FEEDBACK: Book and video list

[Jeremy Greene]

Looking for some input on the book and video list I give to students for summer work.

Any ideas.

Additions, subtractions, changes in assignments, etc.?

Below is an introduction.  The assignments, the book lists, and the video lists.

If this is too messy.  Please download.  Thanks!

Jeremy Greene

Chelmsford High School

[e-mail]

WHAP Summer Reading and Video List 2010

All eras – main focus 1750-present

Lesson Format:  What follows is my summer reading and video assignment for my 12th grade WHAP course.  This is always a work in progress so email me at anytime to get an updated version.

Please note I do not let student’s choose books that have been made into movies or mini-series (so for example the Ladies #1 Detective Agency books have been taken off the reading list – others might want to add such books to their list).

Also, many of the books listed in extra credit will be making their way to regular credit for next year (as I said – work in progress!)

The purpose of this assignment is to get them interested in world history.  This year I had the summer reading due after April break in the hopes they would do it over the summer and then during the year pick up one or two books to do for extra credit.  This did not work so I have flipped due dates with David Christian’s This Fleeting World which I used this year as an introduction into history.  Next year, This Fleeting World will be due after April break and used as a review.  And the free choice books and videos will be front-loaded with a seminar day – hopefully this will create the excitement around a few books / authors and movies / directors – so students will hopefully read books and watch movies over Christmas break, for instance.

Also, the Crosby book will be carved up next year into three separate quizzes (all quizzes are open note – notes that if I wish I can collect).  So there will be 3 different due dates for that book next year.  You’ll note that section 3 is due first.  This is because I start with 1914- (contact me if you want to know why)

Of the required books, the kids enjoy Stewart Gordon’s book the most. If you can I would urge you to give it a shot.

And, no, I have not read them all!

Summer Reading and Viewing for AP World History.

Thank you for signing up for AP World History (affectionately referred to as WHAP).  We will all be reading four books of outside reading for the course and you’ll also be required to watch some movies: 

1)  A book from the list provided (submitted by the last meeting of the second week of school)

2)  A video pairing – see list below. (submitted by the last meeting of class of the second week of school) 

3)  Alfred Crosby’s Children of the Sun (Finish section 3 by 10/10, section 1 by 11/11 and section 2 by 2/2 – there will be 3 quizzes using this book)

4)  Stewart Gordon’s When Asia was the World (Finish by the Friday the week after Holiday break – first week in January)

5)  David Christian’s This Fleeting World published by Berkshire Publishing, 2007.  (Finish by end of April break).  The book is a quick read - 120 pages long (92 pages of text) – but hard to find.  So plan accordingly.

6)  There is plenty of extra credit available!!!

(I am sending a request to the public library to order the books and videos on the list – all but a handful can be bought on-line, nearly all are available through inter-library loan.)

1+2) For the Christian and Crosby books:

For each section of the book (there are three), please type a one page summary single spaced of the main points and arguments made by the author.  You may use YOUR notes[1] – 6 single sided pages for the quizzes 

Also, write how the content touches upon the five themes of the course.  No more than a page typed! See sample below.

The five themes of the course are described on page 5 of the course description, found here:

http://www.collegeboard.com/prod_downloads/ap/students/worldhistory...

The AP course website is at this page:

http://www.collegeboard.com/student/testing/ap/sub_worldhist.html

Sample work page for theme page:

Themes (Note many sections will tackle only one or two themes!):

1.  Interaction between humans and the environment:

Write information covered in the chapter that fits into this theme: demography and disease, migrations, patterns of settlement, technology (as listed in the Course Description – see url)

 note form is ok, so are bullets

2.  Development and interaction of culture:

Do the same as you did for theme #1 for theme #2

3.  same as #1+2

4.  same as #1+2

5.  same as #1+2

                    (OVER)

1a) Also for the Christian book:

From the “Worth Debating” and “Thought Experiment” choose three of them and answer the question posed in no more than 2 pages.  Submit this to turnitin.com by Friday after April break. 

3) For the Gordon book:

I recommend reading the last chapter to begin and end your reading – chapter 10.

