1. 1. Impact of interaction among major societies (trade, war, and diplomacy).
2. Thesis ideas: 1) Trade between these two regions changed region x more than region y.
3. 2) Exploration, invasion and conquest by people from x had social and economic effects on y.
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5. 2. The relationship of change and continuity across the world history periods covered in this course.
6. Thesis idea: This book shows that from era/period x to era/period y, ___ and ___ stayed the same and ___, ___ and ___ changed. (The blanks could include social things like the treatment of women, family structures, or gender roles, or economic things like methods of farming, trading partners, use of barter/money, or political things like organization of government, types of leaders---kings, dictators, presidents, etc.)
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8. 3. Impact of technology and demography [demography is the study of populations] on people and the environment (population growth and decline, disease, manufacturing, migrations, agriculture, weaponry).
9. Thesis idea: The movement of people x into lands occupied by people y brought ideas such as ____ and ____, as well as technologies including ____ and ____ into the country depicted in this book.
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11. 4. Systems of social structure and gender structure.
12. Thesis ideas: 1) What are women expected to do in the home or in society? What is expected of men? OR
13. 2) How are families different in one place compared to another?
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15. 5. Cultural and intellectual developments and interactions among and within societies.
16. Thesis idea: This book proves that the culture of people x changed the main character’s view of ____, ____, and ____, but did not change his view of ____ and ____.
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18. 6. Changes in functions and structures of states and in attitudes toward states and political identities (political culture), including the emergence of the nation-state (types of political organization).
19. Thesis idea: After independence came in time period n, country x developed into a (democracy/dictatorship/etc) similar to country y, however, it also uses some tribal traditions at the local level.

1. 1.  Constructing and evaluating arguments: using evidence to make plausible arguments.
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3. 2. Using documents and other primary data: developing the skills necessary to analyze point of view/ context, and bias; and to understand and interpret information.
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5. 3. Developing the ability to assess issues of change and continuity over time.
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7. 4. Enhancing the capacity to handle diversity of interpretations through analysis of context, bias, and frame of reference.
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9. 5. Seeing global patterns over time and space while also acquiring the ability to connect local developments to global ones and to move through levels of generalizations from the global to the particular.
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11. 6. Developing the ability to compare within and among societies, including comparing societies/ reactions to global processes.
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13. 7. Developing the ability to assess claims of universal standards yet remaining aware of human commonalities and differences; putting culturally diverse ideas and values in historical context.
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15. Revised, 12/20/08