Part One: First Things First – The Beginnings of History To 500 BCE

THE BIG PICTURE: Turning Points in Early World History (Periodization) Introduction The Emergence of Humankind The Globalization of Humankind The Revolution of Farming and Herding The Turning Point of Civilization A Note on Dates

Chapter 1: First Peoples, First Farmers Learning Objectives

• To familiarize students with the spread of human societies in the Paleolithic era • To explore the conditions of life in gathering and hunting societies • To examine factors that eventually led to change in gathering and hunting societies • To make students aware that agriculture evolved independently in several regions

of the world • To trace development of agriculture and its local variations • To consider the social implications of the Agriculture Revolution

Big Picture Questions

1. In what ways did various Paleolithic societies differ from one another, and how did they change over time?

2. The Agriculture Revolution marked a decisive turning point in human history. What evidence might you offer to support this claim, and how might you argue against it?

3. How did early agricultural societies differ from those of the Paleolithic era? 4. Was the Agricultural Revolution inevitable? Why did it occur so late in the story of

humankind? 5. “The Agricultural Revolution provides evidence for ‘progress’ in human affairs.”

How would you evaluate this statement? Margin Review Questions

1. What was the sequence of human migration across the planet? 2. How did Austronesian migrations differ from other early patters of human

movement? 3. In what ways did a gathering and hunting economy shape other aspects of

Paleolithic societies? 4. Why did some Paleolithic peoples abandon earlier, more nomadic ways and begin to

live a more settled life? 5. How do you understand the significance of the long Paleolithic era in the larger

context of world history? 6. What accounts for the emergence of agriculture after countless millennia of human

life without it? 7. In what different ways did the Agricultural Revolution take shape in various parts

of the world? 8. In what ways did agriculture spread? Where and why was it sometimes resisted? 9. What changes did the Agricultural Revolution bring in its wake? 10. What different kinds of societies emerged out of the Agricultural Revolution?

Identify 1. Austronesian migrations 2. Banpo 3. Bantu migration 4. Catal huyuk 5. Chiefdom 6. Clovis culture 7. Diffusion 8. Dreamtime 9. Fertile Crescent 10. Flores man 11. Gobekli Tepe 12. Ishi 13. Megafaunal extinction 14. “The original affluent society” 15. Paleolithic settling down 16. Pastoral society 17. “Secondary products revolution” 18. Shaman 19. Stateless societies 20. Teosinte 21. Trance dance 22. Venus figures

Chapter 2: First Civilizations: Cities, States, and Unequal Societies Learning Objectives

• To establish the relationship between the First Civilizations and the Agricultural Revolution

• To contrast civilizations with other forms of human communities • To explore when, where, and how the First Civilizations arose in human history • To explore how the emergence of civilizations transformed how humans lived and

how their societies were structured • To show the various ways in which civilizations differed from one another • To explore the outcomes of the emergence of civilizations, both positive and

negative, for humankind

Big Picture Questions 1. How does the use of the term “civilization” by historians differ from that of

popular usage? How do you use the term? 2. “Civilizations were held together largely by force.” Do you agree with this

assessment, or were there other mechanisms of integration as well? 3. How did the various First Civilizations differ from one another? 4. Looking Back: To what extent did civilizations represent “progress” in comparison

with earlier Paleolithic and Neolithic societies? And in what ways did they constitute a setback for humankind?

5. What distinguished “civilizations” from earlier Paleolithic and Neolithic societies?

Margin Review Questions 1. When and where did the first civilizations emerge? 2. What accounts for the initial breakthroughs to civilization? 3. What was the role of cities in the early civilizations? 4. In what ways was social inequality expressed in early civilizations? 5. In what ways have historians tried to explain the origins of patriarchy? 6. How did Mesopotamia and Egyptian patriarchy differ from each other? 7. What were the sources of state authority in the First Civilizations? 8. In what ways might the advent of “civilization” have marked a revolutionary change

in the human condition? And in what ways did it carry on earlier patters from the past?

9. In what ways did Mesopotamian and Egyptian civilizations differ from each other? 10. In what ways were Mesopotamian and Egyptian civilizations shaped by their

interactions with near and distant neighbors?

Identify 1. Central Asian/Oxus civilization 2. Code of Hammurabi 3. Egypt: The gift of the Nile 4. Epic of Gilgamesh 5. Hatshepsut 6. Mohenjo Daro/Harappa 7. Norte Chico/Caral 8. Nubia 9. Olmec civilization 10. Paneb 11. Patriarchy 12. Pharaoh 13. Rise of the state 14. Uruk

Period 1: Technological & Environmental Transformations, to c. 600 BCE Key Concept 1.1 Big Geography & the Peopling of the Earth I. Hunter-foragers gradually migrated, adapting technology & culture to new climates.

A. Fire B. Tools C. Economic structures

Key Concept 1.2 The Neolithic Revolution & Early Agricultural Societies I. Neolithic Revolution

A. Agriculture emerged 1. Mesopotamia 2. Nile & sub-Saharan Africa 3. Indus River valley 4. Yellow River or Huang He valley 5. Papua-New Guinea 6. Mesoamerica & the Andes.

B. Pastoralism developed C. Domestication of crops & animals D. Agricultural communities had to work cooperatively. E. Environmental Impact of Agriculture & Pastoralism

II. Agriculture and pastoralism effects on human societies A. More reliable and abundant food supplies, increased population B. Surpluses led to specialization of labor & new social classes. C. Technological innovations improved agricultural production, trade, transportation, pottery, plows, woven textiles,

metallurgy, wheels & wheeled vehicles. D. Elites accumulated wealth, creating more hierarchical social structures & promoting patriarchy.

Key Concept 1.3 The Development & Interactions of Early Agricultural, Pastoral, & Urban Societies I. Civilizations developed in a variety of geographical & environmental settings.

NOTE: Students should be able to identify the location of all of the following. A. Mesopotamia in the Tigris & Euphrates River valleys B. Egypt in the Nile River valley C. Mohenjo-Daro & Harappa in the Indus River valley D. The Shang in the Yellow River or Huang He valley E. The Olmecs in Mesoamerica F. Chavín in Andean South America.

II. The first states emerged A. Definition & characteristics of “States”

i. rulers had divine support ii. supported by military

B. States grew & competed. Hittites’ developed iron. Those w/more resources grew & conquered surrounding states

C. Examples: Mesopotamia, Babylonia, Egypt, Nubia D. Pastoralists often developed & spread new weapons & modes of transportation, which transformed

warfare. III. Culture unified states through law, language, literature, religion, myths & art.

A. Monumental architecture & urban planning B. Elites promoted arts & artisanship C. Systems of record keeping D. Legal Codes E. New religious beliefs F. Trade expanded from local to regional & transregional G. Social & gender hierarchies intensified H. Literature, which also reflected culture

Part Two: Second Wave Civilizations in World History 500 BCE – 500 CE

THE BIG PICTURE: After the First Civilization: What Changed and What Didn’t? (Periodization) Age of Agricultural Civilizations Continuities in Civilization Changes in Civilization Second Wave Civilizations

Chapter 3: State and Empire in Eurasia/North Africa Learning Objectives

• To consider the nature of imperial systems in the era of Second Wave civilizations • To explore why empires developed in some regions but not in others • To show the important similarities and differences between imperial systems and

the reasons behind them • To reflect on the significance that Second Wave empires have for us today

Big Picture Questions

1. What common features can you identify in the empires described in this chapter? In what ways did they differ from one another? What accounts for those differences?