Take notes on each explorer / chapter as you see fit, but no more than one page for each – Chapters 1-9.

You will have a timed open note quiz on one of the chapters.  

Secondly, take notes on the following themes – 1 page each:

1) Religion

2) commodities – books, silk (robes!), spices, etc. 

3) communication between people of different languages and cultures

There will be a timed quiz, using YOUR NOTES on this as well.  You will pass in your notes with the quiz.

4)  For the supplemental reading – please, see the assignment attached.

5)  For video viewing – please, see attached

6)  Additionally the following books will be helpful for learning about world history – can be kept in the water closet!:

a)  Larry Gonick’s Cartoon Histories of the Universe

b)  William and J.R. McNeill, The Human Web

c)  Judy Jones and William Wilson, An Incomplete Education

d)  David Kidder and Noah Oppenheim, The Intellectual Devotional

e)  Eric Sass and Steve Wiegand, The Mental Floss History of the World

7)  And for your desk (take it out of the water closet!):

 William and J.R. McNeill, The Human Web – this is probably the best book to compare to Felipe Fernandez-Armesto’s The World (your textbook!)in its different judgments and set-up.

World History Fiction/Graphic booksfootnote"">[2]

1.     “Other”
books not on the list are acceptable WITH PERMISSION

2.     No double
dipping – you cannot read a book you have already read or are going to read
this year for a class at CHS.  This
will result in a zero!

3.     Shorter
books are often combined with an “and” that means you must read both!

4.     You may
read extra books off the lists for extra credit after you complete the required
assignment (see attached form).

 

Michelle Abeng, No Telephone to Heaven or Abeng and Jamaica Kincaid, Small Island

Marquerite Abouet, Aya trilogy (read all of them)

Chinua Achebe, Things Fall Apart* and D.T. Niane, Sundiata

Chinua Achebe, Anthills of the Savannah or Arrow of God\

Chinua Achebe, Girls at War and Home and Exile

Chimamanda Ngozi Adichie, Purple Hibiscus or Half a Yellow Sun*

Aravind Adiga, White Tiger or Between the Assassinations

Daniel Alarcon, War by Candlelight or Lost City Radio

Rabih Alemeddine, The Hakawati or Koolaids or I, the Divine

Sherman Alexie, The Lone Ranger and Tonto Fistfight in Heaven (may be done for extra credit)

Monica Ali, Brick Lane*

Julia Alvarez, In the Name of Salome or Before We Were Free and How the Garcia Girls Lost Their Accents or Yo!

Nadeem Aslam, The Wasted Vigil or Maps for Lost Lovers or Season of the Rain Birds

Tariq Ali, Shadows of a Pomegranate Tree*

Isabel Allende, Zorro* or the House of Spirits or Daughter of Fortune or others by same author

Hannan Al-Shaykh, Beirut Blues

Tahmima Anam, A Golden Age

Kim Antieau, Broken Moon* and read articles about honor killings in Pakistan

Uwem Apkan, Say You’re One of Them

Alaa al Aswany, Chicago

Mariano Azuela, The Underdogs

Miriam Ba, So Long a Letter and a book by Chinua Achebe or at least 100 pages from Apkan, Say You’re One of Them

Adam Bagdasarian, Forgotten Fire

Stephen Barnett, The Road to Makokota

Carolyn Baugh, The View from the Garden City*

William Bayer, Tangier* or Isabelle

Sandra Benitez, Bitter Grounds or The Weight of All Things

Medea Benjamin, Don’t Be Afraid of Gringo

Tom Bissel, God Lives in St. Petersburg

Heinrich Boll, Children are Civilians Too*

Tom Bradby, The Master of Rain or his other novel for extra credit

Mark Brazaitis, Steal My Heart or The River of Lost Voices

Tessa Bridal, Tree of Red Stars*

Geraldine Brooks, The Tree of Red Stars or Year of Wonders or others by same author

