Portland Public Schools
Portland, Oregon

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Grant High Generals

2245 NE 36th Ave | Portland, OR 97212
Phone: (503) 916-5160 | Fax: (503) 916-2695

Donald Gavitte


"I hate quotations. Tell me what you know"

-Ralph Waldo Emerson

Position: Social Studies
Email: dgavitte@pps.net
Phone: 75 635

AP US History

PLEASE ACCESS EDBOX SITE (COMING LATE SEPT. 2011) FOR COURSE INFO AND ASSIGNMENT SHEETS         new e-mail:  dgavitte@pps.net                                                          

PSU World Civ

Thursday, June 9 (regular block schedule time) 5% option

Discussion with Dr. Luckett on the following articles and film (bring notes to discussion)

Immanuel Wallerstein, "World-Systems Analysis: Five Questions in Search of a New Consensus," The History Teacher 18 (August 1985): 527-32.


Donald White, "The 'American Century' in World History," Journal of World History 3, no. 1 (Spring 1992), 105-28.(also Reading 3 - Unit 25 in Bridging World History)


also, Bridging World History, Unit 25 - Global Popular Culture video

Questions to think about (and bring notes on):

White article:

1)       What was Henry Luce referring to when he named the 20th the “American Century”?

2)       Does modernization mean westernization?  Why or why not?

3)       What “counter” did Henry Wallace offer to Luce’s assertion of an American Century?

4)       What role would Arnold Toynbee’s A Study of History play in the American view of itself in the post-WWII world?

5)       Do think you are at the beginning or end of the American Century? Why?

Wallerstein article:

1)       What are the “three premises” of historical study that Wallerstein sees as “socially constructed perspectives” rather than hard facts? 

2)       How does the discipline of world history approach these premises?

3)       What are the five basic questions he suggests to be incorporated into a basic teaching of history?  Pick one and answer it based your knowledge of world history and how you believe 21st century history will unfold.

To conclude:

1)       Is American history a “meaningful unit of analysis” in 2011?

Final Exam – Spring 2011

Material Covered:

Traditions & Encounters – Chapters 22-27 & 29-31

Part IIdentifications   (30%)     

In the span of a regular class period (Tues., May 31st) you will write a 2-3 sentence identification for fifteen (15) of the following:

Indian Ocean system

Zheng He

Prince Henry



Seven Years War

Thirty Years War

Catholic Reformation


Columbian Exchange

Manila galleon route


Songhay Empire

Kingdom of Kongo

Olaudah Equiano



Tokugawa shogunate

popular sovereignty

liberty, equality, and fraternity

Toussaint Louverture

“coal and colonies”


The Communist Manifesto

economic dependency

War of 1812


US as multicultural society

Part II Test Times:  (choose one)

Wed., June 1 – Period 2

Wed., June 1 – 3:30 – 5:00

Thurs., June 2 – regular class block time


Part IIChapter Essays  (70%)      

You will write two (2) comprehensive “group” essays (addressing all the questions concerning the two paired chapters and the overall theme that ties them together) out of the following four (4) groups.  Note:  You can make up your own “group” by combining any two sets of chapter questions as one (but only one) of your choices.


Group OneWestern Hegemony & Revolution

Chapter 23 – In Christopher Columbus’s journals, he suggested to the king and queen of Spain that they focus on converting the peoples of the Americas because “in a short time you will end up having converted to our Holy Faith a multitude of peoples and acquired large dominions and great riches.”  How does this brief statement express the European goals for exploration?  Why did the Europeans explore?  Why didn’t powerful countries like China, India, and Japan take a concerted interest in exploring? In your answer consider financial, societal, and geographical factors.  What developments and discoveries were important in the process of western European exploration?

Chapter 29 Why did the French Revolution turn against itself when the American Revolution did not?  What ways was the French Revolution more radical than its American predecessor?  Were there limits to the social and political change in the American Revolution?  Why did Simón Bolívar lament that “those who have served the revolution have plowed the sea”?  What was his dream for Latin America? Why was he so disappointed?  Could similar arguments be made about the other revolutions discussed in the chapter?