2. Are you more impressed with the “greatness” of empires or with their destructive and oppressive features? Why?

3. Do you think that these second wave empires hold “lessons” for the present, or are contemporary circumstances sufficiently unique as to render the distant past irrelevant?

4. Looking back: How do these empires of the second wave civilizations differ from the political systems of the First civilizations?

5. How might you assess – both positively and negatively – the role of empires in the history of the second wave era?

Margin Review Questions 1. How did Persian and Greek civilizations differ in their political organization and

values? 2. How did semi-democratic governments emerge in some of the Greek city states? 3. What were the consequences for both sides of the encounter between the Persians

and the Greeks? 4. What changes did Alexander’s conquests bring in their wake? 5. How did Rome grow from a single city to the center of a huge empire? 6. Why was the Chinese empire able to take shape so quickly, while that of the Romans

took centuries? 7. Why were the Roman and Chinese empires able to enjoy long periods of relative

stability and prosperity? 8. What internal and external factors contributed to the collapse of the Roman and

Chinese empires? 9. In comparing the Roman and Chinese empires, which do you find more striking –

their similarities or their differences? Explain. 10. Why were centralized empires so much less prominent in India that in China?

Identify 1. Alexander the Great 2. Ashoka 3. Athenian democracy 4. Caesar Augustus 5. Greco-Persian Wars 6. Han dynasty 7. Hellenistic era 8. Mauryan Empire 9. Pax Romana 10. Persian Empire 11. Qin Shihuangdi 12. Trung Trac

Chapter 4: Culture and Religion in Eurasia/North Africa Learning Objectives

• To point out the enormous influences on world history of the religious and cultural traditions developed in Eurasia and North Africa between 500 BCE and 500 CE

• To examine the reasons behind the development of these religions and cultural traditions

• To consider the common ground and significant differences between these religious and cultural traditions and examine possible reasons behind them

Big Picture Questions 1. Is a secular outlook on the world an essentially modern phenomenon, or does it have

precedents in the second wave era? 2. “Religion is a double-edged sword, both supporting and undermining political

authority and social elites.” How would you support both sides of this statement? 3. How would you define the appeal of the religious/cultural traditions discussed in

this chapter? To what groups were they attractive, and why? 4. In what different ways did these religious or cultural traditions define the

purposes of human life? 5. Looking Back: What relationships can you see between the political dimensions of

second wave civilizations described in Chapter 3 and their cultural or religious aspects discussed in this chapter?

Margin Review Questions 1. What different answers to the problem of disorder arose in classical China? 2. Why has Confucianism been defined as a “humanistic philosophy” rather than a

supernatural religion? 3. How did the Daoist outlook differ from that of Confucianism? 4. In what ways did the religious traditions of South Asia change over the centuries? 5. In what ways did Buddhism reflect Hindu traditions, and in what ways did it

challenge them? 6. What is the difference between the Theravada and Mahayana expressions of

Buddhism? 7. What new emphases characterized Hinduism as it responded to the challenge of

Buddhism? 8. How did the evolution of cultural traditions in India and China differ during the era

of second wave civilizations? 9. What aspects of Zoroastrianism and Judaism subsequently found a place in

Christianity and Islam? 10. What was distinctive about the Jewish religious tradition? 11. What are the distinctive features of the Greek intellectual tradition?

12. How would you compare the lives and teachings of Jesus and the Buddha? In what different ways did the two religions evolve after the deaths of their founders?

13. In what ways was Christianity transformed in the five centuries following the death of Jesus?

14. How might you understand the appeal of Buddhism and Christianity as opposed t the more rationalist approaches of Greek and Confucian philosophy?

Identify 1. Ban Zhao 2. Bhagavad Gita 3. Church of the East 4. Confucianism 5. Daoism 6. Greek rationalism 7. Jesus of Nazareth 8. Judaism 9. Legalism 10. Mahayana 11. Moksha 12. Nirvana 13. Saint Paul 14. Siddhartha Gautama 15. Socrates 16. Theravada 17. Upanishads 18. Vedas 19. Zoroastrianism

Chapter 5: Society and Inequality in Eurasia/North Africa Learning Objectives

• To explore social structures in Eurasia/North Africa second wave civilizations • To consider what made social structures different in different civilizations • To explore the nature of patriarchy and its variations in second wave civilizations

Big Picture Questions

1. What is the difference between class and caste? 2. Why was slavery so much more prominent in Greco-Roman civilization than in India

or China? 3. What philosophical, religious, or cultural ideas served to legitimate the class and

gender inequalities of second wave civilizations? 4. What changes in the patterns of social life in second wave civilizations can you

identify? What accounts for these changes? 5. Looking back: Cultural and social patterns of civilizations seem to endure longer

than the political framework of states and empires. What evidence from Chapters 3, 4, and 5, might support this statement? How might you account for this phenomenon? Is there evidence that could support a contrary position?

Margin Review Questions 1. How would you characterize the social hierarchy of China during the second wave

era? 2. What class conflicts disrupted Chinese society? 3. What set of ideas underlies India’s caste-based society? 4. What is the difference between varna and jati as expressions of caste? 5. How did India’s caste system differ from China’s class system? 6. How did the inequalities of slavery differ from those of caste? 7. How did Greco-Roman slavery differ from that of other classical civilizations? 8. In what ways did the expression of Chinese patriarchy change over time, and why

did it change? 9. How did the patriarchies of Athens and Sparta differ from each other?

Identify

1. Aspasia and Pericles 2. Caste as varna and jati 3. China’s scholar gentry 4. Empress Wu 5. Ge Hong 6. Greek and Roman Slavery 7. Helots

8. Patriarchy 9. Pericles 10. “Ritual Purity” 11. Spartacus 12. The “three obediences” 13. Wang Mang 14. Yellow Turban Rebellion

Chapter 6: Commonalities and Variations: Africa and the Americas Learning Objectives

• To make students aware of civilizations that evolved outside the more well-known civilizations of Eurasia/North Africa

• To explore the development of civilizations in Africa and the Americas • To consider the factors that make civilizations develop in some regions but not in

others • To raise the possibility of complex civilizations without any recognizable

centralized control

Big Picture Questions 1. “The particular cultures and societies of Africa and of the Americas discussed in

this chapter developed largely in isolation.” What evidence would support this statement, and what might challenge it?

2. How do you understand areas of the world, such as Bantu Africa and North America, that did not generate “civilizations”? Do you see them as “backward,” as moving slowly toward civilization, or as simply different? Explain.

3. How did African proximity to Eurasia shape its history? And how did American separation from the Eastern Hemisphere affect its development?