Robert Olen Butler, A Good Scent from a Strange Mountain*

Robero Calasso, The Ruin of Kasch* or Ka

Jung Chang, Wild Swans

J.M. Coetzee, Life and Times of Michael K or others by same author

Evan Connell, Lost in Udar Pradesh

Anita Desai, Clear Light of Day

Tsitsi Dangarembga, Nervous Conditions or The Book of Not

Edwidge Danticat, Brother, I’m Dying or The Farmer of Bones or Krik? Krak! or Breath, Eyes, Memory

Louis de Bernieres, Birds Without Wings

Guy Delisle, two of the following:  Burma Chronicles, Pyongyang, Shenzhen (graphic)

Kiran Desai, The Inheritance of Loss

Sharon Draper, Copper Sun*

Alan Drew, Gardens of Water*

Eileen Drew, The Ivory Crocodile or Blue Taxis and Paul Eggers’s The Departure Lounge

Stella Pope Duarte, If I Die in Juarez

Dave Eggars, What is the What*

Paul Eggers, Saviors or The Departure Lounge and Eileen Drew’s Blue Taxis

Robert Elegant, Mandarin or Dynasty* or Manchu*

Shusako Endo, Samurai* or Silence

E. M. Forster, A Passage to India*

Frederick Forsyth, The Dogs of War*

Ben Fountain, Brief Encounters with Che Guevara (you can skip the last story)*

George MacDonald Fraser, Flashman or Flashman in the Great Game or any of the Flashman Papers set in the non-west for regular credit and any for extra credit.

Carlos Fuentes, Crystal Frontier* or The Orange Tree* or others by same author

Josten Gaardner, Sophie’s World*

Eduardo Galeano, Genesis or Faces and Masks or Century of the Wind

Nicole Galland, Crossed*

Jason Goodwin, The Janissary Tree* or The Snake Stone or The Bellini Card

Nadine Gordimer, The Lying Days* or Burger’s Daughter* or others* by same author

Amitav Ghosh, Sea of Poppies or In an Antique Land or Shadow Lines or The Glass Palace or others

Anthony Grey, Saigon*

Laila Halaby, West of the Jordan

Moshin Hamid, Moth Smoke or The Reluctant Fundamentalist

Muhammad Hanif, The Case of Exploding Mangoes

Le Ly Hayslip, When Heaven and Earth Changed Places

Merle Hodge, Laetitia and Crick Crack, Monkey

Tess Uriza Holthe, When the Elephants Dance*

Duong Thu Huong, Paradise of the Blind

Mark Jacobs, Stone Cowboy

Hala Deeb Jabbour, A Woman of Nazareth*

Ha Jin, Waiting*

Lloyd Jones, Mr. Pip or Biografi

Yasmina Khadra, The Attack* or The Swallows of Kabul or The Sirens of Baghdad or In the Name of God or Wolf Dreams or any of the inspector Llob mysteries

Uzma Aslam Khan, Trespassing

Richard Kim, Lost Names and/or Sook Nyul Choi, The Year of Impossible Goodbyes and/or Linda Sue Park, When My Name was Keoko and/or Yoko Kawahima Watkins,
So Far From the Bamboo Grove (read at
least 2 of the 4)

David Kherdian, Monkey (extra credit)

Jamaica Kincaid, Small Island and Lucy or Autobiography of my Mother

Barbara Kingsolver, The Poisonwood Bible*

Elias Khoury, Gate of the Sun

Rachel Kushner, Telex from Cuba

Jhumpa Lahiri, Interpreter of Maladies* or Unaccustomed Earth

Laila Lalami, Secret Son or Hope and Other Dangerous Pursuits

Nam Le, The Boat

John Le Carre, Mission Song or A Most Wanted Man

YiYun Li, A Thousand Years of Good Prayers

David Liss, The Coffee Trader or others are acceptable for extra credit

Bette Bao Lord, Spring Moon*

Earl Lovelace, Salt or The Dragon Can’t Dance

Jason Lutes, Berlin (graphic) (both books)

Dandi Dale Mackall, Eva Underground*

Kamala Markandaya, Nectar in Sieve

Hisham Matar, In the Country of Men

Marsha Mehran, Pomegranate Soup or Rosewater and Soda Bread

Anchee Min, The Last Empress or Wild Ginger or Becoming Madame Mao or Empress Orchid or Katherine

