Don’t forget that you’ll have a CCOT essay tomorrow in class. If I were you, I would consider the following:
1. Unit Four.
2. Sub-Saharan Africa, Southeast Asia, and one other place I’m not giving away.
Also, the word “interregional” is interesting, isn’t it? I wonder what it means.
In order to complete your infographic on World War II, you will need to identify and explain (through words, symbols, graphs, charts, or images) the following:
- Long-Term and Short-Term Causes of the War (GLOBAL)
- Major Events of the War (GLOBAL)
- Long-Term and Short-Term Consequences of the War (GLOBAL)
Your infographic should SPECIFICALLY mention the following concepts, events, and movements:
- The Mukden Incident
- “Rape of Nanking”
- Battle of Britain
- “Island Hopping”
- Final Solution
- Manhattan Project
- Holocaust (Shoah)
- Atlantic Charter
- Pact of Steel
You will need to review the material on the following PowerPoints in order to complete this assignment:
Start of World War II and World War II
You should also use your textbooks to help you find information on these subjects:
- World Civilizations (Stearns) — pgs. 706 to 729
- The World History (Spodek) — pgs. 608 to 622
- Essential Coursebook (Woods)– pgs. 492 to 497
- Atlas of World History— pgs. 112 – 155
I had a request to post the video lecture we watched today in class to the blog, as some folks wanted to be able to rewatch and take better notes. So here you go!
As I know we’ve been doing a lot of lecture recently, I’m going to ask you guys to do some information gathering (in order to save both my voice and your sanity). Please use your textbooks, notes, and the following PowerPoint to help you complete the Imperialism in East Asia Cause and Effect Chart analyzing the effects of Western imperialism in China from 1750 to 1900 CE:
Imperialism, Opium, and China
You will find information on East Asian imperialism in the following texts in the back of the classroom:
- An Essential Coursebook (Woods), pgs. 411 – 416
- The World’s History (Spodek), pgs. 544 – 549
- World Civilizations (Stearns), pgs. 604 – 612
- Atlas of World History, pgs. 104 – 107
You will have the first half hour of class tomorrow to complete this assignment, so you do NOT need to finish this assignment for homework.
Are your essay grades less than desirable? Do you need to do some grade repair?
Then you need to complete the Real to Reel: Movies in World History assignment by Friday, April 22nd!
As we discussed in class, remember that this assignment is NOT a simple bonus assignment– your work needs to be thoughtful, reasoned, and polished, and address all of the requirements described in the assignment sheet above. Poor quality work will be graded as such. This is, however, an optional assignment– you are not required to complete this review, and if you choose not to submit one, you will simply be given an exemption. Be aware that some of the selections below contain adult material, and that you should make your selections with the approval of your parent or guardian.
In order to help you make your selections for this assignment, I humbly present the original trailers to all most of the films:
The Young Victoria (2009), dir. Jean-Marc Vallee
Jodhaa Akbar (2008), dir. Ashutosh Gowariker
Last of the Mohicans (1992), dir. Micheal Mann
Master and Commander: The Far Side of the World (2003), dir. Peter Weir
Seven Samurai (1954), dir. Akira Kurosawa
Amistad (1997), dir. Steven Speilberg
Using the handout you received at the start of class, please analyze the causes, participants, main events, and long-term effects of the Latin American revolutions in Mexico (1810), Spanish South America, and Brazil. Your textbooks and the material below should help you to evaluate each revolutions– and don’t forget to note how well you think each revolution represents the ideals of the Enlightenment!
Latin American Revolutions PowerPoint
Also, the always-excellent Freeman-pedia has a really useful page on this subject: Latin American Independence! I strongly suggest you check it out.
You should be ready to hand in your worksheet tomorrow at the start of class– I will (very quickly!) check it for completion and major errors, and will return it to you so that you can study from it as we get closer to the Unit Five Test.
Good evening, lovely students! Remember that we will be taking the first 40 minutes of class tomorrow to write our first CCOT essay. That essay will be focusing on the social and economic transformations of the Atlantic world ca. 1492 to 1750 CE, so if you need to do some research this evening, that would be a wise choice.
Additionally, you should have read, annotated, and graded the copy of the 2015 CCOT essay you received in class today. Once you have done so, please read the following to determine how close your own grading was:
Sample Essay 2B
The essay does not employ a specific or qualified thesis related to change and continuity in labor systems; rather, it lists different systems. The essay addresses change and continuity: change is addressed in the first, second, and fourth paragraphs; and continuity is addressed in the second and third paragraphs (2 points). The essay includes more than seven pieces of evidence (2 points). The essay includes world historical context in the second paragraph– slaves were brought to Latin America via “the trans-Atlantic trade” (1 point). The essay does not include analysis of change or continuity. Analysis requires more specificity, and the argument that the U.S. changed to a “globalized economy” needs to be situated more specifically in circumstances related to the U.S. or North America.
See you tomorrow morning!
This evening, you’ll need to complete the CCOT outline we began in class on the following prompt:
Using the music video below, analyze the changes and continuities of Western popular music between the the 11th century CE and the present.
This exercise is primarily designed to help you better understand the format of Change and Continuity essays, so I anticipate you being a little creative with this response.
You know the drill by now, guys: you should expect 70 multiple questions with several reading passages, charts, graphs, and images to analyze. (You’ll definitely want to watch your time on this one.) You’ll then also have to choose ONE short answer question to answer; it will be drawn from the guiding questions on your study guide.