4. Looking back: “The histories of Africa and the Americas during the second wave era largely resemble those of Eurasia.” Do you agree with this statement? Explain why or why not.

Margin Review Questions 1. What similarities and differences are noticeable among the three major continents

of the world? 2. How did the history of Meroe and Axum reflect interaction with neighboring

civilizations? 3. How does the experience of the Niger Valley challenge conventional notions of

“civilization”? 4. With what Eurasian civilizations might the Maya be compare? 5. In what ways the Teotihuacan shape the history of Mesoamerica? 6. What kind of influence did Chavin exert in the Andes region? 7. What features of Moche life characterize it as a civilization? 8. What was the significance of Wara and Tiwanaku in the history of Andean

civilization? 9. What features common to all civilizations can you identify in the civilizations of

Africa and the Americas? What distinguishing features give them a distinctive identity?

10. In what ways did the arrival of Bantu-speaking peoples stimulate cross-cultural interaction?

11. In what ways were the histories of the Ancestral Pueblo and the Mound Builders similar to each other, and how did they differ?

Identify 1. Axum 2. Bantu expansion 3. Batwa 4. Cahokia 5. Chaco Phenomenon 6. Chavin 7. Maya civilization 8. Meroe 9. Moche 10. Mound Builders 11. Niger Valley Civilization 12. Piye 13. Pueblo 14. Teotihuacan 15. Wari and Tiwanaku

Period 2: Organization & Reorganization of Human Societies, c. 600 BCE to c. 600 CE Key Concept 2.1 The Development & Codification of Religious & Cultural Traditions

I. Codifications of existing religious traditions create a bond among the people & an ethical code

A. Judaism developed 1. Influenced by Mesopotamian culture & legal traditions 2. Conquered by political states led to diaspora communities

B. Sanskrit scriptures formed Hinduism(s) II. New belief systems emerged & spread, often asserting universal truths.

A. Buddhism B. Confucianism C. Daoism D. Christianity E. Greco-Roman philosophy & science

III. Belief systems affected gender roles IV. Other religious/traditions continued parallel to written belief systems.

A. Shamanism & animism B. Ancestor veneration

V. Artistic expressions, including literature & drama, architecture, & sculpture.

A. Literature & drama B. Indian, Greek, Mesoamerican, & Roman architectural styles. C. Greco-Roman sculpture, syncretism w/ Buddhism

Key Concept 2.2 The Development of States & Empires I. Imperial societies grew dramatically.

A. Persian Empires B. Qin & Han dynasties C. Maurya & Gupta Empires D. Phoenician & Greek colonies/colonization, Hellenistic & Roman Empires E. Teotihuacan, Maya city states F. Moche

II. Empires & states developed new techniques of imperial administration A. Rulers created centralized governments, elaborate legal systems, & bureaucracies. B. Imperial governments projected military power C. Much of the success of empires rested on their promotion of trade & economic integration

III. Unique social & economic dimensions developed in imperial Societies. A. Function of Cities

1. centers of trade 2. religious rituals 3. political administration

B. Social hierarchies 1) cultivators; 2) laborers; 3) slaves; 4) artisans; 5) merchants; 6)elites; 7) caste groups. C. Methods used to produce food, rewards for elites. D. Patriarchy continued to shape gender & family relations.

IV. Roman, Han, Mauryan, & Gupta declined, collapsed, transformed into successor empires or states. A. Empires caused environmental damage & generated social tensions & economic difficulties. B. External problems resulted from the threat of invasions

Key Concept 2.3 Emergence of Trans Regional Networks of Communication & Exchange I. Hemispheric trade, communication & exchange networks impacted climate & location of the routes, the typical trade goods, & the ethnicity of people

A. Eurasian Silk Roads B. Trans-Saharan caravan routes C. Indian Ocean sea lanes D. Mediterranean sea lanes

II. New technologies led to long-distance communication & exchange. A. New technologies led to domesticated pack animals, promoted longer routes. B. Maritime technologies, monsoon winds

III. Intangible Trade Networks A. crops led to changes in farming & irrigation B. Diseases decreased urban populations, also decreased empires (Rome & Han) C. Religious & cultural

Part Three: An Age of Accelerating Connections 500 – 1500

THE BIG PICTURE: Defining a Millennium (Periodization) Introduction Third Wave Civilizations Trans-regional Interactions in the Third Wave

Chapter 7: Commerce and Culture Learning Objectives

• To consider the significance of trade in human history • To explore the interconnections created by long distance trade in the period of

third wave civilizations • To examine the full range of what was carried along trade routes (goods, culture,

disease) • To explore the differences between the commerce of the Eastern Hemisphere and

that of the Western Hemisphere and the reasons behind those differences

Big Picture Questions 1. What motivated and sustained the long distance commerce of the Silk Roads, Sea

Roads, and Sand Roads? 2. Why did the peoples of the Eastern Hemisphere develop long distance trade more

extensively than did those of the Western Hemisphere? 3. “Cultural change derived often from commercial exchange in the third wave era.”

What evidence from this chapter supports this observation? 4. In what ways was Afro-Eurasia a single interacting zone, and in what respects was

it a vast region of separate cultures and civilizations? 5. Compared to the cross-cultural interactions of earlier times, what was different

about those of the third wave?

Margin Review Questions 1. What lay behind the emergence of Silk Road commerce, and what kept it going for

so many centuries? 2. What made silk such a highly desired commodity across Eurasia? 3. What were the major economic, social, and cultural consequences of Silk Road

commerce? 4. What accounted for the spread of Buddhism along the Silk Roads? 5. What was the impact of disease along the Silk Roads? 6. What lay behind the flourishing of Indian Ocean commerce in the postclassical

millennium? 7. In what ways did Indian influence register in Southeast Asia? 8. What was the role of Swahili civilization in the world of Indian Ocean commerce? 9. To what extent did the Silk Roads and the Sea Roads operate in a similar fashion?

How did they differ? 10. What changes did trans-Saharan trade bring to West Africa? 11. In what ways did networks of interaction in the Western Hemisphere differ from

those in the Eastern Hemisphere?

Identify 1. American web 2. Angkor Wat 3. Black Death 4. Borobudur 5. Ghana, Mali, Songhay 6. Great Zimbabwe 7. Indian Ocean trading network 8. Thorfinn Karlsfeni 9. Pochteca 10. Sand Roads 11. Silk Roads 12. Srivijaya 13. Swahili civilization 14. Trans-Saharan slave trade

Chapter 8: China and the World: East Asian Connections Learning Objectives

• To explore the role of China as “superpower” among the third wave civilizations • To examine China’s deep influence on East Asia • To consider the ways in which interaction with other peoples had an impact on China • To encourage students to question modern assumptions about China

Big Picture Questions

1. How can you explain the changing fortunes of Buddhism in China? 2. How did China influence the world of the third wave era? How was China itself

transformed by its encounters with a wider world? 3. How might China’s posture in the world during the Tang and Song dynasty era

compare to its emerging role in global affairs in the 21st century? 4. In what ways did Tang and Song dynasty China resemble the earlier Han dynasty

period, and in what ways had China changed?

