High School for Environmental Studies ap world History Syllabus 2014-2015
Key Concept 4.1: Globalizing Networks of Communication and Exchange
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- Key Concept 4.2: New Forms of Social Organization and Modes of Production
- Key Concept 4.3: State Consolidation and Imperial Expansion
- Unit IV: Period 5: Industrialization and Global Integration c. 1750 to c. 1900 Key Concept 5.1 Industrialization and Global Capitalism
- Key Concept 5.2: Imperialism and Nation-State Formation
- Key Concept 5.3 Nationalism, Revolution and Reform
- Key Concept 5.4 Global Migrations
- Unit V: Period 6: Accelerating Global Change and Realignments, c. 1900 to the Present Key Concept 6.1 Science and the Environment
Key Concept 4.1: Globalizing Networks of Communication and Exchange: Terms:
Geographical Identification: Western Hemisphere Northern Hemisphere Historical Identification:
Key Concept 4.2: New Forms of Social Organization and Modes of Production Terms:
Geographical Identification: Russian Siberia Spanish America Mughal Empire Historical Identification:
Key Concept 4.3: State Consolidation and Imperial Expansion Terms:
Geographical Identification: Central Asia Songhay Ottoman Empire Historical Identification:
Texts: Bulliet, chapters 15-20 Selected primary source documents from Sterns, Traditions and Encounters including: Mo’ikeha’s Migration from Tahiti to Hawai’i Christopher Columbus’s Frist Impressions of American Peoples Selected primary sources from Strayer, Ways of the World including: Visual Sources: Considering the Evidence: Sacred Places in the World of the Fifteenth Century Considering the Evidence: State Building in the Early Modern Era Considering the Evidence: The Conquest of Mexico Through Aztec Eyes Considering the Evidence: Voices of the Slave Trade Visual Sources: Exchange and Status in the Early Modern World Selected scholarly articles from Taking Sides including: Did China’s Worldview Cause the Abrupt End of Its Voyages of Exploration? Nicholas Kristof from “1492: The Prequel,” The New York Times Magazine (June 6, 1999) and Bruce Swanson from Eighth Voyage of the Dragon: A History of China’s Quest for Seapower (Naval Institute Press, 1982). Did Christopher Columbus’ Voyages Have a Positive Effect of World History? Robert Royal from “Columbus and the Beginning of the New World.” First Things: A Monthly Journal of Religion and Public Life (May 1999) and Gabriel Garcia Marquez, from “For a Country Within Reach of the Children,: Americas (November/December 1997). Did the West Define the Modern World?. William H. McNeill from The Rise of the West: A History of the Human Community (University of Chicago Press, 1991) and Philip D. Curtin, from The World and the West: The European Challenge and the Overseas Response to the Age of Empire (Cambridge University Press, 2000). Selected articles from Strayer, Cultures in Motion, including: Christianity and the Americas The Spread of Islam Possible Activities: Students will debate the impact of the voyage of Columbus Students will analyze the Mughal rule in India through a DBQ essay Students will analyze the continuities and changes in various regions involvement in trade from 600 to 1750. Regions include China, Sub-Sahara Africa, South Asia, and the Middle East through writing an essay. Students will analyze the similarities and differences in the interaction with Western Europe of various regions during 1450 to 1750 through writing an essay. Regions include Russia, Ottoman Empire, Tokugawa Japan, and Latin America. Students will map various interactions between the Americas, Asia, Africa, Europe, and Oceania Unit IV: Period 5: Industrialization and Global Integration c. 1750 to c. 1900 Key Concept 5.1 Industrialization and Global Capitalism Terms:
Geographical Indications: Mexico South Africa Historical Identifications:
Key Concept 5.2: Imperialism and Nation-State Formation Terms:
Geographical Identifications: Belgian Congo North Africa Australia Siam New Zealand Hawai’i Algeria Germany Balkans Historical Identifications:
Key Concept 5.3 Nationalism, Revolution and Reform Terms:
Geographical Identification: Haiti Historical Identifications
Key Concept 5.4 Global Migrations Terms:
Geographical Identification: Pacific Ocean Argentina Historical Identifications
Texts: Bulliet, chapters 21-27 Selected primary source documents from Sterns, Traditions and Encounters including: Declaration of the Rights of Man and Citizen Manifesto of the Communist Party Ponciano Arriaga Calls for Land Reform: “A Mexican Radical: Ponciano Arriaga” Proclamation of the Young Turks Letter of Lin Zenxu to Queen Victoria Selected primary sources from Strayer, Ways of the World including: Considering the Evidence: Claiming Rights Considering the Evidence: Varieties of European Marxism Considering the Evidence: Voices of the Opium War Considering the Evidence: Indian Responses to Empire Selected scholarly articles from Taking Sides including: Did the Industrial Revolution Lead to a Sexual Revolution? Edward Shorter from “Female Emancipation, Birth Control and Fertility in European History,” The American Historical Review (June 1973) and Louise A. Tilly, Joan W. Scott, and Miriam Cohen, from “Women’s Work and European Fertility Patterns,” Journal of Interdisciplinary History (Winter 1976). Did the Meiji Restoration Constitute a Revolution in Nineteenth-Century Japan? Andrew Gordon from A Modern History of Japan: From Tokugawa Times to the Present (Oxford University Press, 2003) and W.G. Beasley, from The Meiji Restoration (Stanford University Press, 1972). Were Economic Factors Responsible for British Imperialism? J.A. Hobson from Imperialism: A Study (University of Michigan Press, 1965) and John M. MacKenzie, from The Partition of Africa: 1880-1900 and European Imperialism in the Nineteenth Century (Methuen & Co., 1983) Was China’s Boxer Rebellion Caused by Environmental Factors? Paul A. Cohen, from History in Three Keys: The Boxers as Event, Experience, and Myth (Columbia University Press, 1997) and Henrietta Harrison, from Justice on Behalf of Heaven: The Boxer Movement,” History Today (September 2000) Selected articles from Strayer, Cultures in Motion, including: The African Diaspora The Spread of Nationalism Imperialist Ideas about Women Possible Activities Students will compare the administrative structure of either the Russian or the Qing Empire to that of either the Ottoman or the Mughal Empire Students will analyze issues involved with independence and nation building in Latin American through DBQ analysis and will compose an essay. Students will write an essay describing the continuities and changes in the effects of the process of industrialization of two of the following countries from 1750 to 1900: China, Japan, Russia, or the Ottoman Empire Students will create an annotated map showing the effects of Industrialization in each region of the world. Students will debate the justification, cause, and outcome of Western Imperialism Students will construct arguments for and against the positive impact of Industrialization on women. Unit V: Period 6: Accelerating Global Change and Realignments, c. 1900 to the Present Key Concept 6.1 Science and the Environment Terms:
Geographical Identifications: Nanjing Dresden Hiroshima Historical Identifications:
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