Homework: Tokugawa Edicts!

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.

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DBQ Prep: Sample Essay Scores!

Hopefully, by this point you have read, annotated, and scored the two sample essays included in the packet you picked up on Friday.  It’s time now to see how accurate you were in your assessment, so get out the essays and your scores, and let’s see what the College Board says:

Sample 1A — Score: 8

The thesis outlines factors shaping the modern Olympics and correctly places them in the relevant historical context of the time period (1 point). There are four groupings: peace, political interests, economic interests (“incentive for sponsoring as well as hosting the games”), and social reform (female athletes) (1 point). The essay demonstrates understanding of all 10 documents (1 point) and correctly uses evidence from 9 documents to answer the question (2 points). Document 5 is inverted, expressing the effects of the Olympics on Japan, and therefore did not count for evidence of factors that affected the Olympics. There is analysis of point of view for three documents (Documents 4, 6, and 10) (1 point). The request for additional documents from people who were not athletes or people from Africa and South America shows awareness of other factors that could have affected the Olympics in the time period (1 point). An expanded core point was earned for additional analysis of documents through groupings and of point of view (1 point).

Sample 1C — Score: 4

The thesis identifies three factors that shaped the modern Olympic movement: “nationalism,” “host country to show off,” and “feminism” (1 point). There are three document groupings: peace (Documents 1 and 6), nationalism (Documents 3, 4, and 10), and feminism (Documents 2 and 8) (1 point). The essay demonstrates understanding of all 10 documents (1 point). No points were awarded for evidence because the documents are used to support the inverse of the question, i.e., how the Olympics had consequences or effects. There is analysis of point of view for three documents (Documents 3, 4, and 7) (1 point). No point was earned for the request of an additional document because the explanation of how the requested documents would help assess a factor that shaped the modern Olympics is incomplete.

So.  How accurate were you?  Don’t forget to quickly explain any discrepancy between your original score and the one assessed by the College Board!

Homework: DBQ Preparation!

Happy Friday, folks!  While I don’t want to rain on your parade, I’m afraid I have to remind you that you have your very first document-based question scheduled for next Monday (February 29th).  We’ll be doing this as a timed essay, so you will not be receiving the prompt in advance– instead, I’m going to ask that you do a different type of preparation in advance of the coming DBQ.

Today in class you should have picked up the annotated rubric for the 2008 released DBQ from the College Board exam, as well as two sample student essays.  (This is the same essay which you outlined for me on Wednesday night.)  You’ll need your DBQ documents out in order to complete this assignment– if you’ve lost them, you can download another copy from the link in the post from Wednesday, February 24th.

Here’s what you need to do:

  1. Carefully read over the annotated rubric.  Make sure you fully understand what you can and can’t give points for before you start reading the essays.
  2. Read and annotate each essay.  You may find it useful to highlight or underline the thesis, POV analysis, additional documents, grouping, and evidence.
  3. Use the rubric to decide on a score, from 1 to 9, for both essays.
  4. Then, on a separate sheet of paper, briefly write an explanation for your score for each essay.  What points did each earn? Why didn’t you give them certain points?  (Bullet points are fine for this.)
  5. Check the class blog on Sunday afternoon.  I will schedule a post to go live at 12:00 PM with the information on how each essay was actually scored.  Compare your score to the official score and write a brief statement explaining why your score differed (if it did) from the official score.
  6. Be prepared to turn in your score analysis sheet at the start of class on Monday!

NOTE: First and second periods, I told you that you would also need to analyze your own DBQ outline and give it a grade– and you’re still welcome to do so!– however, I forgot to give third period back their outlines, so that part of the assignment will not be required. 🙂

Have a good weekend, guys, and I’ll see you on Monday!

DBQ Practice!

Sorry for the late post, guys! I had to cover a class during my planning period and then had a meeting after school, so this is the first chance I’ve had to put up this post.

Tonight for homework, please complete the  DBQ Essay Worksheet, using the prompt and documents from the Olympic DBQ which you received in class.  This assignment will be due at the start of class tomorrow, and you can expect it to take you a fair amount of time to complete.  (The first AP-style DBQ is always difficult to put together; I promise it will get much, much easier with practice.)

If you missed our discussion of how to write a DBQ, or if you want to review the process or receive some extra help on the subject, please check the Document-Based Question page under the Essay Writing Resources tab on this page.  You’ll find a number of instructional videos and additional downloads which may help to clarify the process.  It would also be a good idea to come and talk to me to clear up any questions you have on the process before next Monday– we’ll be writing our first full DBQ at the start of class on February 29th.

