing Networks of Communication and Exchange

4.2 New Forms of Social Organization and Modes of Production

4.3 State Consolidation and Imperial Expansion

Topics

A. Three gun powder empires/Ottoman, Safavid, and Mughal Empires

B. Muslim influences in Southeast Asia and Coastal Africa

C. Muslim interactions with European traders

D. Changes and continuities in Confucianism

E. The Tokugawa political, economic, and political systems

F. The collapse of the Ming and rise of the Qing

G. Development and expansion of the Russian Empire

Assignments and Assessments

A. Readings

1. Textbook: Bulliet, Chapters 19–20

2. From Paul Kennedy The Rise and Fall of the Great Powers: Economic Change and Military Conflict from 1500 to 2000, Vintage

Books, 1989, found at http://academic.brooklyn.cuny.edu/core9/phalsall/texts/kennedy-risefall.html

3. Gale Stokes, "Why the West? The Unsettled Question of Europe's Ascendancy," Lingua Franca (November 2001), 30-38.

4. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 74-80, 90-98, 177-181

 Conquering and Ruling India: Babur and Akbar, Mughal Documents

 Early Modern Japan, Tokugáwa Documents

 Russian Peasants: Serfdom and Emancipation, Russian Documents

B. Visual and Quantitative Sources

 Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 79, 97

 Babur Reading in His Garden, 16th century (detail)

 Geisha with Stringed Instrument (Shamisen) and text by Kitigawa Utamaro

C. Assignments

1. Read the Kennedy and Stokes articles. Identify, compare, contrast, and discuss their points of view about the relative

advantages and strengths of empires in the Eastern Hemisphere versus the west.

2. Comparative Essay – Compare Russia’s interaction with the West with the interaction of one of the following with the West:

Ottoman Empire, China, Tokugawa Japan, and Mughal India.

3. Analyze the changes and continuities in commerce in the Indian Ocean region from 650 CE to 1750 CE

4. Compare the events that bracket the 1450 CE - 1750 CE time period in Unit 5 Global Interaction to the events that bracket the

same time period in Unit 6 Major Civilizations in Asia and Islamic Empires. Is the periodization valid for both units, for both

hemispheres?

5. Architectural Analysis: Examine the photograph of the Hagia Sophia (Aya Sofya) on p. 549. Using this image and

http://www.newadvent.org/cathen/03094a.htm and http://www.princeton.edu/~asce/const_95/ayasofya.html, answer the

following:

 Who built the structure?

 What does Hagia Sophia mean?

 What kind of structure is it today?

 Where was Hagia Sophia built, and what is the city currently known as?

 Why did the dome collapse?

NNPS AP World History Syllabus 10

 Was the second dome built like the original?

 What was unique about the dome, and what happened to it?

 How is the dome situated on the walls of the building? What is the dome a symbol of?

D. Assessments

1. Unit Test

2. DBQ: Assess the validity of this statement: “The period from 1350 CE to 1750 CE was marked by increasing openness to

foreign ideas, culture, and peoples.” (Bulliet, pp. A29-A33)

Unit 7: Revolutions (1750 C.E. – 1914 C.E.)

Time Estimate: 3 weeks, 7 extended block sessions

AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 6e; 7a-d; 8a-b; 9a-b

Key Concepts

5.1 Industrialization and Global Capitalism

5.2 Imperialism and Nation-State Formation

5.3 Nationalism, Revolution, and Reform

5.4 Global Migration

Topics

A. Political Revolutions and independence movements – Latin America, North America, France, Haiti, Mexico

B. Industrial Revolution

C. Changes in social, economic, and belief systems

D. Demographic and environmental changes

Assignments and Assessments

A. Readings

1. Textbook: Bulliet, Chapters 21–23

2. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 112-118, 127-141, 225-231

 Baroque Culture in Latin America, Samplings of Baroque Culture in Latin America

 The French Revolution and Its Aftermath, Classic Documents of the Revolution

 Work and Workers in the Industrial Revolution, Industrial Revolution Documents

 Economy and Society of Latin America, Plantation Life in Cuba and Yucatan

B. Visual and Quantitative Sources

 Stearns, et al. Documents in World History, Vol. 2. 5th ed., p. 118

 Exterior and Interior of Baroque Church, Santa María de Tonantzintla, near Cholula, Mexico

C. Assignments

1. Create a Venn diagram to compare and contrast the economic ideologies of socialism (Karl Marx) and capitalism (Adam Smith).

(Bulliet, pp. 753 and 646)

2. Analyze source documents by identifying point of view, intended purpose, audience, and historical context of each source.