Rohinton Mistry, A Fine Balance*, Swimming Lessons

Rutu Modan, Exit Wounds (graphic) with a Joe Sacco book

Daniyal Mueenuddin, In Other Rooms, Other Wonders

Marnie Mueller, Green Fires

V.S. Naipaul, A Bend in the River* or Half a Life or others by the same author

Margaret A. Ogola, The River and the Source (one book)

Ben Okri, The Famished Road*

Joanne Omanq, Incident at Akabal

Michael Ondaatje, Anil’s Ghost*

Helen Oyeyemi, The Icarus Girl*

Ferdinand Oyono, Houseboy

Amos Oz, Unto Death* and The Hill of Evil Counsel* or Where the Jackal Howls* or others

Orhan Pamuk, My Name is Red or The Black Book

Alan Paton, Ah, But Your Land is Beautiful* or Too Late the Phalarope*

Amjed Qamar, Beneath My Mother’s Feet*

Nahid Rachlin, Jumping Over Fire or Married to a Stranger or Veils and The Foreigner

Robert Rosenberg, This is not Civilization or the Avram Cohen mysteries

Norman Rush, Mating or Whites or Mortals

Joe Sacco, Palestine or Safe Area Gorazde (graphic)

Meghan Nuttall Sayres, Anahita’s Woven Riddle*

Lisa See, her detective / mystery books – Snow Flower and the Secret Fan, etc.

Shyam Selvadurai, Funny Boy*

Eduardo Sguigla, Fordlandia

Kamila Shamsie, Burnt Shadows or Kartography or Broken Verses

Kashmira Sheth, Keeping Corner

Bapsi Sidhwa, The Pakistani Bride or An American Brat (Extra Credit)

Joan Silber, The Size of the World

Khushwant Singh, Train to Pakistan

Zadie Smith, White Teeth*

Dalia Sofer, Septembers of Shiraz

Alexander Solzhenitsyn, One Day in the Life of Ivan Denisovich

John Speed, The Temple Dancer or Tiger Claws

Suzanne Fisher Staples, Under the Persimmon Tree*, House of Djinn, Shiva’s Fire, Shabanu, Haveli (read at least 2)

Alan Stratton, Chanda’s War* and Chanda’s Secret*

Melanie Sumner, Polite Society

Indu Sundaresan, The Twentieth Wife or The Feast of Roses or The Splendor of Silence (extra credit) or In the Convent of Little Flowers

Mashid Suri, Tales of a Persian Teenage Girl

J.P. Stassen, Deogratias: A Tale of Rwanda and at least 120 pages from Philip Gourevitch’s We Wish to Inform You (see below)

Roma Tearne, Mosquito

Osamu Tezuka, Buddha (graphic - all 8 volumes – 2000 + pages)

Ngugi Wa Thiang’o, Weep Not Child and The River Between

Ngugi Wa Thiang’o Grain of Wheat or Petals of Blood

Maria Thomas, African Visas* or Come to Africa and Save Your Marriage or Antonia Saw the Oryx First

Pramoedya Ananta Toer, Child of All Nations or House

[Katherine Bolman, PhD]

Jeremy, what is it that you want your students to learn over the summer? what age group? and will they have any help during the summer.

I have an idea which might or might not work.
email me [e-mail]

[Jeremy Greene]

A few things:

1) To start thinking in world or global terms
2) To start thinking that history is not just politics and wars, and contains many disciplines
3) To start thinking there are many different points of view or entry ways into history

So far, the list works, but there is always room for improvement.

[Ryan Goble]

Hey Jeremy - consider editing your discussion (see tab to right), adding the clarification material below and copying and pasting the actual book list into the post so people don't have to download your doc to read it. From there - it makes for a nice crowdsource ? I could feature on a Crowdsource Tuesday and broadcast it to the entire membership.

Thanks for coming in and contributing!

RRG:)

[Jeremy Greene]

Ryan,
Congrats on the new Goble!
Goble Goble (sorry couldn't resist)

Unfortunately, my lists far exceed the 40,000 characters permitted.
Above is part of one list.
And below is my video list.