Margin Review Questions 1. Why are centuries of the Tang and Song dynasties in China sometimes referred to

as the “golden age”? 2. In what ways did women’s lives change during the Tang and Song dynasties? 3. How did the Chinese and their nomadic neighbors to the north view each other? 4. What assumptions underlay the tribute system? 5. How did the tribute system in practice differ from the ideal Chinese understanding

of its operation? 6. In what ways did China and the nomads influence each other? 7. In what ways did China have an influence in Korea, Vietnam, and Japan? In what

ways was the influence resisted? 8. In what different ways did Japanese and Korean women experience the pressures

of Confucian orthodoxy? 9. In what different ways did Korea, Vietnam, Japan, and northern nomads experience

and respond to Chinese influence? 10. In what ways did China participate in the world of Eurasian commerce and

exchange, and with what outcomes? 11. What facilitated the rooting of Buddhism within China? 12. What were the major sources of opposition to Buddhism within China?

Identify

1. Bushido 2. Chinese Buddhism 3. Chu nom

4. Economic revolution 5. Emperor Wendi 6. Foot binding 7. Hangul 8. Hangzhou 9. Khitan/Jurchen people 10. Shotoku Taishi 11. Silla dynasty 12. Sui dynasty 13. Tang dynasty 14. Tribute system 15. Xiongnu

Chapter 9: The Worlds of Islam: Afro-Eurasian Connections Learning Objectives

• To examine the causes behind the spread of Islam • To explore the dynamism of the Islamic world as the most influential of the third

wave civilizations • To consider the religious divisions within Islam and how they affected political

development • To consider Islam as a source of cultural encounters within Christian, African, and

Hindu cultures • To increase student awareness of the accomplishments of the Islamic world in the

period 600-1500 CE

Big Picture Questions 1. How might you account for the immense religious and political/military success of

Islam in its early centuries? 2. In what ways might Islamic civilization be described as cosmopolitan, international,

or global? 3. “Islam was simultaneously both a single world of shared meaning and interaction and

a series of separate, distinct, and conflicting communities.” What evidence could you provide to support both sides of this argument?

4. What changes did Islamic expansion generate in those societies that encountered it, and how was Islam itself transformed by those encounters?

5. What distinguished the early centuries of Islamic history from a similar phase in the history of Christianity and Buddhism?

Margin Review Questions 1. In what ways did the early history of Islam reflect its Arabian origins? 2. What did the Quran expect from those who followed its teachings? 3. How was Arabia transformed by the rise of Islam? 4. Why were Arabs able to construct such a huge empire so quickly? 5. What accounts for the widespread conversion to Islam? 6. What is the difference between Sunni and Shia Islam? 7. In what ways were Sufi Muslims critical of mainstream Islam? 8. How did the rise of Islam change the lives of women? 9. What similarities and differences can you identify in the spread of Islam to India,

Anatolia, West Africa, and Spain? 10. In what ways was Anatolia changed by its incorporation into the Islamic world? 11. “Islam had a revolutionary impact on every society that it touched.” What evidence

might support this statement, and what might challenge it?

12. What makes it possible to speak of the Islamic world as a distinct and coherent civilization?

13. In what ways was the world of Islam a “cosmopolitan civilization”?

Identify 1. Abassid caliphate 2. Al-Andalus 3. Al-Ghazali 4. Anatolia 5. Hijra 6. House of Wisdom 7. Ibn Battuta 8. Ibn Sina 9. Jizya 10. Madrassas 11. Mansa Musa 12. Pillars of Islam 13. Quran 14. Sharia 15. Sikhism 16. Timbuktu 17. Ulama 18. Umayyad caliphate 19. Umma

Chapter 10: The Worlds of Christendom: Contraction, Expansion, and Division Learning Objectives

• To examine European society after the breakup of the Roman Empire • To compare the diverse legacies of Rome in Western Europe and the Byzantine

Empire • To explore medieval European expansion • To present the backwardness of medieval Europe relative to other civilizations, and

the steps by which it caught up

Big Picture Questions 1. What accounts for the different historical trajectories of the Byzantine and West

European expressions of Christendom? 2. How did Byzantium and Western Europe interact with each other and with the

larger world of the third wave era? 3. In what respects was the civilization of the Latin West distinctive and unique, and

in what ways was it broadly comparable to other third wave civilizations? 4. How does the evolution of the Christian world in the third wave era compare with

that of Tang and Song dynasty China and of the Islamic world?

Margin Review Questions 1. What variations in the experience of African and Asian Christian communities can

you identify? 2. In what respects did Byzantium continue the patterns of the classical Roman

Empire? In what ways did it diverge from those patterns? 3. How did Eastern Orthodox Christianity differ from Roman Catholicism? 4. In what ways was the Byzantine Empire linked to a wider world? 5. How did links to Byzantium transform the new civilization of Kievan Rus? 6. What replaced the Roman order in Western Europe? 7. In what ways was European civilization changing after 1000? 8. What was the impact of the Crusades in world history? 9. How did the historical development of the European West differ from that of

Byzantium in the third wave era? 10. In what ways did borrowing from abroad shape European civilization after 1000? 11. Why was Europe unable to achieve the kind of political unity that China

experienced? What impact did this have on the subsequent history of Europe? 12. In what different ways did classical Greek philosophy and science have an impact in

the West, in Byzantium, and in the Islamic world?

Identify 1. Byzantine Empire 2. Caesaropaism 3. Cecilia Penifader 4. Charlemagne 5. Constantinople 6. Crusades 7. Eastern Orthodox Christianity 8. Ethiopian Christianity 9. Holy Roman Empire 10. Icons 11. Jesus Sutras 12. Justinian 13. Kievan Rus 14. Nubian Christianity 15. Prince Vladimir of Kiev 16. Roman Catholic Church 17. Western Christendom

Chapter 11: Pastoral Peoples on the Global Stage: The Mongol Moment Learning Objectives

• To make students aware of the significance of pastoral societies in world history • To examine the conditions of nomadic life • To investigate the impact of the Mongol Empire on world history • To consider the implications of the Eurasian trade sponsored by the Mongols

Big Picture Questions

1. What accounts for the negative attitudes of settled societies toward the pastoral peoples living on their borders?

2. Why have historians often neglected pastoral peoples’ role in world history? How would you assess the perspective of this chapter toward the Mongols? Does it strike you as negative and critical of the Mongols, as bending over backward to portray them in a positive light, or as a balanced presentation?

3. In what different ways did Mongol rule affect the Islamic world, Russia, China, and Europe? In what respects did it foster Eurasian integration?

4. Why did the Mongol Empire last only a relatively short time? 5. In what ways did the Mongol Empire resemble previous empires (Arab, Roman,

Chinese, or Greek empire of Alexander, for example), and in what ways did it differ from them?