Sources might include excerpts from: Locke, Montesquieu, Declaration of Independence, Declaration of the Rights of Man and

Citizen, Jamaica Letter, Adam Smith, and Karl Marx.

3. Comparative Essay: Compare the outcomes of the American, French, and Haitian Revolutions.

4. Performance Task (Choose one)

 Create a detailed resume for someone looking for a job during the Industrial Revolution. What background do you have

and what skills do you possess to be a good hire?

 Design an advertisement for an invention from this time period. The advertisement must include a picture of the invention

and the key characteristics of the invention. In addition, address how the invention will impact the lives of individuals and

the world itself.

5. Create a chart comparing social structures, culture, religion, politics, technology, economics, and demography from a previous

unit with this time period. Analyze and discuss how these two periods in history differ in relation to these concepts.

6. Using the picture of Versailles on p. 479, participate in a small group discussion of how monarchy changed with Louis XVI. List

the pros and cons of absolute and constitutional monarchies. Be prepared to share your lists with the class and to justify your

ideas.

D. Assessments

1. Unit Test

2. DBQ: How did the political and economic changes from 1750 CE to 1914CE influence the social order in Europe and the

NNPS AP World History Syllabus 11

Americas? (Bulliet, pp. A34-A38)

Unit 8: Age of Imperialism (1750C.E. – 1914 C.E.)

Time Estimate: 3 weeks, 7 extended block sessions

AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 8b-d; 9b-e

Key Concepts

5.1 Industrialization and Global Capitalism

5.2 Imperialism and Nation-State Formation

5.3 Nationalism, Revolution, and Reform

5.4 Global Migration

Topics

A. Rise of nationalism, nation-states, and political movements

B. Rise of democracy – limitations

C. Imperialism and colonialism, reaction to foreign domination

D. Japan and the Meiji Restoration

E. Methods of New Imperialism in Africa, Asia, and the Pacific, including the role of the British in southern Africa, Australia, and New

Zealand

F. British influences in Africa and India

G. Responses to industrialization: trade unions and socialism

Assignments and Assessments

A. Readings

1. Textbook: Bulliet, Chapter 24–27

2. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 163-170, 196-212, 248-254

 European Imperialism, Documents by Lugard, Ferry, and Kipling

 The Meiji Restoration in Japan, Meiji Documents

 The 1857 Uprising in India, British and Indian Documents

 Racism in World History: The Discovery of “Personal Whiteness,” Mohandas K. Ghandi and W.E.B. DuBois

B. Visual and Quantitative Sources

 Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 203, 211

 The Meiji Emperor in Traditional and Western-Style Dress

 “The Execution of ‘John Company.’” in Punch 33, 15 August 1857 and Photograph of the Execution of Rebels in India, 1858

C. Assignments

1. Comparative Essay: Compare and contrast the political differences among the Ottoman, Qing, and Russian empires.

2. Continuity and Change over Time Essay: Describe the continuities and changes in Western Imperialism between 1750 CE to

1914 CE.

3. Analyze and discuss the significance of 1914 as a pivotal date in world events. Does choice of date for the beginning or end of

a period privilege one point of view, or region, or group over another narrative, region, or group; therefore, changing the

historical narrative?

4. Political Cartoon Analysis: Compare and analyze French and British political cartoons portraying the French Revolution

(appropriate use of historical evidence). Identify the intended audience, purpose, point of view, argument, and context.

D. Assessments

1. Unit Test

2. DBQ: Utilizing the documents, maps, tables and charts in the released DBQ (2003), assess the connections between abolition

of plantation slavery and increased migration from Asian countries to the Americas.

Review and Quarter 3 Assessment (Covers Units 6—8) Time Estimate: 2 days, 2 extended block sessions

NNPS AP World History Syllabus 12

QUARTER 4

Unit 9: Global Conflict (1914 C.E. – 1945 C.E.)

Time Estimate: 2 weeks, 5 extended block sessions (Time adjusted as necessary based on scheduled date for AP & SOL tests)

AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 10a-c; 11a-c; 12a-b

Key Concepts

6.1 Science and the Environment

6.2 Global Conflicts and Their Consequences

6.3 New Conceptualizations of Global Economy, Society, and Culture

Topics

A. Causes and Effects of The Great War and World War II

B. Russian Revolution

C. Rise of Totalitarianism

D. Global Depression

E. Indian Independence Movement

F. Development of the Mandate System and the effect on the Middle East

Assignments and Assessments

A. Readings

1. Textbook: Bulliet, Chapter 28 – 30

2. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 257-263, 277-286

 The Experience of World War I, Four Weeks in the Trenches and All Quiet on the Western Front

 Lenin, Stalin, and Russian Communist Society, Lenin’s Writings, Stalin and a Bitter Legacy

B. Assignment: Comparative Essay—Compare the immediate post war outcomes of World War I and World War II. Is the use of a

time frame 1914 - 1945 valid for scholarly inquiry globally? Discuss why it may or may not be not be reflective of unique “big picture”

concepts in all parts of the world.