Also: please remember that your Renaissance and Reformation WebQuest is also due tomorrow, so you will need to finish that up and be ready to turn it in tomorrow. This is a project grade, so you will DEFINITELY want to have it completed.
***IMPORTANT: If you will be missing the test tomorrow due to Large Group Performances with band or due to a SkillsUSA competition, you will need to fill out the following form to let me know which day you will be taking the test. Because there will be more people absent than normal, I’m requesting that you schedule your make-up test in advance. These are the ONLY days I will allow you to make up your test.***
MAKE UP TEST SIGN-UP HERE!
Please remember that your absence MUST be excused in order to be allowed to make up your test (or any other assignment.)
Tonight, you will read a selection from The Interesting Narrative of the Life of Olaudah Equiano, detailing his experiences with the trans-Atlantic slave system. Please respond to the following prompt on a separate sheet of paper:
In the full narrative of Olaudah Equiano’s experiences with slavery, he describes his personal background and the cultural from which he was taken as a slave. While the portion of the narrative you have does not directly provide information about Equiano’s background, it does, however, suggest certain things about his culture. What assumptions might you make about Equiano’s background, based on what he writes in this passage? (Are there any guesses as to his cultural practices, social norms, taboos, or beliefs which you would feel comfortable making based on what you’ve read?
Consider when and why Equiano wrote his narrative. To whom does he think he is writing? Do you think that might have had an effect on WHAT he chose to write? If so, why?
Please try to provide specific textual references as you answer the above discussion points!
Your homework tonight is to read, annotate, and comment on the article I handed out in class today– an interview from The Atlantic involving the author of 1491, Charles Mann. Use what you have read to answer the following discussion points:
One of Mann’s central points in his book 1491 is that there is evidence that the population of the Americas prior to European contact was much, much higher than previous studies suggested. Why does Mann say that this is a contentious issue among historians and environmentalists?
What is the “pristine myth” Mann and the author of this article, Katie Bacon, are referring to in the title? Why might it disturb or upset some people to think of native American peoples radically altering their environment?
In what way does Mann think Amerindians were a “keystone species?” What does he mean by that?
Do the Americas Mann describes– one filled with people who radically altered their environment by regularly burning the prairie, managing woodlands, and possibly even planting the Amazon– match with your existing ideas of native peoples prior to contact with Afro-Eurasia? Why or why not?
Remember, normal commenting rules apply: one good comment which adequately addresses all of the above points can earn up to 95%, while a comment AND a reply to a colleague can earn up to 100%. Also, I’ll be working at the Magnet Open House this evening, and will therefore not be on my phone every moment– so if you post a comment and don’t immediately see it, don’t panic. I probably just haven’t had a moment to read and approve it.
Hello, lovely AP World students! If you were absent today, I strongly recommend that you go ahead and try to get a start on what we began today in class– our WebQuest over the Renaissance, Reformation, and Counter-Reformation. You can either follow the previous link, or you can hover over the drop-down menu labeled “WebQuests and Projects” at the top of this page and select the Renaissance and Reformation WebQuest Task Page. Make sure to download the packet of questions at the top of the page, and then proceed through each task, following the directions carefully for each assignment.
We’ll be continuing our work on this project tomorrow, but if you come in tomorrow with a significant amount of your work already completed, you might have time to work on your Source Scavenger Hunt in class, and I could potentially help you find more reliable material.
And– since I forgot it post it on Friday– here’s the Power Point we were looking at regarding the rise of the imperial Russian state: Rise of Russia.
Remember, we’ll be meeting in the classroom tomorrow, NOT the media center– but you’ll still need your headphones for tomorrow’s work!
Tonight, please read the two selections from the Tokugawa Edicts located below:
You will note that there are four questions following each of the passages; please fully answer the questions on a separate sheet of paper. They will be due at the start of class tomorrow.
Additionally, please be aware that you’ve got several things coming due relatively shortly:
- In-class DBQ (Friday, March 11th)
- Source Scavenger Hunt (Thursday, March 24th)
- Black Death DBQ Rewrite (Thursday, March 24th)
- Renaissance and Reformation WebQuest (Friday, March 18th)
- Unit Four Test (Friday, March 18th)
- In-class DBQ (Friday, March 25th)
For your Black Death DBQ rewrite, you will want to use the Black Death DBQ documents. Remember that you should take the comments you received on your first DBQ to heart, and try to avoid making the same mistakes a second time.
Hi there, guys! This weekend, you need to do two things for me:
- READ! You have a reading quiz coming up on Thursday, March 10th, and you’ve got a lot to get through before then.
- Make your selection for your topic on your final research paper. The selection form will go live at noon on Saturday, March 5th, and will close at 8:00 AM on Monday, March 7th. If you do not make your selection by that time, you will receive whatever topic I assign. 😦
CLICK HERE TO GO TO THE FORM!
Let me know if you have any tech troubles with the form, and I’ll try to help walk you through them. Otherwise, I’ll see you on Monday, when we’ll be continuing our Autopsy of Empires activity!
Using your textbooks and the PowerPoint located below, please gather information for a PERSIA analysis on the Safavid empire. You should try to include AT LEAST five significant pieces of information, events, or processes for each element of a PERSIA analysis (Political, Economic, Religious, Social, Intellectual, and Artistic), as this information gathering exercise will be extent of notes you will receive on this topic.
- Essential Coursebook, pgs. 311 to 315
- World Civilizations, pgs. 466 to 473
- The World’s History, pgs. 451 to 453
If you need additional help completing this assignment, please feel free to ask for help!