Homework: Great Depression Zaption!

Don’t forget you’ve got a reading quiz tomorrow (your very last one!) and your unit vocabulary is also due.  And while I know you’re slammed with work, I also need you to watch the following Zaption on the Great Depression, and respond to the embedded questions.  Remember to sign in and provide your name.  If you run into difficulties, let me know:

The Great Depression: Zaption!

Just a head’s up about tomorrow, guys– first period will only be meeting for an hour, and all of the other classes will be longer than normal, since Math is starting their EOCs.

Happy Thanksgiving! (And also, you have some work to do. Sorry.)

Congratulations, guys– you made it to Thanksgiving.  Take some time over the next week to relax, enjoy time with your family and friends, and eat some pies.


We’re getting awfully close to the end of the semester (only three more weeks when we get back!), which means you’ve got some work to complete over the break.  So here’s what you need to do during your break:

  1. Complete the CCOT Worksheet using the prompt from the 2015 AP World History exam.  (For those of you who were absent on Friday, please check your email– I’ll send it to you.  You should also review how to write a Change and Continuity essay by looking at the Essay Writing Materials section of this website.)
  2. Read, annotate, and grade one of the three released student sample essays from the 2015 CCOT essay.  (Again, those of you who were absent, please check your email.)  We’ll talk about how you graded the essays when we get back on Monday, November 30th.
  3. Read for this unit! (Basically: finish the book.  Your reading quiz will be on December 3rd.)
  4. Work on your Content Paper.  It’s due on December 1st.
  5. Start working on the Student Learning Objective Review.  Remember, your Student Learning Objective (SLO) exam will make up 10% of your final grade, and will take place on December 11th.

So that’s what you need to be up to date for the next week.  Take care, have fun, and I’ll see you on the 30th.


(And just a reminder– I’m going to be out in the hinterlands starting on Sunday, so I make no guarantees about my availability via email.  If you need to get in contact with me for any reason, I may not respond until Saturday, November 28th.)

Homework: Imperialism, the Opium Wars, and China

Thanks so much for your thoughtful participation in our discussion on terror, extremism, and the events in Beirut and Paris today, guys– I know that it took us a bit off-book, but I do think that it’s important to give you guys a space for discussion and analysis when we have events like this.  If you’re interested, I’ll link to the full articles we read today at the bottom of this entry.  And if you’d like to add your own resources, feel free to drop relevant links in the comments for this entry.  I certainly don’t mind if you continue our discussion from today in the comments on this blog– just remember to keep it civil, keep it rational, and post thoughtfully.

Now.  On to the meat of the issue: since we went off-book today,  I need to ask you to cover some content so that we’ll still be on pace for the unit.  I’ll be doing some reconfiguring of my lesson plans tonight, too, so if you’ll do this for me, I’ll do the heavy  lifting tomorrow and Wednesday.

Tonight, please download the following chart (Imperialism in East Asia Cause and Effect Chart), and then use the Imperialism, Opium, and China PowerPoint and your textbook to complete the chart.  We’ll discuss it tomorrow at the start of class, before jumping into a discussion of nationalism (which actually connect rather well to some of the things you read about today, honestly).

Also, remember that your Content Paper is due December 1st, so keep that in the back of your minds.


Materials from today’s discussion:

If you have other materials you would like to add to this list, please feel free to link to them in the comments below.


Homework: Urbanization Game Redux

So today in class we played the Urbanization Game, which hopefully allowed you to see just how incredibly chaotic and rapid the pace of change was during the 18th and 19th centuries.  If your city was anything like most other groups’ cities, it was cramped, poorly-planned, and probably a really dangerous and unpleasant place to live.  And that really isn’t an unfair categorization of most cities during this era: most were deeply unpleasant places to live, especially if you were part of the working class.