Additionally, remember that you need to budget time during the remainder of the week to complete quiz corrections on the Unit Three reading quiz.  And– THIS IS IMPORTANT– I goofed on when I told you they would be due! I think I told all three classes that your corrections would be due on Tuesday, March 1st (the day of our next test).  However, my policy is to give you five class days to complete corrections, which would mean that corrections should be due on the second of March, not the first!  Sorry about that, guys.  I’ll address my mistake tomorrow in class.

Homework: Russian Empire Work (Also, DBQ Rewrite Information)!

Apologies for not being terribly entertaining today, guys.  I’m feeling pretty rotten.  And alas, that means you’ve going to be responsible for this information through independent work.  Tonight, you need to finish up the following assignments using your textbooks (if you didn’t finish them in class):

  1. Imperial Russia Organizer— Please complete a PERSIA analysis of both the reigns of Ivan IV (the Terrible) and Peter the Great.  Be sure to note the causes of change or continuity in the arrows between each ruler.
  2. Caribbean Slavery vs Serfdom— Coercive and forced labor forms become increasingly important during this unit, so you’ll need to complete this compare-and-contrast worksheet to help you understand the similarities and differences in labor systems.  Don’t forget to write a comparative thesis statement as part of this assignment.  (Also: I won’t say anything in class, but this would make a really great comparative essay topic.  Gosh.)
  3. Peter the Great: Correspondence with His Son— And finally, please read the associated letter from Peter the Great to his son, Alexei, on the topic of absolutism and power.  There’s one analytical question on this exchange which you will need to answer on a separate sheet of paper.

If you need further information on Ivan IV and Peter the Great, or if you’re just fascinated by Imperial Russia in general, you might consider watching the documentary below:

Now!  As to your DBQ rewrite.  Remember, you are not required to rewrite your Black Death DBQ– but many of you probably would like.  If you would, your rewrite will be due at the start of class on October 29th.  If you have lost your documents for this DBQ, you can download another copy here: Black Death DBQ.

Homework: Outline 2008 Olympic DQB

Happy Fall Break, guys!  Enjoy your well-deserved time off– catch up on some sleep, binge-watch some television, and go enjoy the heck out of this lovely weather.

But!

Remember that you do have some homework to take care of over the break, as well.  On Friday, you’ll remember that we discussed how to write the Document-Based Question essay in class.  So this week you’re going to set aside some time from your marathoning of Friends or whatever you’re in the middle of on Netflix, and you’re going to use the DBQ Essay Handout I gave you on Friday to outline the 2008 AP World History DBQ.

If you need to review the process for writing a DBQ, please see the Document-Based Question page on this website (it’s under the Writing Materials drop-down menu at the top of this page).

I look forward to seeing you on the 28th!

Homework: The Question of Mongol Awesomeness

Don’t forget, you have an in-class essay tomorrow.  You will NOT be allowed to use any notes or textbooks on this essay.  However, it would not be a bad idea to re-read the Southernization article and really think about the role of the Mongols during your homework tonight.

Deep breath, guys.  It’s just an essay.  You’re bigger than it is.  You can totally take it.


Quick announcement regarding applications for GHP in Social Studies– I need everyone’s completed application by TOMORROW at the end of the day.  

Also, tomorrow’s picture day.  Brush your hair, smile pretty, and get yourself in the yearbook.


Now!  Regarding your homework for tonight.

Today in class you should have read and analyzed documents regarding the political, economic, social, cultural, and religious history of the Mongols from a variety of sources.  If you would like to read those documents again or download a copy for your personal reference, you can find them here: Mongol Documents.  You also watched the Crash Course video on the Mongols as well (which I will embed below, thusly:)

Using these resources, please post a thoughtful, reasoned comment to this entry addressing the following prompt:

All things being equal, were the Mongols a beneficial or harmful force for Eurasia during the post-Classical period?  Why do you think so?  Consider the role the Mongols played in trade, cultural diffusion, warfare, and disease in your responses.

Be sure to use SPECIFIC EVIDENCE from the documents, your textbooks, and the video to support your argument.

Normal commenting rules apply– one thoughtful comment will earn you a maximum of 95%, while one comment PLUS a thoughtful response to another student’s comment will earn you a maximum of 100%.

Happy Mongol-ing!