Margin Review Questions 1. In what ways did pastoral societies differ from their agricultural counterparts? 2. In what ways did pastoral societies interact with their agricultural neighbors? 3. In what ways did the Xiongnu, Arabs, Turks, and Berbers make an impact on world

history? 4. Identify the major steps in the rise of the Mongol Empire. 5. What accounts for the political and military success of the Mongols? 6. How did Mongol rule change China? In what ways were the Mongols changed by

China? 7. How was Mongol rule in Persia different from that in China? 8. What was distinctive about the Russian experience of Mongol rule? 9. What kinds of cross cultural interactions did the Mongol Empire generate? 10. Disease changes societies. How might this argument apply to the plague?

Identify

1. Almoravid Empire 2. Black Death 3. Chinggis Khan 4. Hulegu Khan

5. Khubilai Khan 6. Khutulun 7. Kipchak Khanate 8. Modun 9. Mongol world war, the 10. Pastoralism 11. Temujin 12. Turks 13. Xiongnu 14. Yuan dynasty

Chapter 12: The World of the Fifteenth Century Learning Objectives

• To step back and consider the variety of human experiences in the fifteenth century

• To compare conditions in China and Europe on the cusp of the modern world • To encourage students to consider why Europe came to dominate the world in the

modern era, and how well this could have been predicted in 1500 • To examine the Islamic world in the 15th century • To provide a preview of important trends to come in the modern world

Big Picture Questions

1. Assume for the moment that the Chinese had not ended their maritime voyages in 1433. How might the subsequent development of world history have been different? What value is there in asking this kind of “what if” of counterfactual question?

2. How does this chapter distinguish among the various kinds of societies that comprised the world of the 15th century? What other ways of categorizing the world’s peoples might work as well or better?

3. What common patters might you notice across the world of the 15th century? And what variations in the historical trajectories of various regions can you identify?

4. What would surprise a knowledgeable observer from 500 to 1000 CE, were he or she to make a global tour in the 15th century? What features of that earlier world might still be recognizable?

Margin Review Questions 1. In what ways did the gathering and hunting people of Australia differ from those

of the northwest coast of North America? 2. What kinds of changes were transforming the societies of the West African Igbo

and the North American Iroquois as the 15th century unfolded? 3. What role did Central Asian and West African pastoralists play in their respective

regions? 4. How would you define the major achievements of Ming dynasty China? 5. What political and cultural differences stand out in the histories of 15th century

China and Western Europe? What similarities are apparent? 6. In what ways did European maritime voyaging in the 15th century differ from that

of China? What accounts for these differences? 7. What differences can you identify among the four major empires in the Islamic

world of the 15th and 16th centuries?

8. In what ways do the civilizations of China, Europe, and the Islamic world in the 15th century seem to be moving in the same direction, and in what respects were they diverging from one another?

9. What distinguished the Aztec and Inca empires from each other? 10. How did Aztec religious thinking support the empire? 11. In what ways did Inca authorities seek to integrate their vast domains? 12. In what different ways did the peoples of the 15th century interact with one

another?

Identify 1. Aztec empire 2. Seizure of Constantinople 3. European Renaissance 4. Fulbe 5. Igbo 6. Inca Empire 7. Iroquois League of Five Nations 8. Malacca 9. Ming dynasty 10. Mughal Empire 11. Nezahualcoyotl 12. Ottoman Empire 13. Paleolithic persistence 14. Pochteca 15. Safavid Empire 16. Songhay Empire 17. Timbuktu 18. Timur 19. Zheng He

Part Four: The Early Modern World 1450 – 1750

THE BIG PICTURE: Debating the Character of an Era (Periodization) Introduction An Early Modern Era? A Late Agrarian Era?

Chapter 13: Political Transformations: Empires and Encounters Learning Objectives

• To introduce students to the variety of empires of the early modern period • To emphasize the empire building was not just a Western European phenomenon • To explore the range of colonial societies that evolved and the reasons for

differences between them • To emphasize the massive social reordering that attended European colonization in

the Western Hemisphere

Big Picture Questions 1. The experience of empire for conquered peoples was broadly similar whoever their

rulers were. Does the material of this chapter support or challenge this idea? 2. In thinking about the similarities and differences among the empires of the early

modern era, what categories of comparison might be most useful to consider? 3. Have a look at the maps in this chapter with an eye to areas of the world that

were not incorporated in a major empire. Pick one or more of them and do a little research as to what was happening there in the early modern era.

4. Compared to the world of the 15th century, what new patterns of development are visible in the empire-building projects of the centuries that followed?

Margin Review Questions 1. What enabled Europeans to carve out huge empires an ocean away from their homelands? 2. What large-scale transformations did European empires generate? 3. What was the economic foundation of colonial rule in Mexico and Peru? How did it shape

the kinds of societies that arose there? 4. How did the plantation societies of Brazil and the Caribbean differ from those of southern

colonies in British North America? 5. What distinguished the British settler colonies of North America form their counterparts

in Latin America? 6. In what ways might European empire building in the Americas be understood as a single

phenomenon? And in what respects should it be viewed as a set of distinct and separate processes?

7. What motivated Russian empire building? 8. How did the Russian Empire transform the life of its conquered people and of the Russian

homeland itself? 9. What were the major features of Chinese empire building in the early modern era? 10. How did Mughal attitudes and policies toward Hindus change form the time of Akbar to that

of Aurangzeb? 11. In what ways was the Ottoman Empire important for Europe in the early modern era?

Identify 1. Akbar 2. Aurangzeb 3. Columbian exchange 4. Constantinople, 1453 5. Cortes 6. Devshirme 7. Dona Marina 8. The great dying 9. Mestizo 10. Mughal Empire 11. Mulattoes 12. Ottoman Empire 13. Peninsulares 14. Plantation complex 15. Qing dynasty 16. Settler colonies 17. Siberia 18. Yasak

Chapter 14: Economic Transformation: Commerce and Consequence Learning Objectives

• To explore the creation of the first true global economy in the period 1450-1750 • To examine Western European commercial expansion in a context that gives due

weight to the contributions of other societies • To encourage appreciation of China as the world’s largest economy in the early

modern period • To increase student awareness of the high costs of commercial boom of the early

modern period in ecological and human terms • To investigate the various models of trading post empires that were created in this

period

Big Picture Questions 1. To what extent did Europeans transform earlier patterns of commerce, and in what

ways did they assimilate into those older patterns? 2. How should we distribute the moral responsibility for the Atlantic slave trade? Is

this a task appropriate for historians? 3. What lasting legacies of early modern globalization are evident in the early 21st

century? Pay particular attention to the legacies of the slave trade. 4. Asians, Africans, and Native Americans experienced early modern European

expansion in quite different ways. Based on Chapters 13 and 14, how might you describe and explain those differences? In what respects were they active agents in the historical process rather than simply victims of European actions?

