Latin American Revolutions!

If you need more materials to finish up your work on Latin American revolutions, please watch the Crash Course video below, and review the notes I’ve linked to:

Latin American Revolutions

See you tomorrow, and we’ll start off by talking about your… beautiful… cities that you created today.

AP World Study Sessions!

In anticipation of the AP World History exam, Mr. Bettis and I will be running a series of study sessions every Monday up until the exam.  The study sessions will be after school– the location changes a little depending on what facilities are available, so I’ll let you know tomorrow where we’ll be meeting– from 3:30 until 5:45 PM.

Tomorrow’s study session will address material from Periods Three (600-1450 CE) and Four (1450-1750 CE), and we’ll work on some historical thinking skills, as well.

When Worlds Collide: Discussion Questions!

While watching the PBS documentary When Worlds Collide, please take notes on the following subjects:

  • The Reconquista of Spain
  • The role of the Catholic Church in the Spanish Empire
  • The sistema de castas (caste system) in Latin America
  • The impact of silver in Latin America, Spain, and the global trade

Then, after watching the documentary, answer ONE of the following sets of discussion questions on a separate sheet of paper:

  1. How did the Reconquista result in the creation of a caste system in Spain?  How did this caste system affect the social hierarchy in Latin America?  Was this caste system ultimately successful in achieving its stated goals?
  2. How can religion be used as a means of imperial control?  How did this control show up in Latin America?  Provide specific examples to demonstrate your conclusion.
  3. Why was silver so important to the Spanish Empire?  What were some of the effects of the global silver trade on Latin America?  On Spain?  On other parts of the globe?

Be prepared to turn in your response at the start of class on Tuesday.

Mongol DBQ: Materials and Instructions

Hey guys!

Remember, your DBQ on the Mongols is due at the start of class tomorrow.  It should be:

  • Handwritten and legible (skip lines if you need to)
  • Written in pen
  • Organized and thoughtful
  • Fully compliant with the DBQ Rubric Checklist (you got a copy of this in class, but if you’ve lost it, that link will lead you to another copy).

If you’ve misplaced your documents for the DBQ, or just need a clean copy for note-taking, here it is: Mongol Document-Based Question Resources.

You may also find it useful to rewatch the Crash Course video embedded below:

Good luck, and remember that learning to write an effective DBQ is a process which is going to take several tries– so just do your best, and remember that we’ll have lots of chances for you to improve.



Inclement Weather Assignment: Classical Greece!

All right, lovely AP World folks– it would appear that we’ve run directly into one of the joys of Spring semester: the snow day.  And while I sincerely hope you all enjoy your day and get a chance to rest up a little, I also need to ask you to get some work done for me today.

Here’s what you’re going to do today:

  1. Download and review the following PowerPoint on Classical Greece: Ancient Greece.  Make sure you read over the notes carefully; you can print them out if you like.  If you’re still unclear on the highlights of Classical Greece when you finish with the PowerPoint, please download these chapter notes and review them– the portion on Classical Greece starts with the yellow highlight.  (The earlier portion focuses on the Persian Empire.)
  2. Then, please watch the Crash Course video embedded below:

  3. Once you have finished reviewing the content for the day, get out a blank sheet of paper.  You are going to create a Mind Map, which is a visual means of organizing information using text and illustration.  You will need the content from your PowerPoint to help you complete your Mind Map.  Download the instructions for your Classical Greece Mind Map here— and remember, you should complete the assignment on a SEPARATE sheet of paper (not the instruction sheet), and you MUST use color in your completed work. YOUR COMPLETED MIND MAP IS DUE AT THE START OF OUR NEXT CLASS.

Here are two examples of how past students have organized Mind Maps, but please be aware that the most important aspect of this assignment is that your information be THOUGHTFUL and ACCURATE:



Non-Western Belief Systems!

This weekend, you should work to finish the mini-project we began on Thursday on non-Western belief systems.  You should already have a copy of the instructions for the project, but if you have misplaced it, you can download a second copy here: Non-Western Belief Systems Project Instructions.

