Bonus Assignment: Film Reviews!

Are your essay grades less than desirable?  Do you need to do some grade repair?

Then you need to complete the Real to Reel: AP World History on Film assignment by Friday, March 4th!

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.

In order to help you make your selections for this assignment, I humbly present the original trailers to all most of the films listed (The Lion in Winter‘s trailer is super weird and not all that helpful):

Throne of Blood, dir. Akira Kurosawa (1957)

Spartacus, dir. Stanley Kubric (1960)

Hero, dir. Yimou Zhang (2002)

Henry V, dir. Kenneth Branagh (1989)

The Lion in Winter, dir. Anthony Harvey (1968)— remember, this one is rated PG, but the content is definitely edgy.  Best to clear this one with your parents first.

Some of these you may be able to find online or through instant streaming services, and some you may not.  You may even find it useful to check at your local community library for a few of these– they’re well-regarded films, many of which have won Oscars, so it’s not unlikely that you’d be able to check a DVD out from a library if you can’t find the movie streaming on Netflix.

Happy viewing!

Homework: The Question of Mongol Awesomeness.

I know I don’t need to remind you, but: you’ve got an in-class comparative essay tomorrow.  We’ll do it the first 40 minutes of class, so make sure you’re (a) present, and (b) not late.  I would suggest reviewing the following materials:

  • Mongol Documents (from today’s activity)
  • Southernization
  • Your article on the spread of Islam (check the homework for this unit to find it up on this blog)

You could also watch this Crash Course video!

And this one:

You MIGHT find that the topic has something to do with trade. And religions.  So.

Now.  On to today’s homework: after reading the above Mongol documents thoroughly and discussing them in your groups today, please respond to the following prompt on a separate sheet of paper (YOU DO NOT NEED TO DO BLOG COMMENTS THIS TIME):

Were the Mongols a beneficial force for Eurasia during the Post-Classical era?  Why or why not?  Provide five reasons– supported by evidence from your readings– to justify your answer.

Happy mongol-ing, and I’ll see you tomorrow!

 

Homework: Ibn Battuta in Mali

First things first: remember that if you have not signed up for your AP exams, tonight is your last chance before the deadline.  Please go to the North Cobb TotalRegistration portal in order to sign up now! 

Everybody good?  Good.

As to your homework tonight, please thoroughly read and annotate Ibn Battuta’s account of his travels in Mali– if you’ve lost your copy, you’ll find a digital version on the Unit Three materials page.

Ignore the questions at the bottom of page 64 (I’ve marked through them on your copy)– instead, I want you to focus on the discussion points below.  One point of caution, however: as you respond to these point, you are to avoid using the words ‘bias‘ or ‘biased.’  Those words don’t exist in AP World History.  Find another, more precise way of explaining what you mean.

1. What does Ibn Battuta find admirable about the people of Mali?

2. Many of Ibn Battuta’s concerns regarding Mali involve the freedoms and behaviors of women.  What do Ibn Battuta’s responses suggest about his cultural and social background?  Is Battuta’s reaction surprising, given his personal background?

3. Is Ibn Battuta’s account useful as a source when studying Mali?  What are the problems inherent in using texts written by people who are from outside of the culture about which they are writing?  What are the problems in relying ONLY on sources drawn from within a culture?

Normal commenting rules apply: one good comment that answer the question will receive a maximum of 95%, and a comment to a colleague’s post will result in a maximum of 100%.

We’ll be working heavily on analyzing primary sources over the next several weeks, so you can expect us to spend a good chunk  of time working on reading texts for content, evidence, and perspective.

 

Relevant Unit Three Dates and Reminders

Off we go, into the post-classical period!  Over the next month, we’ll be talking about the rise of Islam and the caliphates, the development of sub-Saharan kingdoms and empires, aristocratic culture in Heian Japan, the persistence of Rome in the Byzantine empire, the birth of Russia, the growth of American empires like the Aztec and Inca, the conquest of– wait for it!— the Mongols over much of Eurasia, feudalism in Western Europe, and the spread of the Black Death.