Therefore, your homework tonight is to reflect on the city you built in class today, its problems, and what you might be able to do in order to improve things.  To that end, you will take a sheet of paper (notebook paper is fine, but if you want to make yours pretty, that’s fine) and design a better industrial city.  The city you draw must contain the following:

  • 1 river
  • at least 50 trees
  • 70 houses
  • 50 tenements
  • 15 estates
  • at least 15 stores
  • at least 5 churches
  • 12 public houses (pubs)
  • at least 5 hospitals
  • 25 factories (with smoke)
  • 5 coal mines
  • 7 schools
  • 2 cemeteries
  • 2 jails
  • 1 theater
  • 1 music hall
  • 1 museum

You may draw in as many roads, bridges, railroads, and canals as you see fit.  Additionally, you might consider adding in municipal parks– green space for public use and enjoyment was a new idea in the 19th century, and the first public park will be designed in Liverpool, England in 1843.  Your goal is to design a city which would work– a place that is safe, pleasant, efficient, productive, and attractive.

When you have finished designing your new and improved city, please answer the following questions on a sheet of paper:

  1. How would you describe the city your group created in class?  What were some of the biggest problems you noticed about your first city?
  2. How is your new city design different from what you designed in class?  Describe how it is organized.  Why did you choose this design?  Do you think this sort of city design would work in real life?  Why or why not?

Don’t forget– you’ll be writing me another in-class DBQ during the first part of class tomorrow, so it might be a good idea to look over your notes on how to write one tonight.

Remember, the Source Scavenger Hunt is Due Tomorrow!

And just in case you’re freaking out because JSTOR won’t let you search through North Cobb’s registration, please do the following, per Ms. Wheeler:

  1. Click “Login.”
  2. Under Username, type “NorthCobb” all one word, properly capitalized.
  3. Under Password, type “second” all lowercase.
  4. Click the Login button.
  5. Now, you will notice on the main screen that the access is provided by North Cobb High School; however, you are not a “real” person yet.
  6. Click Login.
  7. Enter your account username and your own password at the Login Screen.
  8. Click Login.
  9. Now, please notice that your name at the Welcome line in the top right.  Also, be sure the box below still says your access is provided by North Cobb.

I hope that helps, and happy researching!

Homework: Renaissance and Reformation WebQuest!

Today we began working on the Renaissance and Reformation WebQuest.  If you were absent today you’ll need to start here: Renaissance and Reformation WebQuest: Tasks.  Download the Renaissance and Reformation WebQuest Student Packet, print it out, and use to it work through the WebQuest in order.

We’ll  be back in the Media Center tomorrow, so remember to bring back your headphones or earbuds!

So, guys– you don’t have official-official homework today, but the more work you can get done tonight, the more free time you’ll have in class to work on finding your sources for you final paper.

Homework: AP Insight Work and Practice Assessment

For homework tonight, you’ll need to complete the AP Insight work we began today on private economic institutions in the 16th and 17th centuries.  As this is proprietary material, I cannot link you to extra copies of the worksheets if you have lost them– so for your sake, I hope you haven’t.  You may also want to rewatch the Crash Course we saw in class today:

Here’s what you’ll need to turn in tomorrow:

  1. Definitions of the terms charter company, joint-stock corporationand transnational business.
  2. Text analysis of the charter of the Dutch West India Company from 1621.  You should identify ways the charter supports the idea of the Dutch West India Company as a charter company, a joint-stock corporation, and a transnational business.
  3. Log on to the AP Insight assessment window, located at http://mclasshome.com/harbor/studentLogin .  Use the ID and password I provided for you in class today.
  4. Take the short assessment labeled “Period 4. Compare Private Institutions as Tools of Trade Quiz.”

Also!  Don’t forget that we’re meeting in the Media Center tomorrow– and bring your own earbuds or headphones if you want to avoid using the school headphones, which are super stylish and definitely of high audio quality.

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: Tokugawa Edicts!

For homework tonight, please read and analyze the two primary source documents distributed in class today: Tokugawa Edicts: Foreigners, and Tokugawa Edicts: Military.  You will need to complete all of the discussion questions for each document, with the exception of question #2 on the edicts addressing foreigners– that question references a document you do not have access to, so you may choose to skip it.