C. Assessment: Unit Test

Unit 10: The Post War World (1945 – to the Present)

Time Estimate: 2 weeks, 5 extended block sessions (Time adjusted as necessary based on scheduled date for AP & SOL tests)

AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 12c; 13a-d; 14a-c; 15a-b; 16a-d

Key Concepts

6.1 Science and the Environment

6.2 Global Conflicts and Their Consequences

6.3 New Conceptualizations of Global Economy, Society, and Culture

Topics

A. International issues – power of diplomacy, nuclear weapons, United Nations, racism and terrorism

B. New patterns of nationalism – decolonization and breakup of the Soviet Union

C. Social Reform and revolution – changing gender roles, feminism, family structure

D. Demographics and environmental change – migration, birth and death rates, urbanization, global warming and deforestation

E. Globalization

Assignments and Assessments

A. Readings

1. Textbook: Bulliet, Chapter 31 – 33

2. Trethewie, Sally, 2011 Feeding Southeast Asia in the 21st Century Policy Brief No 14. RSIS Centre for Non-Traditional Security

NNPS AP World History Syllabus 13

NTS Studies.

3. Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 287-307, 333-338, 362-367, 389-401

 The Cold War, Cold War Documents

 The Collapse of the Soviet Union, Russian Documents: The End of an Era

 Chinese Revolutionaries: Sun Yatsen and Mao Zedong, Two Revolutionary Leaders

 Spinning Wheels, Black Flags, and a “Tryst with Destiny”: India Wins Independence, Nationalist Documents

 Latin America’s Social Crisis in the 20th Century, Latin America Struggles

 African Nationalism, African Nationalism Documents

B. Visual and Quantitative Sources

 Stearns, et al. Documents in World History, Vol. 2. 5th ed., pp. 368

 Title Page of Rashtriya Sangit Julmi Dayar by Manohar Lal Shukla, Kanpur, 1922

C. Assignments

1. Continuity and Change over Time Essay: Evaluate the social and economic factors in the Soviet Union between the years 1922

CE to 1991 CE.

2. Construct the racial and ethnic make-up of the country of South Africa utilizing two primary sources, I Write What I Like by Steve

Biko and Crying in the Wilderness by Bishop Desmond Tutu

3. Role play a mock committee session in the United Nations dealing with the ethnic conflict in Bosnia.

4. Read and discuss the Trethewie article and analyze the future role of food security in global stability.

D. Assessments

1. Unit Test

2. DBQ: Analyze the social, economic, and political challenges that women faced in the 20th century. (Bulliet, A44-A48)

Review and AP Test Time Estimate: 1-2 weeks, 3-5 extended block sessions

VA SOL World History II Test (Covers Units 6—10) Time Estimate: 1 day, 1 extended block session

Unit 11: Historical Inquiry

Time Estimate: 2 to 3 weeks, 5 to 7 extended block sessions (Time adjusted as necessary based on scheduled date for AP & SOL

tests)

AP Themes: 1 – 5 VA Standards of Learning: SOL WHII 1-15

Topics: Various, emphasis on connections to current events

Assignment: Performance Assessment

Semester Exam (Covers Units 6—10) Time Estimate: 1 day, 1 extended block session

WORLD GEOGRAPHY SYLLABUS

MENCHVILLE HIGH SCHOOL


CLASSROOM EXPECTATIONS



Coach Chappell

World Geography

Email: Christopher.chappell@nn.k12.va.us

Social Studies Dept. phone: 886-7722 ext. 45636



Overview: World Geography is an inter-disciplinary course that encompasses a wide range of skills and knowledge including geology, anthropology, economics, and regional studies. These components make the course exciting and versatile, as well as extremely demanding. The course is divided into two main themes, theory and application. The first semester will cover the theory of geography and includes: physical, human, economic, and cultural geography. During the second semester these theories will be applied to the different regions and countries of the world. World Geography is important for two reasons: It is required by the Virginia Standards of Learning in order to graduate High School, but more importantly it provides the student with a fundamental understanding of the world, and the many diverse and interesting cultures that live in it.