Group TwoFrom Trade Empires to Factories

Chapter 22 – What were some of the common elements in the process of European state building in the 15th century?  What specific measures did the national monarchies take in order to establish and maintain their authority?  How did the Ming Dynasty rebuilding the economy of China?  How were the Ming able to establish a forceful presence in the Indian Ocean in the 15th century?  When did this presence cease?  Why did China in the 15th century (or earlier) not industrialize?

Chapter 30 – How total was the transformation brought about by the industrial revolution?  Did anything of the old world remain?  Was there opposition to this transition?  How could the demands and reality of industrialization influence factors such as nationalism or colonization?  Marx wrote the famous words “The history of all hitherto existing society is the history of class struggles” in the Manifesto of the Communist Party.  In what ways were these simple words the foundation of his philosophy?  Who would eventually win the class struggle?


Group ThreeAfrica and Asia in an Atlantic World

Chapter 26Examine the changing nature of African political development in Songhay, the Swahili city-states, and the kingdom of Kongo.  Who were the main leaders? What were the most important turning points?  Examine the increasing role of Islam and Christianity in sub-Saharan Africa.   In what ways did these religions transform sub-Saharan Africa?   What happened to the indigenous religions?  Examine the slave trade.  Discuss its African and trans-Saharan roots. What were the economic foundations of the slave trade?

Chapter 27 – Examine the changing social world of the Ming and Qing period.  What were the most important changes taking place?  In what ways did the older traditions survive?  Examine the unification of Japan. What role did Tokugawa Ieyasu play in this movement? How did he influence Japanese history?  In a letter to King George III, the Chinese emperor Qianlong gave specific trade instructions to the English ruler and reminded him to “Tremblingly obey and show no negligence!” What does this exchange tell you about China’s position in the world in the late eighteenth century? Why were they so powerful? Would there be a danger in the Chinese attitude?

Group FourGlobal Trade and the Americas

Chapter 25 - Captain James Cook, when talking about the Hawaiians, proposed that “No people could trade with more honesty than these people.”  Why would honesty be important to Cook?  Discuss the nature of the relationship between Europeans and indigenous peoples in the Americas and Oceania.  Examine the world of trade in the Americas.  What were its economic and social implications?  How did trade in the Americas fit into the greater global trading network?

Chapter 31 – Compare and contrast the political development of the United States, Canada, and Latin America in the nineteenth century.  What are the biggest differences in the three areas?  How did legacies left over from their colonial past influence the development of these areas?  Discuss the fate of the indigenous populations of the United States, Canada, and Latin America.  How did their fate relate to the sense of mission in each area?  Compare it to similar situations in other societies covered so far in the class.  Examine the economic development of the Americas in the nineteenth century.  Were there any similarities in the different approaches?  Why did some areas end up wealthier than others?  Which of the areas would be in the best shape to compete in the twentieth century?


Research Paper

In this paper you will examine a specific event, person or theme that is covered in either the index and/or glossary of the Traditions & Encounters text.  This paper will be 50% of your entire grade for HST 106.  If your topic cannot be found in the index of the text, you must make an appointment with me to describe your research plans.


You will write a 9-12 page thesis-driven persuasive paper that follows Chicago citation format with 1 ½ line spacing.  Include at least eight (8) college-level sources in your bibliography (only one can be an .edu web-site) and at least one (1) must be primary.  If you are not sure about the validity of a source, run it by me before using it.


Specific Requirements & Due Dates:

Topic committed & submitted         (5%)            -        Fri., April 12th

Library Day  #1                                                   -        Sat., April 23rd    

                                                                                      (10am – Noon)

Annotated Bibliography #1               (5%)            -        Fri., April 29th  

Library Day #2                                                    -        Sat., May 14th

                                                                                      (10am – Noon)

Annotated Bibliography #2               (5%)            -        Fri., May 13th

Rough Draft**                                  (10%)           -        Fri., May 20th   

Final Paper                                       (75%)            -        Fri., May 27th  



** your rough draft should be as close to a final paper as possible, but at least six (6) pages long – it will be evaluated for: 1) style & mechanics; 2) depth of research – I will not accept rough drafts from students who have not done at least one annotated bibliography. 


Teaching Schedule

Teaching Schedule for 2015-16
A Day
Period 1 2 3 4
Class Philosophy World Civ Prep World Civ
B Day
Period 5 6 7 8
Class Global City Philosophy Prep Philosophy