Margin Review Questions 1. What drove European involvement in the world of Asian commerce? 2. To what extent did the Portuguese realize their own goals in the Indian Ocean? 3. How did the Portuguese, Spanish, Dutch, and British initiatives in Asia differ from one

another? 4. To what extent did the British and Dutch trading companies change the societies they

encountered in Asia? 5. What was the world historical importance of the silver trade? 6. Describe the impact of the fur trade on North American native societies. 7. How did the North American and Siberian fur trades differ from each other? What did

they have in common? 8. What differences in the operation and impact of the spice, silver, and fur trades can you

identify? 9. What was distinctive about the Atlantic slave trade? What did it share with other patterns

of slave owning and slave trading? 10. What explains the rise of the Atlantic slave trade? 11. What roles did Europeans and Africans play in the unfolding of the Atlantic slave trade? 12. In what different ways did the Atlantic slave trade transform African societies?

Identify 1. African diaspora 2. Benin 3. British/Dutch East India companies 4. Dahomey 5. Ayuba Suleiman Diallo 6. Indian Ocean commercial network 7. Potosi 8. “silver drain” 9. “soft gold” 10. Philippines (Spanish) 11. Tokugawa Shogunate 12. Trading post empire

Chapter 15: Cultural Transformations: Religion and Science 1450 - 1750 Learning Objectives

• To explore the early modern roots of tension between religion and science • To examine the Reformation movements in Europe and their significance • To investigate the global spread of Christianity and the extent to which is

syncretized with native traditions • To expand the discussion of religious change to include religious movements in

China, India, and the Islamic world • To explore the reasons behind the Scientific Revolution in Europe, and why that

movement was limited in other parts of the world • To explore the implications of the Scientific Revolution for world societies

Big Picture Questions

1. Why did Christianity take hold in some places more than in others? 2. In what ways was the missionary message of Christianity shaped by the cultures of

Asian and American peoples? 3. In what ways did the spread of Christianity, Islam, and modern science give rise to

culturally based conflicts? 4. Based on Chapters 12 through 15, how might you challenge a Eurocentric

understanding of the early modern era while acknowledging the growing role of Europeans on the global stage?

Margin Review Questions 1. In what ways did the Protestant Reformation transform European society, culture, and

politics? 2. How was European imperial expansion related to the spread of Christianity? 3. In what ways was European Christianity assimilated into the Native American cultures of

Spanish America? 4. Why were missionary efforts to spread Christianity so much less successful in China that in

Spanish America? 5. What accounts for the continued spread of Islam in the early modern era and for the

emergence of reform or renewal movements within the Islamic world? 6. What kinds of cultural changes occurred in China and India during the early modern era? 7. In what ways did religious changes in Asia and the Middle East parallel those of Europe, and

in what ways were they different? 8. Why did the Scientific Revolution occur in Europe rather than in China or the Islamic world? 9. What was revolutionary about the Scientific Revolution? 10. In what ways did the Enlightenment challenge older patters of European thinking? 11. How did 19th century developments in the sciences challenge the faith of the

Enlightenment? 12. In what ways was European science received in the major civilizations of Asia in the early

modern era?

Identify 1. Catholic Counter Reformation 2. Condorcet and the idea of progress 3. Nicolaus Copernicus 4. European Enlightenment 5. Jesuits in China 6. Kaozheng 7. Mirabai 8. Isaac Newton 9. Protestant Reformation 10. Sikhism 11. Taki Onqoy 12. Ursula de Jesus 13. Voltaire 14. Wahhabi Islam

Part Five: The European Movement in World History 1750 – 1914

THE BIG PICTURE: European Centrality and the Problem of Eurocentrism (Periodization) Two Major Phenomena Mark the “Long 19th Century” (1750-1914) Eurocentric Geography and History Countering Eurocentrism European Movement….important?

Chapter 16: Atlantic Revolutions, Global Echoes 175-=1914 Learning Objectives

• To make students aware of the number and diversity of Atlantic revolutions in the 18th and 19th centuries

• To explore the cross-pollination between revolutionary movements • To investigate the real impact of the Atlantic revolutions • To consider the broader long-term implications of the revolutionary movements for

sweeping social change

Big Picture Questions 1. Do revolutions originate in oppression and injustice, in the weakening of political

authorities, in new ideas, or in the activities of small groups of determined activists?

2. “The influence of revolutions endured long after they ended and far beyond where they started.” To what extent does this chapter support or undermine this idea?

3. Did the Atlantic Revolutions fulfill or betray the goals of those who made them? 4. To what extent did the Atlantic Revolutions reflect the influence of early modern

historical developments (145-=1750)?

Margin Review Questions 1. In what ways did the ideas of the Enlightenment contribute to the Atlantic

revolutions? 2. What was revolutionary about the American Revolution, and what was not? 3. How did the French Revolution differ from the American Revolution? 4. What was distinctive about the Haitian Revolution, both in world history generally

and in the history of Atlantic revolutions? 5. How were the Spanish American revolutions shaped by the American, French, and

Haitian revolutions that happened earlier? 6. Compare the North American, French, Haitian, and Spanish American revolutions.

What are the most significant categories of comparison? 7. What accounts for the end of Atlantic slavery during the 19th century? 8. How did the end of slavery affect the lives of the former slaves? 9. What accounts for the growth of nationalism as a powerful political and personal

identity in the 19th century? 10. What were the achievements and limitations of 19th century feminism?

Identify 1. Abolitionist movement 2. Declaration of the Rights of Man and Citizen 3. Elizabeth Cady Stanton 4. French Revolution 5. Haitian Revolution 6. Kartini 7. Maternal feminism 8. Napoleon Bonaparte 9. Nationalism 10. North American Revolution 11. Spanish American revolutions 12. Vindication of the Rights of Woman

Chapter 17: Revolutions of Industrialization 1750-1914 Learning Objectives

• To explore the causes and consequences of the Industrial Revolution • To root Europe’s Industrial Revolution in a global context • To examine the question of why industrialization first “took off” in Great Britain • To heighten student awareness of both the positive and the negative effects of

the Industrial Revolution • To examine some of the ways in which 19th century industrial powers exerted an

economic imperialism over the nonindustrial neighbors

Big Picture Questions 1. What did humankind gain from the Industrial Revolution, and what did it lose? 2. In what ways might the Industrial Revolution be understood as a global rather than

simply a European phenomenon? 3. How might you situation the Industrial Revolution in the long history of humankind?

How do you think the material covered in this chapter will be viewed 50, 100, 200 years into the future?

4. How did the Industrial Revolution interact with the Scientific Revolution and the French Revolution to generate Europe’s modern transformation?

Margin Review Questions 1. In what respects did the roots of the Industrial Revolution lie

within Europe? In what ways did that transformation have global roots?

2. What was distinctive about Britain that may help to explain its status as the breakthrough point of the Industrial Revolution?

3. How did the Industrial Revolution transform British society? 4. How did Britain’s middle classes change during the 19th

century? 5. How did Karl Marx understand the Industrial Revolution? 6. In what ways did his ideas have an impact in the industrializing

world of the 19th century? 7. What were the differences between industrialization in the

US and that in Russia? 8. Why did Marxist socialism not take root in the US? 9. What factors contributed to the making of a revolutionary

situation in Russia by the beginning of the 20th century? 10. What was common to industrialization everywhere, and in what

ways did it vary from place to place?