Supplies needed. Classroom Rules:

3 Ring Binder 1. Bring yourself

Pencil/pen and supplies to class on time each

Colored pencils (12 pack) day(notebook checks are part of the class grade).

2. Raise your hand to be called on. 3. Demonstrate respect for yourself and your classmates.



Consequences for Rule Infractions:

1. Warning

2. Teacher and student conference

3. Parental Contact

4. Administrative/Guidance Referral











Grading Scale:

A 90-100

B 80-89

C 70-79

D 60-69

F Below 60





Academic Expectations: All students should strive for academic excellence. I believe that all students can be successful if they apply themselves.



-Students are expected to complete their work individually unless otherwise instructed.



-Make up work will be issued for absent students. Students are to pick up make up work from the “Make up Work” folder. It is to be completed within 5 days of the students return. Full credit will be given for make up work completed on time, for excused absences.



-The grades will be broken into the following:

Tests – 40%

Quizzes – 25%

Assignments – 25%

9 Weeks Test- 10%



-Extra help is available and I encourage all students to speak with me if they are having problems. Certain times will be arranged throughout the year for additional help.





Interim Reports Issued Report Cards Issued

1st Marking Period-Oct. 7

2nd Marking Period-Dec.11

3rd Marking Period-Mar.3

4th Marking Period-May 12 1st Marking Period-Nov.13

2nd Marking Period-Feb.4

3rd Marking Period-Apr.22

4th Marking Period-Mailed









Menchville High School

World Geography, Coach Chappell



To the student:



I understand both the academic and behavioral expectations for Coach Chappell’s World Geography class as outlined in the syllabus. I agree by all class rules and procedures.



*Print Students Name ____________________________________

Student’s signature:_____________________________________Date:____________



To the parent: I look forward to working with you throughout the school year in order to help your child pass the class and the Standard of Learning test at the end of the year. I will do my best to keep in touch with you via email, letters, or phone. Here are some important dates that may be of interest to you:



Interim Reports Issued Report Cards Issued

1st Marking Period-Oct. 7

2nd Marking Period-Dec.11

3rd Marking Period-Mar.3

4th Marking Period-May 12 1st Marking Period-Nov.13

2nd Marking Period-Feb.4

3rd Marking Period-Apr.22

4th Marking Period-Mailed



The interim and report cards are given to the students during 1st period. Therefore, it is the student’s responsibility to bring them home to you. If you do not see these interims or report cards, please contact me and I will make you a copy. If a student is getting a D or F there will be a box checked requesting a parent teacher conference. If this is the case please call me. I understand that you may be busy but often these issues can be resolved over the phone.



___________________________________ ________________

Parent’s signature Date





__________________@________________ _________________

Email Address Daytime Phone

Geo Australia Quiz

Indian Ocean, Indonesia, Western Australia, Pacific Ocean, South Australia, Queensland, Papua New Guinea, Fiji, Darling River, Murray River, Tasmania, Australia, Brisbane, Solomon Islands, Coral Sea, New Zealand, Wellington, Great Dividing Range, Great Barrier Reef, and Australian Capital Territory.

SOL World History II

WORLD HISTORY I


SOL OBJECTIVES

THE RENAISSANCE

KNOWLEDGE

• Wealth accumulated from European trade with the Middle East led to the rise of Italian city-states. Wealthy merchants were active civic leaders

• Florence, Genoa and Venice had access to trade routes connecting Europe with Middle Eastern markets

• These city-states (initially independent city-states governed as republics) served as trading centers for the distribution of goods to northern Europe

• The Renaissance produced new ideas that were reflected in the arts, philosophy and literature

• Patrons, wealthy from trade, sponsored works which glorified city-states in northern Italy and education became increasingly secular

• Humanism, supported by wealthy patrons, celebrated the individual and stimulated the study of Greek and Roman literature and culture

• Medieval art and literature had focused on the Church and salvation; Renaissance art and literature focused on individuals and worldly matters, along with Christianity

• Artistic and literary creativity

Leonardo da Vinci—Mona Lisa and The Last Supper

Michelangelo—Ceiling of the Sistine Chapel and David

Petrarch—sonnets, humanistic scholarship

Machiavelli—The Prince—an early modern treatise on government, supported absolute power of the ruler, maintains that the ends justifies the means and advises that one should do good if possible, but do evil when necessary to maintain power

• With the rise of trade, travel and literacy, the Italian Renaissance spread to northern Europe

• Growing wealth in Northern Europe supported Renaissance ideas

• The movable type printing press and the production and sale of books (Gutenberg Bible) helped disseminate ideas