[Jeremy Greene]

Here is the free choice reading activity and the video list and assignment

AP World History - Summer Reading Activity

You may choose to read any of the books on the AP World History Supplemental Reading List. For each book you read you must write a response outlined below.

The books on the AP World History reading list were chosen for the following reasons:
ü They should be of high literary and artistic quality and/or
ü They successfully transport the reader to a different place and time and/or
ü They point out something fundamentally important to the story of world history or its themes
ü They are engaging to the heart and /or the intellect
Paper Format:
Ø Be written in paragraphs that reflect the question #. For example question #1 = paragraph #1.
Ø Be at least 3 typed pages in length
Ø Use font size 12, Times New Roman font
Ø Be double spaced
Ø Follow MLA parenthetical citations or Chicago/Turabian numerical footnote citations and include a Works Cited page
Ø Use proper grammar/spelling/academic tone and diction.

Questions to be addressed by books that correspond to a Specific Historical Era or Event (usually confined to one or two geographical region):
1. Background of the author. Who is the person writing the book? Why did the author write the book? In what historical period was the author writing? Is there a definite viewpoint or bias expressed? Is the book a fictional account of a historical event, a true story, an eye-witness or autobiographical account, a work of fiction based on general/historical information, or a historical monograph?
2. What is the historical and geographical setting(s)? What world history surrounds this story(ies)? You will very likely have to do some historical research.
3. What do you think can be learned in terms of the world history and culture studied in our course from reading this book? What WHAP themes are included? Give at least 2 examples from each category (that are included in the book).
4. What parts of the book or quotations from the book will be indelibly etched in your mind and heart? What human connections did the book help to make for you with other places and peoples and other times? As a citizen of the world, what makes this story part of all of our histories and of your life today?

Questions to be addressed by survey books that overview All Human History or Several eras, events, and places:
Background of the author. Who is the person writing the book? Why did the author write the book? Is there a definite viewpoint or bias expressed?
What is the premise of the book? How does the book present its survey? Are there new theories, or a new interpretation of events? What evidence is provided to support this new material? Do you support this new theory?
What do you think can be learned in terms of the world history and culture studied in our course from reading this book?
What parts of the book or quotations from the book will be indelibly etched in your mind and heart? What human connections did the book help to make for you with other places and peoples and other times?

Each of the above questions should be discussed in a paragraph. Try not to be vague. Use specific parts of the book to explain your points, and give a complete, specific and detailed picture of the historical context. In other words, don’t just say “Western Europe during the Renaissance.” Give definite dates, places, dynasties or epochs, events in that regime and so on that relate to the material in the book. When finished submit your paper to the class’ turnitin site.

AP World History Supplemental Reading Activity

You may choose to read any of the books on the AP World History Supplemental Reading List. For each book you read you must write a response outlined below. Each response will be graded and could be worth up to EIGHT points additional credit. You are not limited to the amount of books you read, however, these account for additional credit which in no way will replace original assigned credit.

The books on the AP World History reading list were chosen for the following reasons:
ü They should be of high literary and artistic quality and/or
ü They successfully transport the reader to a different place and time and/or
ü They point out something fundamentally important to the story of world history or its themes
ü They are engaging to the heart and / or the intellect
Paper Format:
Ø Be written in paragraphs that reflect the question #. For example question #1 = paragraph #1.
Ø Be at least 3 typed pages in length
Ø Use font size 12, Times New Roman font
Ø Be double spaced
Ø Follow MLA parenthetical citations or Chicago/Turabian numerical footnote citations and include a Works Cited page
Ø Use proper grammar/spelling/academic tone and diction.
Questions to be addressed by books that correspond to a Specific Historical Era or Event (usually confined to one or two geographical region):
1. Background of the author. Who is the person writing the book? Why did the author write the book? In what historical period was the author writing? Is there a definite viewpoint or bias expressed? Is the book a fictional account of a historical event, a true story, an eye-witness or autobiographical account, a work of fiction based on general/historical information, or a historical monograph?
2. What is the historical and geographical setting(s)? What world history surrounds this story(ies)? You will very likely have to do some historical research.
3. What do you think can be learned in terms of the world history and culture studied in our course from reading this book? What WHAP themes are included? Give at least 2 examples from each category (that are included in the book).
4. What parts of the book or quotations from the book will be indelibly etched in your mind and heart? What human connections did the book help to make for you with other places and peoples and other times? As a citizen of the world, what makes this story part of all of our histories and of your life today?