11. In what ways and with what impact was Latin America linked to the global economy of the 19th century?

12. Did Latin America follow or diverge form the historical path of Europe during the 19th century?

Identify 1. Caudillo 2. Dependent development 3. Indian cotton textiles 4. Johnson, Ellen 5. Labour Party 6. Latin American export boom 7. Lower middle class 8. Marx, Karl 9. Mexican Revolution 10. Middle class values 11. Progressives 12. Proletariat 13. Russian Revolution of 1905 14. Socialism in the US 15. Steam engine

Chapter 18: Colonial Encounters in Asia and Africa Learning Objectives

• To examine the ways in which Europeans created their 19th century empires • To consider the 19th century development of racism as an outcrop of European

feelings of superiority and to investigate the ways in which subject peoples were themselves affected by European racial categorization

• To consider the extent to which the colonial experience transformed the lives of Asians and Africans

• To define some of the distinctive qualities of modern European empires in relationship to earlier examples of empire

Big Picture Questions 1. In what ways did colonial rule rest upon violence and coercion, and in what ways did

it elicit voluntary cooperation or generate benefits for some people? 2. In what respects were colonized people more than victims of colonial conquest and

rule? To what extent could they act in their own interests within the colonial situation?

3. Was colonial rule a transforming, even a revolutionary, experience, or did it serve to freeze or preserve existing social and economic patterns? What evidence can you find to support both sides of this argument?

4. How would you compare the colonial experience of Asian and African peoples during the long 19th century to the earlier colonial experience in the Americas?

Margin Review Questions 1. In what ways did the Industrial Revolution shape the character of 19th century

European imperialism? 2. What contributed to changing European views of Asians and Africans in the 19th

century? 3. In what different ways was colonial rule established in various parts of Asia and

Africa? 4. Why might subject people choose to cooperate with the colonial regime? What

might prompt them to violent rebellion or resistance? 5. What was distinctive about European colonial empires of the 19th century? 6. How did the policies of colonial states change the economic lives of their subjects? 7. How did cash-crop agriculture transform the lives of colonized people? 8. What kinds of wage labor were available in the colonies? Why might people take

part in it? How did doing so change their lives? 9. How were the lives of African women altered by colonial economies? 10. Did colonial rule bring “economic progress” in its wake?

11. In what different ways did the colonial experience reshape the economic lives of Asian and African societies?

12. What impact did Western education have on colonial societies? 13. What were the attractions of Christianity within some colonial societies? 14. How and why did Hinduism emerge as a distinct religious tradition during the

colonial era in India? 15. In what way were “race” and “tribe” new identities in colonial Africa?

Identify

1. Africanization of Christianity 2. Edward Blyden 3. Cash-crop agriculture 4. Colonial tribalism 5. Congo Free State/Leopold II 6. Cultivation system 7. Europeam racism 8. Indian Rebellion, 1857-1858 9. Scramble for Africa 10. Swami Vivekananda 11. Wanjiku 12. Western educated elite

Chapter 19: Empires in Collision: Europe, the Middle East, and East Asia Learning Objectives

• To make students aware of the refocusing of racism in the 19th century West • To examine the effects of Western dominance on the empires of Asia • To explore the reasons behind the collapse of the Chinese and Ottoman empires • To investigate the reasons for Japan’s rise to its position as an industrial

superpower and to compare Japan’s experience with that of China

Big Picture Questions 1. “The response of each society to European imperialism grew out of its larger

historical development and its internal problems.” What evidence might support this statement?

2. “Deliberate government policies were more important than historical circumstances in shaping the history of China, Japan, and the Ottoman Empire during the 19th century.” How might you argue for and against this statement?

3. What kinds of debates, controversies, and conflicts were generated by European intrusion within each of the societies examined in this chapter?

4. How did the experiences of China, the Ottoman Empire, Japan, and Latin America, which retained their independence despite much European pressure, differ from that of Africa, India, and Southeast Asia, which fell under formal colonial rule?

Margin Review Questions 1. What accounts for the massive peasant rebellions of 19th century China? 2. How did Western pressures stimulate change in China during the 19th century? 3. What strategies did China adopt to confront its various problems? In that ways

did these strategies reflect China’s own history and culture as well as the new global order?

4. What lay behind the decline of the Ottoman Empire in the 19th century? 5. In what different ways did the Ottoman state respond to its various problems? 6. In what different ways did various groups define the Ottoman Empire during the

19th century? 7. In what ways were the histories of China and the Ottoman Empire similar during

the 19th century? And how did they differ? 8. In what ways was Japan changing during the Tokugawa era? 9. In what respects was Japan’s 19th century transformation revolutionary? 10. How did Japan’s relationship to the larger world change during its modernization

process?

Identify 1. Sultan Abd al-Hamid II 2. Boxer Uprising 3. Chinese Revolution of 1911 4. Informal empire 5. Lin Xexu, Commissioner 6. Meiji restoration 7. Opium War 8. Russo-Japanese War, 1904-1905 9. Self-strengthening movement 10. “Sick man of Europe, the” 11. Taiping Uprising 12. Tanzimat 13. Tokugawa Japan 14. Unequal treaties 15. Young Ottomans 16. Young Turks

Part Six: The Most Recent Century 1914 – Present

THE BIG PICTURE: Since World War I: A New Period in World History? (Periodization) The division of history into segments is necessary, but divisions are artificial and endlessly controversial The 20th century contains both old and new Part 6 explores global themes that shaped 20th century history

Chapter 20: Collapse at the Center: World War, Depression, and the Rebalancing of Global Power 1914 – 1970s Learning Objectives

• To examine the history of Europe between 1914 and the 1970s as an organic whole made up of closely interconnected parts

• To consider the repercussions of nationalism and colonialism in Europe and Japan • To increase student awareness of the effects of the 2 world wars • To help students imagine the appeal of totalitarian movements in the 20th century

Big Picture Questions

1. What explains the disasters that befell Europe in the first half of the 20th century?

2. To what extent did the 2 world wars settle the issues that caused them? What legacies to the future did they leave?

3. In what ways did Europe’s internal conflicts between 1914 and 1945 have global implications?

4. In what ways were the major phenomena of the first half of the 20th century – world wars, the Great Depression, fascism, the Holocaust, the emergence of the US as a global power – rooted in earlier times?

Margin Review Questions 1. What aspects of Europe’s 19th century history contributed to the 1st World War? 2. In what ways did WWI mark new departures in the history of the 20th century? 3. In what ways was the Great Depression a global phenomenon? 4. In what ways did fascism challenge the ideas and practices of European liberalism

and democracy? 5. What was distinctive about the German expression of fascism? What was the basis

of popular support for the Nazis? 6. How did Japan’s experience during the 1920s and 1930s resemble that of Germany,

and how did it differ? 7. In what way were the origins of WWII in Asia and in Europe similar to each other?

How were they different? 8. How did WWII differ from WWI? 9. Is it more useful to view the 2 world wars as separate and distinct conflicts or as a

single briefly interrupted phenomenon? 10. How was Europe able to recover from the devastation of the war?