• Northern Renaissance artists portrayed religious and secular subjects

• Writers such as Erasmus (The Praise of Folly) and Sir Thomas More (Utopia) merged humanist ideas with Christianity



























WORLD HISTORY II

SOL OBJECTIVES

RENAISSANCE AND REFORMATION

KNOWLEDGE

• New intellectual and artistic ideas developed during the Renaissance

• The Renaissance was the “rebirth” of classical knowledge, and the “birth” of the modern world

• The Renaissance spread from the Italian city-states to northern Europe

• Accomplishments in the visual arts

Michelangelo

Leonardo da Vinci

• Accomplishments in literature (sonnets, plays, short essays)

Shakespeare

• Accomplishments in intellectual ideas

Erasmus

• For centuries the Roman Catholic Church had little competition in religious thought and action

• Resistance of the church to change led to the Protestant Reformation and the birth of new political and economic institutions

• Wealthy merchants challenged the Church’s view of usury

• German and English nobility disliked Italian domination of the Church

• The Church’s great political power and wealth caused conflict

• Church corruption and the sale of indulgences were widespread and caused conflict

• Martin Luther created the Lutheran tradition—belief in salvation by faith alone, the Bible as the ultimate authority, all humans equal before God

• Luther wrote the 95 theses and began the Protestant Church

• John Calvin created the Calvinist tradition—predestination, faith revealed by living a righteous life, work ethic

• Calvin expanded the Protestant movement

• King Henry VIII began the Anglican tradition—dismissed the authority of the Pope in Rome, divorced his wife and broke with Rome, headed the national church of England, appropriated lands and wealth of the Roman Catholic Church in England

• In Northern Germany, princes converted to Protestantism, ending the authority of the Pope in their states

• The Hapsburg family and the authority of the Holy Roman Empire continued to support the Roman Catholic Church

• Conflict between Protestants and Catholic resulted in devastating wars—Thirty Years’ War

• Under Queen Elizabeth I the Anglican Church became a national church throughout the British Isles

• The Reformation contributed to the rise of capitalism

• In France the Catholic monarchy granted Protestant Huguenots freedom of worship by the Edict of Nantes (later revoked)

• Cardinal Richelieu changed the focus of the Thirty Years’ War from a religious conflict to a political conflict

• The Catholic Church mounted a series of reforms and reasserted its authority

• Society of Jesus (Jesuits) was founded to spread Catholic doctrine around the world

• The Inquisition was established to reinforce Catholic doctrine

• Cultural values, traditions and philosophies changed—growth of secularism, growth of individualism, growth of religious tolerance, democratic thought

• Growth of literacy was stimulated by the Gutenberg printing press

• The Bible was printed in English, French and German which helped to spread the ideas of the Renaissance and Reformation





ADDITIONAL KNOWLEDGE: THE WORLD IN 1500

• Locate some of the major states and empires in the Eastern and Western Hemisphere

England

France

Spain

Russia

Ottoman Empire

Persia

China

Mughal India

Songhai Empire

Incan Empire

Mayan Empire

Aztec Empire

• Location and importance of world religions

Judaism—Europe and Middle East

Christianity—Europe and the Middle East

Islam—parts of Asia, Africa and southern Europe

Hinduism—India and parts of Southeast Asia

Buddhism—East and Southeast Asia

• Trade patterns linked Europe with Asia and Africa

Silk Road—across Asia to the Mediterranean Basin

Maritime routes across the Indian Ocean

Trans-Saharan routes across North Africa

Northern European links with the Black Sea

Western Europe sea and river trade

South China Sea and lands of Southeast Asia

• These trade patterns allowed the exchange of ideas and products

Paper, compass, silk and porcelain from China

Textiles, numeral system from India and the Middle East

Scientific transfer—medicine, astronomy, mathematics





































WORLD HISTORY II

SOL OBJECTIVES

ABSOLUTISM, REASON, REVOLUTION



ABSOLUTISM

• The Age of Absolutism takes its name from a series of European monarchs who increased the power of their central governments

• Absolute monarchs centralized power and ruled by the concept of divine right

• Absolute monarchs

Louis XIV—France, Palace of Versailles as a symbol of royal power

Frederick the Great—Prussia, emphasis on military power

Peter the Great—Russia, westernization of Russia



REASON (ENLIGHTENMENT AND SCIENTIFIC REVOLUTION)

• During the Scientific Revolution the emphasis was on reasoned observation and systematic measurement—changed the way people viewed the world