Remember, you need to complete both the Comparative Non-Western Belief Systems Chart and the completed Bloom ball as described in the project instructions.  In order to put your Bloom ball together, follow the instructions shown below:

bloom ball

If you need additional Bloom ball sheets, you can download extra copies here: Bloom Ball Template.

If you’ve been struggling to find reliable information to help you with your project, the BBC’s Religion Page may help.  This page is no longer being updated, but it has TONS of material on a large number of global faiths, including Hinduism, Buddhism, Jainism, Zoroastrianism, and Daoism (Taoism).

Homework: Online Textbook Orientation!

Okay guys, here’s what I need you to do this weekend:

  1. Please watch the videos below to get a sense of how the online textbooks work.
  2. Try to log on to the online textbook resources following the instructions I provided in the video.  If you can log in, play around with the resources a little and try to familiarize yourself with them.
  3. If you CAN’T log in to the textbook resources, please complete the online form I’ve provided on the online textbook resources page.  Provide as much information as possible on the form, just so I can know if it’s a roster problem, or a technical problem.
  4. Enjoy the rest of your weekend, and don’t forget to work on your vocabulary!

Welcome to AP World History!

I hope you all had a great first day back at North Cobb High School.  Remember, if you’ve got any problems with your schedule (missing classes, duplicate classes, incorrect classes) to let your teachers know immediately this week so we can get you settled into whatever courses are correct for you as quickly as possible.

Tonight, I need you to do a few things for me.  First, sit down with your parents or guardians and go over the AP World History Class Handbook which you received today in class.  We went over some of it in class, but you should really take a moment to look through the whole thing– and make sure you show it to your parents, as well.  (If they’d like their own copy, by the way, they can download a .pdf of the handbook here: AP World History Handbook.)  Once you’ve read over the handbook, please sign the acknowledgment sheet you received in class, and put it in your folder to return to me.

After looking over the handbook, please take a few minutes and complete the student information survey linked here.  Please provide the most accurate information you can so that I can have a better picture of who you are and how I can best help you be successful in the course.

After completing your student information survey, you’ll need to get to work on your first homework assignment of the semester: establishing a baseline understanding of the geographic regions addressed in this class.

While this course is (clearly) not a geography class, it certainly helps to be able to recognize regions and have a basic geographic knowledge of the world.  After all, you certainly don’t want to mess up and write an essay on China when you were meant to write about South Asia.  To that end, tonight you will need to read the short article I handed out in class today– “The Myth of Continents” by Peter Morris. Tomorrow, we’re going to start our discussion of world history with some Big Geography, so you need to come prepared.

In which Ms. Galloway returns to her roots.

im back

So after two and a half years away from AP World History– I’ve taken on teaching AP Comparative Government and Politics and several other courses– I’m coming back to AP World History for one of my classes this semester.  That means I’ll be reworking a lot of my materials on this blog, so if you’re a teacher or student outside of North Cobb, please don’t be alarmed if things move around a bit.

I look forward to getting back into the swing of things with all you lovely AP World folks again!

The times, they are a-changin’….

Hey, guys!

This is just a heads up to let you all out there know that I won’t be teaching AP World History at North Cobb High School this year– that honor is going to my awesome new colleague Ms. Elricks– so if you’ve wandered over this way to use one of my projects or WebQuests, please know that I may not have updated the materials recently.  So!  If you find any broken links or other problems, please drop me a line and let me know– I’d be glad to fix the problem.  I have absolutely no intention of taking down anything I’ve posted over the years, so please continue to feel free to link to this page.

I haven’t disappeared off the face of the earth, I promise.  I’ve just moved on to some new adventures, including:

All of these websites– especially AP Art History, which I won’t teach until the Spring– are currently under construction, but I’ll be building them up and adding resources as I go.  Please feel free to come and join me on my travels; I’d love to see you there.

— Ms. Galloway


Happy End of the Year!

Congratulations, my intrepid AP World History Warriors!  You’ve made it through, and I’m so proud of you.  I know this class is tough for a lot of you, and you may have struggled.  There may have been some late nights, some tears, and frustration– and that’s okay.