Questions to be addressed by survey books that overview All Human History or Several eras, events, and places:
Background of the author. Who is the person writing the book? Why did the author write the book? Is there a definite viewpoint or bias expressed?
What is the premise of the book? How does the book present its survey? Are there new theories, or a new interpretation of events? What evidence is provided to support this new material? Do you support this new theory?
What do you think can be learned in terms of the world history and culture studied in our course from reading this book?
What parts of the book or quotations from the book will be indelibly etched in your mind and heart? What human connections did the book help to make for you with other places and peoples and other times?

Each of the above questions should be discussed in a paragraph. Try not to be vague. Use specific parts of the book to explain your points, and give a complete, specific and detailed picture of the historical context. In other words, don’t just say “Western Europe during the Renaissance.” Give definite dates, places, dynasties or epochs, events in that regime and so on that relate to the material in the book. When finished submit your paper to the extra credit section of our class turnitin site.

Required (+ Extra Credit) Movies[3][4]
Note movies in parentheses are additional movies that you could watch. Readings or activities in parentheses are mandatory unless otherwise noted.

1) Japan in the 1600s: Shogun miniseries (yes, the whole thing! It’s worth it!)

2) French Revolution: Danton + Amazing Grace (visit Amazing Grace website and select readings on modern slavery and the groups working against it)[5] EXTRA CREDIT ONLY

3) Slavery then and now: Amazing Grace + Amistad + Born into Brothels (visit the Amazing Grace website and select readings on modern slavery and the groups working against it. Also check out the “Kids with Cameras” website – you can evaluate their curriculum – is it useful?)

4) China in the 20th Century: The Last Emperor + To Live (+ Birth of the Republic)

5) Jesuit missionaries: The Black Robe + The Mission (+ Dances with Wolves and/or Rabbit Proof Fence)

6) East Germany and the fall of communism: The Lives of Others + Goodbye, Lenin (and read this article by Wolf Biermann about The Lives of Others: http://www.signandsight.com/features/682.html )

7) 19th and 20th C. India under colonialism: Lagaan + Gandhi* (+ Earth or Water from the Deepa Mehta trilogy) (read “The Gandhi Nobody Knows” at http://history.eserver.org/ghandi-nobody-knows.txt )

8) The Holocaust: The Grey Zone + The Nasty Girl (+ Conspiracy +/or Schindler’s List, +/or et. al) (read Ordinary Men’s preface and chapters 7+8)4 EXTRA CREDIT ONLY

8a) modern genocides: any of #8 with Ararat and Hotel Rwanda +/or Sometimes in April +/or The Devil Came on Horseback (research the debate over the Armenian genocide as it relates to Turkey joining the European Union)

9) Buddhism and Tibet: Little Buddha + Seven Years in Tibet (read articles over the last few years about the Dalai Lama, violence in Tibet before the 2008 Olympics, and the Free Tibet movement)

10) South Africa under apartheid: Biko + A Dry White Season (+ Mandela and DeKlerk available on VHS through the CHS library)
11) Problems in Africa: Blood Diamond + Hotel Rwanda or Sometimes in April (+ Last King of Scotland must also watch “Capturing Idi Amin” 30 minute documentary available on the L.K.S. dvd) (read “The Lion’s Mouth” in Ben Fountain’s Brief Encounters with Che Guevara as well as research the blood diamond trade and/or watch 50 minute documentary on the dvd)

12) Secret police: A Dry White Season + Lives of Others (+ Cry Freedom)

13) World War I outside Western Europe (and its aftermath): Dr. Zhivago + Lawrence of Arabia (+ Black and White in Color +/or Gallipoli)