• Pioneers of the scientific revolution

Nicolaus Copernicus—developed heliocentric theory

Johannes Keplar—planetary motion

Galileo—used the telescope to support heliocentric theory

Isaac Newton—discovered laws of gravity

William Harvey—discovered circulation of the blood

• Importance of the scientific revolution

Emphasis on reason

Formulation of the scientific method

Expansion of scientific knowledge

• Enlightenment thinkers believed that human progress was possible through the application of scientific knowledge and reason to issues of law and government

• Enlightenment applied reason to the human world, not just the natural world, stimulated religious tolerance and fueled democratic revolutions around the world

• Enlightenment thinkers and their ideas

Thomas Hobbes—Leviathan—the state must have central authority to manage behavior

John Locke’s Two Treatises on Government—people are sovereign; monarchs are not chosen by God

Montesquieu’s The Spirit of Laws—best form of government includes a separation of powers

Jean-Jacques Rousseau’s The Social Contract—government is a contract between rulers and the people

Voltaire—religious toleration should triumph over religious fanaticism; separation of church and state

• Political philosophies of the Enlightenment fueled the revolutions of France and America

• Thomas Jefferson’s Declaration of Independence incorporated Enlightenment ideas

• The Constitution of the United States of America and the Bill of Rights incorporated Enlightenment ideas

• Representative artists, composers and writers

Johann Sebastian Bach

Wolfgang Amadeus Mozart

Eugene Delacroix

Miguel Cervantes

• New forms of art and literature—paintings depicted classical subjects, public events, natural scenes and living people (portraits), new forms of literature evolved such as Cervantes’ Don Quixote



• New technologies

All weather roads improved year-round transport and trade

New designs in farm tools increased productivity (agricultural revolution)

Improvements in ship design lowered the cost of transport





REVOLUTION

• Political democracy rests on the principle that government derives power from the consent of the governed

• The foundations of English freedoms included the jury trial, the Magna Carta, and common law

• The English Civil War and the Glorious Revolution prompted further development of the rights of Englishmen

• Development of the rights of Englishmen

Oliver Cromwell and the execution of Charles I

Restoration of the monarchy by Charles II

Development of political parties/faction

Glorious Revolution—William and Mary

Increase of parliamentary power over royal power

English Bill of Rights 1689

• The French Revolution was caused by the influence of Enlightenment ideas as well as the participation of the French in the American Revolution

• Significant events of the French Revolution

Storming of the Bastille

Reign of Terror

• The French Revolution resulted in the end of the absolute monarchy of Louis XVI and led to the rise of Napoleon

• Napoleon was unsuccessful in his attempt to unify all of Europe under one ruler

• Napoleon’s legacy was the Napoleonic Code and the awakened feelings of national pride and the growth of nationalism

• The influence of the American and French revolutions led to independence for the French, Spanish and Portuguese colonies in the Americas

• Toussaint L’Overture led a revolution for independence in Haiti

• Simon Bolivar led the way for South American independence











WORLD HISTORY II

SOL OBJECTIVES

IMPERIALISM, WORLD WAR I, RUSSIAN REVOLUTION



• Nationalism motivated European nations to compete for colonial possessions

• European military, economic and political power forced colonized countries to trade on European terms

• Industrially produced goods flooded colonial markets and displaced traditional industries

• Colonized peoples resisted European domination and responded in diverse ways to Western influences

• Forms of imperialism

Colonies

Protectorates

Spheres of influence

• Imperialism in Asia and Africa

European domination

European conflicts carried to the colonies

Christian missionary efforts

Spheres of influence in China

Suez Canal

East India Company’s domination of Indian states

American opening of Japan to trade

• Responses of colonized people

Armed conflicts (events leading to the Boxer Rebellion in China)

Rise of nationalism (first Indian nationalist party founded in the mid-1800’s)

• World War I (1914-1918) transformed European and American life, wrecked the economies of Europe and planted the seeds for a second world war

• Causes of World War I

Alliances that divided Europe into competing camps

Nationalistic feelings

Diplomatic failures

Imperialism and the competition over colonies

Militarism

• Events and leaders of World War I

Assassination of Austria’s Archduke Francis Ferdinand

United States entry into the war

Russia withdraws after revolution

Woodrow Wilson—United States

Kaiser Wilhelm II—Germany

• Outcomes and global effects

Colonies’ participation in the war which increased demands for independence

End of the imperial empires of Russia, Germany, Austria-Hungary and the Ottomans

Enormous cost of the war in lives, property and social disruption

• The Treaty of Versailles ended the war but forced Germany to accept guilt for causing it (as well as the loss of territory and payment of reparations)