It’s okay– not because it’s any fun to struggle (it’s not, of course it’s not fun)– but because you didn’t stop trying, and that is one of the hardest and most important lessons to learn. This is the thing about high school: it’s not a springboard to the real world.  It is the real world– just a little bit smaller and with some safety nets. The world is full of deadlines, and stress, and rules that can chafe, and people with whom you don’t always get along– but it’s also full of good friends, and cool things to learn, and chances to prove yourself.

After high school, you’re going to run into all sorts of challenges.  You know the sort– money, jobs, education, relationships, family, health– all of it.  And when you hit that stuff (and you will, because we all do, because that is what it means to be human), you have to know how to work through it when you feel yourself struggling.  You’ve got to be willing to keep trying, just like you did in this class– even when it wasn’t fun.

That willingness to keep working on it until you get it right?  That’s resilience.  That’s grit.  It’s not glamorous, or flashy– but it is real, and it will take you so much farther than brilliance of mind or charisma or pessimism or complaint.  So.  If I have one piece of advice for you going forward, it’s this: don’t be afraid of the hard stuff.  The hard stuff’s the stuff worth doing, and redoing, until you get it right.


Now.  On a lighter note, Sydney has given me permission to post her own version of someone dealing with the harder parts of life:

And for those of you wondering, I’ll have grades in by 3:30 PM tomorrow.  Try to refrain from obsessively refreshing Synergy, okay?  It’ll all be okay.

Final Review Project: Curating the Museum of AP World History

Nope, we’re not done yet, guys!  Remember, you’ve got some big stuff coming up this week:

  • Bonus Film Review (Monday, May 16th)
  • Final Exam (Tuesday, May 17th)
  • Final Narrative Paper (Wednesday, May 18th)

… so hopefully you’re using your time wisely this weekend.  Additionally, we’ll be working in class every day next week (except Tuesday when we take our final) so that you can have time to create your museum exhibits.  If you were absent, please download the instructions below and read over the PowerPoint– your groups are included in the PPT.

Remember to bring in materials to work with, if you think you’ll need art supplies!  You’re welcome to store things in my room while we work.

You’ve got this.

Hey.  I know you’re nervous.  It’s okay.  You’ve got a high-pressure test tomorrow, and it’s probably weighing on you a little.  It’s all right to be anxious about things like this– but it’s also important to know how to handle that anxiety.

So, here: I made you a checklist, because sometimes it helps to have a tangible list of things to do when you’re nervous.  If you’re in class this semester, you already received a copy today.  If you took AP World last semester, you might want to download this, print it out, and read it over.  (And if you’re not one of my students– because I know there are some of you out there who read this who aren’t in my classes– feel free to take this advice and apply it to your own testing circumstance tomorrow.)

AP World History Exam Checklist

And because I think it’s important, and I think you guys probably need to hear this sometimes– especially in our current world of high-stakes testing– I’ll repeat what I said at the end of the checklist.

If there’s anything else you should know for tomorrow’s exam, it’s this: I’m so proud of you guys.  This is a hard class—it’s the history of everyone, everywhere, since the beginnings of humanity!  It couldn’t be anything BUT hard.  But you’ve handled this semester with grace, perseverance, curiosity, enthusiasm, and grit.  You’ve already proven yourselves to me; I don’t need the College Board to tell me whether or not you know this stuff.  This is three hours out of your life, with seventy questions and three essays.  It can’t possibly tell me—or anyone else—about your sense of historical empathy, your ability use historical precedents in your personal decision-making, or your value as a person.

So go in there tomorrow and kick butt on the exam, because I know you can.  But remember when the scores come back in July that you’re not a better person for scoring a five, or a worse person for scoring a two.  (I think you’re awesome regardless.)  The only thing that really matters is what you DO with the information you gain in this or any other class, and you can do so very, very much more than take a test.

So there you go.  Go forth and conquer.

Buena suerte, bon chance, and good luck!


Improvised Google Hangout Study Session!

All right, guys.  Time to get this show on the road!

Now, let’s just hope it works.

And if you can’t join the discussion directly, remember you can tweet me at @GallowayAPWorld and use the hashtag #AskMsGalloway, and I’ll answer your questions as I see them.

ETA: Hey, it sort of worked!  I hope it was helpful for you guys.  And if you didn’t get to watch it live, there’s always the video archive version above which you can watch as many times as you like.