Thus, as you might imagine, there’s a fair bit of reading for this unit.  You should get started on it tonight.  (Remember, the Unit Three Reading Guide is always available for download on the Unit Three resource page if you’ve lost yours.)

Here are the dates you need to keep in mind for this unit:

  • In-Class Comparative Essay (Friday, February 12th
  • Unit Three Vocabulary Assignment (Tuesday, February 23rd)
  • Unit Three Reading Quiz (Tuesday, February 23rd)
  • Film Review Due (Thursday, February 25th)
  • In-Class DBQ Essay (Monday, February 29th)
  • Unit Three Test (Tuesday, March 1st)

Also, don’t forget that you need to register for your AP exams by February 4th; please use the North Cobb TotalRegistration portal in order to sign up online!

On to Unit Three!

All right, my lovelies– that’s two units down, and four to go!  Enjoy your weekend; we’re supposed to have some fabulous weather, so go on some hikes, catch a movie with friends, read a book for fun, sleep in a little, and get caught up in your other classes.  If you have time, you might go ahead and download the Unit Three Reading Guide on the Unit Three resource page to check out your vocabulary and reading assignment for this unit, but I’ll also hand out a hard copy of everything on Monday.

Couple of things before you disappear off into the ether for the weekend:

  1. Have you registered for your AP exams yet?  No?  Well, the deadline is coming up on February 4th, so you’d better get a move-on.  Remember, we do all registration online at the North Cobb TotalRegistration portal, so click on that link and sign up!
  2. You’ll have an opportunity for an additional assignment in your Essay/Project category coming up this unit.  It’ll be a film review.  Don’t get so excited; you don’t get to pick any film you like.  I’ll pick five, you choose one.  And they’re going to be weird, so prepare yourself.

And thank you for being so understanding this week, guys– I was feeling pretty rough during most of it, and it’s good to know that you’ll play along even when things aren’t going 100% smoothly.

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!

Post-Classical China and Dehydrated Essays

Classwork for Friday, September 11th:

Using your textbook, the Southernization article from yesterday, and the PowerPoint on Post-Classical China, please complete the charts you received in class today on the Sui, Tang, Song, and Yuan dynasties.  (If you have lost the charts, you may download a new copy here: Post-Classical China Charts.)

If you do not finish your work on Post-Classical China today during class, you will need to complete it for homework this weekend, in addition to the assignment below.


Homework for Friday, September 11th:

This weekend, you are to complete the following assignment as practice for your upcoming in-class comparative essay on Wednesday, September 16th.  You should have received your first comparative essay back in class today– please use  it as a guide to help you determine what areas you need to work on for this assignment.

On a six by four inch index card (like the one you got today in class), you will write a “dehydrated essay.”  That is, you will respond to the comparative essay prompt below in an abbreviated form.

On the front of your index card, please write your thesis statement.  Put your name in the bottom right hand corner of the card.  It should look like this:

wpid-20150910_152938.jpg

On the back of the index card, you will will create a 3 by 3 grid.  Here’s how it should look:

wpid-20150910_152951.jpg

The first row of the grid will be where you will identify the direct comparisons of similarities and differences which you would address in a full essay.  You need to write your direct comparison as a complete sentence.

The second row of the grid is where you should write three specific pieces of evidence you could use to support each direct comparison.  Bullet points are fine for this part.

The third row of the grid is where you will write an analysis (a statement explaining WHY or HOW a direct comparison exists) of the direct comparison in each column.  This should be a complete sentence.

Your essay prompt is as follows:

Compare and contrast the religious and cultural transformations of the post-Classical age in TWO of the following regions:

  • East Asia
  • Southeast Asia
  • South Asia

You may use your textbook, notes, and all other (academic) sources in order to complete your dehydrated essay.  We will be using these cards on Monday for an activity in class, so PLEASE make sure you have yours completed, or else things will be slightly awkward.