• Germany’s military was limited

• Tsarist Russia entered World War I as an absolute monarchy with sharp class divisions between the nobility and peasants

• Grievances of the workers and peasants were not resolved by the Tsar

• Inadequate administration in World War I led to revolution and an unsuccessful provisional government

• A second revolution by the Bolsheviks created the communist state that ultimately became the Union of Soviet Socialist Republics

• Causes of 1917 revolutions

Defeat in Russo-Japanese War in 1905

Landless peasantry

Incompetence of Tsar Nicholas II

Military defeats and high casualties in World War I

• Rise of communism

Bolshevik Revolution and civil war

Vladimir Lenin’s New Economic Policy

Lenin’s successor—Joseph Stalin



























































WORLD HISTORY II

SOL OBJECTIVES

THE INTERWAR PERIOD AND WORLD WAR II

Knowledge

• The League of Nations was established after World War I to prevent future wars and bring about international cooperation

• United States did not join due to isolationist policy adopted after the war

• The League failed because it did not have power to enforce its decisions

• The mandate system was created to administer the colonies of defeated powers (WWI) on a temporary basis

• France and Great Britain became mandatory powers in the Middle East

• A period of uneven prosperity in the decade following WWI was followed by worldwide depression

• Causes of worldwide depression

German reparations

Expansion of production capacities and dominance of the United States in the global economy

High protective tariffs

Excessive expansion of credit

Stock Market Crash of 1929

• Impact of world depression

High unemployment in industrial countries

Bank failures and the collapse of credit

Collapse of prices in world trade

Nazi Party’s growing importance in Germany; Nazi Party’s blame of European Jews for economic collapse

Weakening of Western democracies and reducing their ability to challenge the threat of totalitarianism

Unstable political conditions which provided opportunities for the rise of dictators in the Soviet Union, Germany, Italy and Japan

• In the Soviet Union communism becomes firmly entrenched under Joseph Stalin

• Stalin’s policies included five-year plans, collectivization of farms, state industrialization and secret police—Great Purge

• In Germany Adolf Hitler rose to power as a result of inflation and depression which weakened the democratic government

• Hitler’s policies included anti-Semitism, extreme nationalism, establishment of national socialism and occupation of nearby countries to defy the terms of Treaty of Versailles

• In Italy Benito Mussolini created fascism and resolved to restore the glory of Rome—invaded Ethiopia

• During the interwar period, Japan, under the leadership of Emperor Hirohito and Hideki Tojo established an aggressive and imperialist regime dominated by militarism

• In order to acquire raw materials for industrialization Japan invaded Korea, Manchuria, and China

• Economic and political causes of World War II

Aggression by totalitarian powers (Germany, Italy, Japan)

Nationalism

Failures of the Treaty of Versailles

Weakness of the League of Nations

Tendencies toward isolationism and pacifism in Europe and the United States

• Major events of the war (1939-1945)

German invasion of Poland

Fall of France

Battle of Britain

German invasion of the Soviet Union

Japanese attack on Pearl Harbor

D-Day (Allied invasion of Europe)

Atomic bombs dropped on Hiroshima and Nagasaki

• Major leaders of the war

Franklin Roosevelt—U.S. president

Harry Truman—U.S. president after the death of Roosevelt

Dwight Eisenhower—U.S. general (Europe)

Douglas MacArthur—U.S. general (Asia)

George Marshall—U.S. general

Winston Churchill—British prime minister

Joseph Stalin—Soviet dictator

Adolf Hitler—Nazi dictator of Germany

Hideki Tojo—Japanese general

Hirohito—Emperor of Japan

• There had been a climate of hatred against Jews in Europe and Russia for centuries—this hatred led to the Holocaust and genocide

• Genocide is the systematic and purposeful destruction of a racial, political, religious or cultural group

• Hitler’s belief in the “master race” combined with his totalitarian and nationalist policies led to the development of the Final Solution—extermination of all Jews in Europe

• Other examples of 20th century genocide

Armenians by the leaders of the Ottoman Empire

Peasants, government and military leaders in the Soviet Union by Joseph Stalin

Educated artists, technicians, government officials, monks and minorities by Pol Pot in Cambodia

Tutsi minority by the Hutu in Rwanda

Muslims and Croats by Bosnian Serbs in former Yugoslavia

• Outcomes of World War II

European powers’ loss of empires

Establishment of two major powers in the world: The United States and the Soviet Union