Identify 1. Etty Hillusum 2. European Economic Community 3. Fascism 4. Great Depression 5. Hitler, Adolf 6. Holocaust 7. Marshall Plan 8. Mussolini, Benito 9. NATO 10. Nazi Germany 11. New Deal 12. Revolutionary Right (Japan) 13. Total war 14. Treat of Versailles 15. Woodrow Wilson/14 Points 16. WWI 17. WWII in Asia 18. WWII in Europe

Chapter 21: Revolution, Socialism, and Global Conflict: The Rise and Fall of World Communism 1917 - Present Learning Objectives

• To examine the nature of the Russian and Chinese revolutions and how the differences between those revolutions affected the introduction of communist regimes in those countries

• To consider how communist state developed, especially in the USSR and the People’s Republic of China

• To consider the benefits of a communist state • To consider the harm caused by the 2 great communist states of the 20th century • To introduce students to the cold war and its major issues • To explore the reasons why communism collapsed in the USSR and China • To consider how we might assess the communist experience…and to inquire if

historians should be asking such questions about moral judgment

Big Picture Questions 1. Why did the communist experiment, which was committed to equality, abundance,

and a humane socialism, generate such oppressive, brutal, and totalitarian regimes and failed economics?

2. In what ways did communism have a global impact beyond those countries that were governed by communist parties?

3. What was the global significance of the cold war? 4. “The end of communism was as revolutionary as its beginning.” Do you agree with

this statement?

Margin Review Questions 1. When and where did communism exercise influence during the 20th century? 2. Identify the major differences between the Russian and Chinese revolutions. 3. Why were the Bolsheviks able to ride the Russian Revolutions to power? 4. What was the appeal of communism in China before 1949? 5. What changes did communist regimes bring to the lives of women? 6. How did the collectivization of agriculture differ between the USSR and China? 7. Why did communist regimes generate terror and violence on such a massive scale? 8. How did the Soviet Union and China differ in terms of the revolutions that brought

communists to power and in the construction of socialist societies? What commonalities are also apparent?

9. In what different ways was the cold war expressed? 10. In what ways did the US play a global role after WWII? 11. Describe the strengths and weaknesses of the communist world by the 1970s. 12. What explains the rapid end of the communist era?

Identify 1. Anna Dubova 2. Bolsheviks 3. Building socialism 4. Chinese Revolution 5. Collectivization 6. Cuban Missile Crisis 7. Cultural Revolution 8. Deng Xiapoing 9. Mikhail Gorbachev 10. Great Purges/Terror 11. Glasnost 12. Guomindang 13. Nikita Khrushchev 14. Mao Zedong 15. Perestroika 16. Russian Revolution 17. Stalin 18. Zhenotdel

Chapter 22: The End of Empire: The Global South on the Global Stage 1914 - present Learning Objectives

• To explore the breakup of imperial systems in the 20th century • To consider, through the examples of India and South Africa, how the process of

decolonization worked • To examine the challenges that faced developing nations in the 2nd half of the 20th

century • To investigate the potential clash of tradition with modernity in the developing

nations, especially considering the case of Islam in Turkey and Iran

Big Picture Questions 1. In what ways did the colonial experience and the struggle for independence shape

the agenda of developing countries in the 2nd half of the 20th centuries? 2. How would you compare the historical experiences of India and China in the 20th

century? 3. From the viewpoint of the early 20th century, to what extent had the goals of

nationalist or independence movements been achieved? 4. To what extent did the struggle for independence and the post colonial experience

of African and Asian peoples in the 20th century parallel or diverge from that of earlier “new nations” in the Americas in the 18th and 19th centuries?

Margin Review Questions 1. What was distinctive about the end of Europe’s African and Asian empires

compared to other cases of imperial disintegration? 2. What international circumstances and social changes contributed to the end of

colonial empires? 3. What obstacles confronted the leaders of movements of independence? 4. How did India’s nationalist movement change over time? 5. What was the role of Gandhi in India’s struggle for independence? 6. What conflicts and differences divided India’s nationalist movements? 7. What was African rule in South Africa delayed until 1994, when it had occurred

decades earlier elsewhere in the colonial world? 8. How did South Africa’s struggle against white domination change over time? 9. How and why did the anti-colonial struggles in India and South Africa differ? 10. What led to the erosion of democracy and the establishment of military

government in much of Africa and Latin America? 11. What obstacles impeded the economic development of 3rd world countries? 12. How and why did thinking about strategies for economic development change over

time?

13. In what ways did cultural revolutions in Turkey and Iran reflect different understandings of the role on Islam in modern societies

Identify 1. Abdul Ghaffar Khan 2. African National Congress 3. Mustafa Kemel Ataturk 4. Ayatollah Ruholla Khomeini 5. Black Consciousness 6. Decolonization 7. Eport led industrialization 8. Indian National Congress 9. Muhammad Ali Jinnah 10. Neson, Mandela 11. Military government 12. Muslim League 13. Satyagraha 14. Soweto

Chapter 23: Capitalism and Culture: A New Phase of Global Interaction – Since 1945 Learning Objectives

• To consider the steps since 1945 that have increasingly made human populations into a single “world” rather than citizens of distinct nation states

• To explore the factors that make it possible to speak now of a true “world economy”

• To explore the debate about economic globalization • To raise student awareness of global liberation movements, especially feminism, and

their implications for human life • To investigate the “fundamentalist” religious response to aspects of modernity • To consider environmentalism as a matter that cannot help but be global because

the stakes are so high for all humankind • To step back and ponder the value of studying history

Big Picture Questions

1. In what ways did the Global North/South divide find expression in the pasty century?

2. What have been the benefits and drawbacks of globalization since 1945? 3. Do the years since 1914 confirm or undermine Enlightenment predictions about the

future of humankind? 4. “The most recent century marks the end of the era of Western dominance in world

history.” What evidence might support this statement? What evidence might contradict it?

Margin Review Questions 1. What factors contributed to economic globalization in the 2nd half of the 20th

century? 2. In what ways has economic globalization more closely linked the world’s peoples? 3. What new or sharper divisions has economic globalization generated? 4. What distinguished feminism in the industrialized countries from that in the Global

South? 5. In what respect did the various religious fundamentalisms of the 20th century

express hostility to global modernity? 6. From what sources did Islamic renewal movements derive? 7. In what different ways did Islamic renewal express itself? 8. How might you compare feminism and fundamentalism as global movements? In

what ways did they challenge earlier values and expectations? To what extent were they in conflict with one another?

9. How can we explain the dramatic increase in the human impact on the environment in the 20th century?

10. What differences emerged between environmentalism in the Global North and that in the Global South?

Identify 1. Al-Qaeda 2. Anti-globalization 3. Bin Laden, Osama 4. Carson, Rachel 5. Environmentalism 6. Fundamentalism 7. Global warming 8. Guevara, Che 9. Hindutva 10. Neo-liberalism 11. North/South gap 12. Prague Spring 13. Re-globalization 14. Second wave feminism 15. Transnational corporation