14) Terrorists or anti-colonialists?: The Battle of Algiers + Proof of Life and/or Black Hawk Down* and/or Munich and/or Charlie Wilson’s War (find and read articles connecting The Battle of Algiers and the Iraq War and read “Near Extinct Birds of the Central Cordillera” in Ben Fountain’s Brief Encounters with Che Guevara for Proof of Life or “What Black Hawk Down Leaves Out” on Slate.com for BHD for CW’sWar read one chapter from the book focusing on the conflict in Afghanistan and compare it to how it was portrayed in the movie)

15) Non-violence as a weapon: Gandhi* and Romero* (+ Mandela and DeKlerk*) (research Liberation Theology and read “The Gandhi Nobody Knows” available at http://history.eserver.org/ghandi-nobody-knows.txt)

16) The Ladies #1 Detective Agency: First Season (also visit the site at HBO.com to read interviews, diaries and forums)

MOVIE MAYHEM ASSIGNMENT:

For each movie select a ten minute (give or take) clip that you think would be the most beneficial to show in class. Explain when the clip begins, what happens during the clip that is worth viewing, and when it ends and why it would be useful to show to WHAP class.

Choose the WHAP theme that relates to the pairing of movies or mini-series (and writings when applicable) and write at least a page (several is probably better - you will be graded on quantity and quality!) on how the movies address the theme. Also discuss how and where a clip from a movie(s) could fit into our textbook.[6] Note, our textbook is known for useful integration of visuals into the text. Would it be useful to integrate the movies into the text (this could happen with an e-text!)? I will forward what I judge honest and useful suggestions to the author.

Submit required writing to the extra credit section of turnitin.com for our class by the second week in October. Extra credit movies can be done all year.

WHAP Themes


The FIVE overarching themes below will serve throughout the course as unifying threads, helping students to put what is particular about each period or society into a larger framework. The themes provide ways to make comparisons over time and facilitate cross-period questions. Each theme will receive approximately equal attention over the course of the year.
1 Interaction between humans and the environment
▪ Demography and disease
▪ Migration
▪ Patterns of settlement
▪ Technology

2 Development and interaction of cultures
▪ Religions
▪ Belief systems, philosophies, and ideologies
▪ Science and technology
▪ The arts and architecture
3 State-building, expansion, and conflict
▪ Political structures and forms of governance
▪ Empires
▪ Nations and nationalism
▪ Revolts and revolutions
▪ Regional, transregional, and global structures and organizations
4 Creation, expansion, and interaction of economic systems
▪ Agricultural and pastoral production
▪ Trade and commerce
▪ Labor systems
▪ Industrialization
▪ Capitalism and socialism
5 Development and transformation of social structures
▪ Gender roles and relations
▪ Family and kinship
▪ Racial and ethnic constructions
▪ Social and economic classes

[1] These are to be your notes. There should be no sharing of notes. Of course, you can share ideas about the books, but each student is responsible for doing their own reading and note-taking! You will pass in whatever notes you use for a quiz with the quiz! Honesty is the best policy!
[2] Choose wisely! Choose some region or time period you are interested in. Many of the books deal with tragedies of the 20th Century and “adult” themes, situations, or actions so if any of these make you uncomfortable choose something else.
*available at the Learning Commons
[3] Obviously you are responsible for getting permission to watch these movies from your parents.
[4] This pairing can only be done for extra credit. After your required review you may do as many as you wish for extra credit
[5] This pairing can only be done for extra credit.
* We have copy of movie in Learning Commons on videotape, not dvd.

[6] Not required for first assignment or any assignments submitted by 10/1/09.
*We have a copy of the film in the Learning Commons on videotape, not dvd

[Katherine Bolman, PhD]

Wow, such a lot of work. Given all that you have done what are you asking this community to do. I am happy for anyone to send their students to my slowly growing art history course.
ahaafoundation.org . I am taking an around the world point of view as well as time lines. It would be helpful for me if you would tell me which of the many books would be improved if the reader could see the great art that was created at the same time and in the same country.

This extensive work is difficult for me to grasp and looks to me as if it would take four years to complete. My congratulations to your students.

I would still like to collaborate if there is anything I can do.

Katherine