GRADE: AP World History                                                      AUTHORS: FLHS AP teachers
UNIT TITLE/FOCUS: Period 6: Accelerating Global Change and Realignments: (1900 CE-Present)
UNIT LENGTH: 7-8 weeks


Essential Question:
To what extent has globalization integrated economies and societies?  

Enduring Understanding:  Students understand …
  1. The rapid advancement of science and technology and its effects on societies and ecosystems
  2. The causes of various conflicts across the world
  3. Globalization both integrated and divided societies

Guiding Questions: (content, process, metacognitive)

Content:
  1. How did new scientific advances and technologies transform cultures ? (6.1 I, II)
  2. How did diseases and conflicts lead to demographic shifts? (6.1 III)
  3. Why were regional, land-based empires declining after 1900? (6.2 I)
  4. Why were global empires losing colonies after 1900? (6.2 II)
  5. To what extent did nationalism fuel independence movements? (6.2 III)
  6. How did political conflict impact demographic shifts and political boundaries? (6.2 IV)
  7. Why did multiple global conflicts occur after 1900? (6.2 V)
  8. Why did interdependence increase during the 20th century? (6.3 I, II)
  9. How did a more globalized society develop during the 21st century? (6.3 III, IV)

Process:
  1. How does understanding the author’s point of view (POV) provide context in analyzing a primary source?
  2. Why is understanding primary sources useful in answering historical questions?
  3. To what extent does evaluating a historian’s argument help in the analysis of different interpretations of historical events?
  4. How does comparing and contrasting events, individuals and processes over time and across time periods help us to construct a better understanding of historic developments?
  5. Why is chronology and geography essential to contextualizing history?
  6. To what extent does understanding a historical issue provide insight to events that occurring today?
  7. Can evaluating causation provide an opportunity for historical contingency?
  8. How does evaluating the process of continuity and change over time relate to bigger historical questions?
  9. To what extent can history be organized into discrete periods of time?
  10. How does a student’s ability to develop an argument demonstrate the application of historical thinking?
  11. How can relevant evidence help to drive an argument?

Metacognitive:
  1. What were your difficulties in separating continuity from change?
  2. How was your writing able to express your understanding similarities and differences?
  3. How challenging is it to understand an author’s POV?
  4. How did evaluating primary sources assist your understanding of the time period?



Standards:  KEY CONCEPTS
6.1 Science and the Environment
  1. Researchers made rapid advances in science that spread throughout the world, assisted by the development of new technology
  2. During a period of unprecedented global population expansion, humans fundamentally changed their relationship with the environment
  3. Disease, scientific innovations, and conflict led to demographic shifts
6.2 Global Conflicts and their Consequences  
  1. Europe dominated the global political order at the beginning of the 20th century, but both land-based and transoceanic empires gave way to new states by the century’s end
  2. Emerging ideologies of anti-imperialism contributed to the dissolution of empires and the restructuring of states
  3. Political changes were accompanied by major demographic and social consequences
  4. Military conflict occurred on an unprecedented global scale
 V. Although conflict dominated much of the 20th century, many individuals, groups, and states opposed this trend. Some individuals and groups, however, intensified the conflicts
6.3 New Conceptualizations of Global Economy, Society, and Culture
  1. States responded in a variety of ways to the economic challenges of the 20th century.
  2. States, communities, and individuals became increasingly interdependent, a process facilitated by the growth of institutions of global governance
  3. People conceptualized society and culture in new ways; rights-based discourses challenged old assumptions about race, class, gender, and religion. In much of the world, access to education, as well as participation in new political and professional roles, became more inclusive in terms of race, class, and gender.
  4. Popular and consumer culture became more global.



ASSESSMENTS


Authentic Performance Task(s):
Students will write a Comparative essay on the emergence of nation-states in Latin America during the 19th century and the emergence of nation-states in Sub-Saharan Africa or the Middle East in the 20th century.

Students will write a Change and Continuity essay on the formation of national identities in one of the following regions from 1914 to the present: Middle East, Southeast Asia, and Sub-Saharan Africa

Students will write a DBQ essay on the causes and consequences of the Green Revolution from 1945 to the present

Other Assessments (Diagnostic, Formative, Summative):
Formative: Thesis statement writing activity, Document analysis, Cold War Decision making exercise, Harkness discussion on impacts of Globalization, multiple-choice “Pre-test” for AP exam practice (review session), Cold War Party Planning activity
Summative: Multiple Choice Test and Performance Task




                                   TEACHING AND LEARNING PLAN


Teaching and Learning Activities:
Activities and tasks, Linked to guiding questions and standards, Describe what the students will do and why…
Students will…
1. Write a thesis statement based on essay prompts
2. Complete a speed debate activity on the effects of globalization
3. Evaluate the causes and effects of the decline of European empires by analyzing a series of related documents
4. Complete a gallery walk analyzing Cold War propaganda
5. Analyze the relationship between various regions and global commodities by analyzing a corresponding map of the global economy from 1900-the present
6. Students will work together in groups to construct thesis statements arguing whether or not the Cold War and its proxy wars were evitable by collecting data from sources and organizing them in a chart.
7. Students will generate a seating arrangement for a simulation on a Cold War dinner party and determine how the seats will be organized based on friendship, alliances and opposing sides.
8. Students will participate in a Harkness discussion weighing the pros and cons of globalization including the benefits and the drawbacks.

Resources and Technologies Needed:
ACORN Book
Gandhi (film)
Examples of Soviet Socialist Realist art (propaganda example)
To Live (Chinese film about Communism)
Crash Course World History
Excerpts from Mein Kampf
Excerpts from the UN Charter
Universal Declaration of Human Rights
Winston Churchill’s Iron Curtain Speech
The Third World in My Home



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