Additionally, for those of you who I will not see in class tomorrow due to our testing schedule for the PSAT, you might like to watch the documentary that third period will be watching: “Japan: Memoirs of a Secret Empire.”  I’ve embedded it below for those who are interested:

Third period, I’ll see you tomorrow.  Everyone else, I’ll see you on Thursday.  Good luck on your PSAT!

Homework: Final Paper Topic Selection!

As we discussed in class today, we’re going to begin working on a final research project which will require you to do a significant about of work with primary sources in order to get a better feel for the historical position of someone involved in a significant event or moment of human history.  You received the handout describing the process we’ll be going through for the rest of the semester, and you should read it carefully.  If you’ve misplaced yours, you can download a new copy here (Final Research Project: Topics and Instructions).  You can also find a full description of the project on the Talking About History: Final Research Project page on this website.

(In order to get to the Talking About History page, look at the drop-down menu at the top of this page.  Hover over “AP World History WebQuests and Projects” and you’ll see the page and all of it’s related materials at the bottom of the drop-down menu.  It wouldn’t be a bad idea to peruse all of the pages associated with the assignment in order to get a feel for how this project will progress.)

For homework this weekend you will choose topics you would be interested in selecting for your research project.  I suggest you review the available topics on the instruction sheet and do some quick Googling to see what your options and preferences might be.  You will make your selections via a Google form which you can access on the Topic Selection page.

The Topic Selection form will go live at 12:00 PM EST (noon) on Saturday, October 10th.  You MUST have completed your selections by 8:00 AM EST on Monday, October 8th.

Remember, topics will be assigned on a first come, first served basis.  I want you all doing unique projects, so if you really have your heart set on a particular topic, make sure you fill out the form early!  If you fail to complete the form, I will assign you whatever topics are left.

Homework: Women, Purity, and Sati in the Mughal Empire.

Tonight for homework, please read and annotate the secondary and primary source you received in class today (Women and Sati in Mughal India).  After reading and analyzing the text, please respond to the following discussion points:

Why was sati more prevalent in high-caste communities?  What were the social and religious justifications for sati?

Consider the primary source you have regarding sati.  What limitations does it have as a source?  Do you think an Indian source would have the same limitations, or would there be other issues to consider when evaluating a similar type of source?

Do you think a female author would have approached the discussion of sati in the same way as a male author?  Why or why not?  Consider the first description of a widow participating in sati in the primary source.  What do you think would have motivated her to carry out this act?  How might she have understood her actions? Can you understand why she might have participated in this act?

Having also read Women in the Ottoman Empire, do you notice any significant similarities in the social role of women in the Gunpowder Empires?

Remember, normal commenting rules apply: one good comment addressing ALL of the discussion points can earn up to 95%, while a comment and response to someone else’s discussion can earn you full credit.

(If you would like a link to the primary source document on the Ottoman empire and gender, please look at the previous entry on this blog. I’ll try to link to it directly in a bit, but for some reason I can’t edit WordPress on my computer right now, and am thus writing this update on my phone, which is less than ideal.)

Nevermind, everything is working now and I’ve gone back and added in the necessary links!

Homework: Women in the Ottoman Empire!

For homework tonight, please read the primary source you received in class today: Women in the Ottoman Empire.  Read it carefully, and consider the material we discussed in class today.  Then, respond to the question at the top of the source on a separate sheet of paper:

What was the role of women in Ottoman society?

Your response should be thoughtful, and demonstrate a thorough understanding of the source.  Remember, however, to consider who is writing the source in question– you might want to do a little research to find out more about the author and their point of view.

If you would like to review some of the material from the documentary we watched today in class, you can find it below:

Homework Clean-Up: Black Death Crash Course

I know that in second and third period we were pressed for time today, so if you could take about ten minutes and watch the following Crash Course on the role of disease in history– and the effect of the Black Death on Western Europe in particular, I’d appreciate it.

Thanks, and remember: we’ll have a study session after school tomorrow from 3:40 to 4:40 PM in room 312.  If you haven’t started studying for your Unit Three test yet, let me gently suggest that you start.  Tonight.  Right now.  Don’t wait– you’ve got a LOT of material on this test, and you had a week off in the middle of the material, so things are probably at least a little bit fuzzy.

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.


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!