War crimes trials

Division of Europe—Iron Curtain

Establishment of the United Nations

Marshall Plan

Formation of the North Atlantic Treaty Organization (NATO) and Warsaw Pact

• A democratic government was installed in West Germany and West Berlin

• Germany and Berlin were divided among the four Allied Powers

• West Germany emerged as an economic power in postwar Europe

• Efforts for reconstruction of Japan

U.S. occupation of Japan under MacArthur’s administration

Democracy and economic development

Elimination of Japanese offensive military capabilities; US guarantee of Japan’s security

Emergence of Japan as a dominant economy in Asia











WORLD HISTORY II

SOL OBJECTIVES

COLD WAR AND CONTEMPORARY WORLD



Cold War

• Competition between the United States and the USSR laid the foundation for the Cold War

• The Cold War influenced the policies of the United States and the USSR towards other nations and conflicts around the world

• After World War II the United States pursued a policy of containment—prevention of the spread of communism. This policy included the development of regional alliances against Soviet and Chinese aggression

• Beginning of the Cold War (1945-1948)

The Yalta Conference and the Soviet control of Eastern Europe

Rivalry between the United States and the USSR

Democracy and the free enterprise system v. dictatorship and communism

President Truman and the Policy of Containment

Eastern Europe—Soviet satellite nations; the Iron Curtain

• Characteristics of the Cold War (1948-1989)

North Atlantic Treaty Organization

Warsaw Pact

Korean Conflict

Vietnam War

Berlin and the Berlin Wall

Cuban Missile Crisis

Nuclear weapons and the theory of deterrence

• Collapse of Communism in the Soviet Union and Eastern Europe

Soviet economic collapse

Nationalism in Warsaw Pact countries

Tearing down of the Berlin Wall

Breakup of the USSR

Expansion of NATO



• Conflicts and revolutionary movements in China

Division of China into two nations at the end of the Chinese civil war

Chiang Kai-shek—Nationalist China (island of Taiwan)

Mao Zedong—Communist China (Chinese mainland)

Continuing conflict between the two Chinas

Communist China’s participation in the Korean conflict

• Conflicts and revolutionary movements in Vietnam

Role of French imperialism

Leadership of Ho Chi Minh

Vietnam as a divided nation

Influence of the policy of containment

The United States involvement in the Vietnam War

Vietnam as a united communist country today

• British policies and the demand for self-rule led to the rise of the Indian independence movement, resulting in the creation of new states in the Indian sub-continent

• Mohandas Gandhi led the Indian independence movement through a policy of civil disobedience and passive resistance to British rule

• After independence India split along Hindu and Muslim lines—Pakistan became a Muslim state (West) and Bangladesh became a Muslim state (east) while India remained a Hindu state

• The charter of the United Nations guaranteed colonial populations the right to self-determination

• Independence movements in Africa challenged European imperialism

• Factors in the African independence movements include—pride in African cultures and heritage, resentment toward imperial rule and economic exploitation

• Great Britain, France, Belgium and Portugal lost colonies in peaceful and violent revolutions

• Cold War rivalries between the super powers influenced African events

• Examples of independence movements and subsequent developments

West Africa—peaceful transition

Algeria—war for independence from France

Kenya—violent struggle against British rule led by Jomo Kenyatta

South Africa—Black South Africans struggle against apartheid

• In the Middle East the mandate system established after World War I was phased out after World War II—with the end of the mandates, new states were created

• French mandates in the Middle East were Syria and Lebanon, British mandates were Jordan and Palestine—part of Palestine becomes independent as the new state of Israel

• Both developed and developing nations face many challenges including migrations, ethnic and religious conflict and new technologies

• Migrations—refugees resulting from international conflicts, migrations of “guest workers” in European cities

• Ethnic and religious conflicts—Middle East, Northern Ireland, Balkans, Africa, Asia

• Impact of new technology—widespread but unequal access to computers and instantaneous communication, genetic engineering and bioethics



• Contrasts between developed and developing nations

Geographic locations of major countries

Economic conditions—poverty, development

Social challenges—literacy, access to health care, famine

Population size and rate of growth

Environmental challenges—pollution, loss of habitat, ozone depletion

• Free market economies produce rising standards of living and an expanding middle class, which produces growing demands for political freedoms and individual rights. Recent examples include Taiwan and South Korea

• The countries of the world are increasingly dependent on each other for raw materials, markets, and financial resources, although there is still a difference between developed and developing nations

• Economic interdependence

Role of rapid transportation, communication and computer networks

Rise and influence of multinational corporations

Changing role of international boundaries

Regional integration—European Union

Trade agreements—NAFTA, World Trade Organization

International organizations—United Nations, International Monetary Fund