Layton High School AP World History Syllabus

COURSE OVERVIEW: AP World History is an academic, yearlong course with an emphasis on non-western history. This course examines the history of human experience from a global perspective, tracing the development of human societies from hunting-gathering groups and early agricultural into major civilizations and other complex societies. Special attention will be given to those transformations which have produced new modes of organizing human life. Often history classes in America focus on western culture, but European and American history only account for about 30% of this course and the AP test. The goal of this course is to introduce students to a college-like atmosphere. Students will be expected to prepare for class through reading of course material and analytical writing. They will also have an opportunity to take the AP Exam in the spring for a chance to earn college credit. INSTRUCTOR: Aaron Bell RM 263 (Office Hours: M-F: 12:50-2:20 PM.) 801-402-4947 abell@dsdmail.net Email is usually the best way to contact me. I will, unless extenuating circumstances emerge, use email to correspond with students and parents. I ask that both students AND parents please go online to my webpage regularly in order to stay up to date on alerts and information about the AP test and assignments. Parents wishing to meet with me in person may call and schedule an appointment. COURSE WEBPAGE: http://www.davis.k12.ut.us//Domain/8198 This website will be used extensively throughout the year. Students (and parents) are strongly encouraged to visit the site regularly. Homework assignments, exam dates, lecture notes, and other important information are posted on this site for student and parent convenience. REQUIRED COURSE MATERIALS: Students will need to purchase the following items: - 3 Ring Binder (at least 2 inches) with paper and dividing tabs OR 3 subject notebook - Writing utensils (blue or black pens AND pencils) and index cards - File folders. Textbooks will be issued by the instructor. Students are financially responsible for any lost or damaged books. Textbooks and Supplemental Texts:

Archer Christon I. ed., World History of Warfare. Omaha: University of Nebraska Press, 2002. Bulliet, Richard W., Crossley, Pamela K., Headrick, Daniel R., Hirsch, Steven W., Johnson, Lyman L., and Northrup, David. The Earth and Its People: A Global History, 7th AP Edition. Houghton Mifflin Company: Boston, Mass. 2011. McNeill, John Robert and William Hardy McNeill. The Human Web: A Bird's-eye View of World History. New York: W.W. Norton Company, 2003. Woolf Daniel. A Global History of History. Cambridge: University of Cambridge Press, 2011. SUGGESTED STUDY GUIDE: ******* Although it is not required, students are highly encouraged to purchase a copy of Princeton Review’s Cracking the AP Exam for AP World History. This is a comprehensive study guide that contains useful study tips, simplified reviews of each Period, and practice exam questions. It is well worth the money! AP EXAM Students taking AP classes have an opportunity to earn college credit in addition to high school credit. This is accomplished by taking the AP Exam at the end of the course. The exams are scored on a scale of 1 to 5. Should students score a 3 or higher on this exam, they will earn college credit. The AP Exam for World History is divided into TWO sections: Section 1: Multiple Choice 70 questions- 55 minutes Section 2: Essays (must be written in blue or black ink) Three Essays (DBQ, CCOT, Comparative) - 130 minutes The AP exam is administered on May 12th, and students will receive their results in July. The exam costs $91. Study sessions will be held throughout the year to help prepare students for Period Exams as well as the AP Exam. Students are encouraged to attend study sessions as they are excellent opportunity to receive extra help from the instructor. Success in AP requires that students work hard, take the initiative, and take advantage of every study that presents itself. THEMES: Throughout the course, we will use the following themes to identify the broad patterns and processes that help to explain change and continuity over time. 1. Interaction between humans and the environment 2. Development and interaction of cultures 3. State-building, expansion, and conflict 4. Creation, expansion, and interaction of economic systems 5. Development and transformation of social structures Each theme will be taught in the following ways:

Interaction between humans and the environment 1. Demography and Disease 2. Migration 3. Patterns of Settlement 4. Technology Development and interaction of cultures 1. Religions 2. Belief Systems, philosophies, and ideologies 3. Science and Technology 4. The arts and architecture State-building, expansion and conflict 1. Political Structures and forms of governance 2. Empires 3. Nations and nationalism 4. Revolts and revolutions 5. Regional, transregional, and global structures and organizations Creation, expansion, and interaction of economic systems 1. Agricultural and pastoral production 2. Trade and Commerce 3. Labor Systems 4. Industrialization 5. Capitalism and socialism Development and transformation of social structures 1. Gender roles and relations 2. Family and kinship 3. Racial and ethnic constructions 4. Social and economic classes COURSE OUTLINE: The AP World History course will be organized in the following manner. Each Period will be organized so as to highlight global trends- NOT just those things that were happening in Europe! Period I-Foundations Rise of Agricultural Civilizations and the Classical Period (8000 BCE-600 CE) Period II- The Post Classical Era (600-1450) Period III- The World Shrinks (1450-1750) Period IV- Industrialization and Western Global Hegemony (1750-1914) Period V- The 20th Century in World History (1900-Present)

*****Grades will be weighted in the following fashion:

40% = ASSESSMENT: Quizzes: - Students will take multiple quizzes over material covered in class. Some may be pre-

assessments designed to assess the students’ comprehension of reading before we go over the material in class. Or, the quizzes may be administered after notes to assess student understanding of the lecture.

- Students who miss due to an excused absence will be given 5 days by which to make up the quiz. Makeup quizzes will be administered BEFORE or AFTER school. Students should schedule a makeup time with the course instructor.

Tests: - Unit tests will be given at the end of each Period of study - Tests are comprehensive and will cover all material studied up to that point, including

previous Periods of study. For example, the Period 2 test assesses material from both Period 1 and Period 2.

- Tests will have 70 multiple choice questions and students will have 45 minutes to complete the test. Extra time will NOT be given to students who fail to finish.

- Incorrect answers are penalized on the AP Exam, and I have designed this course to give students practice in all aspects of the exam, including the less desirable ones.

- Students who miss a test will need to make arrangements to make it up BEFORE or AFTER school. No makeup exams will be administered during the school day.

Explanations: ***Extra Credit Opportunity*** - Students have the option of writing explanations for questions missed on quizzes and tests.

Explanations give students an opportunity to earn back half of the points they missed on the test or quiz. For example, if a test question is valued at 4 points, students will earn back 2 of those points by writing explanations.

- Explanations are due 5 days after the test has been returned to the student. Explanations not turned in by the end of the 5th day will not receive credit.

- To earn credit, explanations must accurately and thoroughly explain why each of the multiple choice options is either right or wrong. Any explanations that do not thoroughly explain EACH option will not receive credit.

60% = Homework, Daily Assignments, and Essays Homework - Students will have regular homework assignments. Students are reminded to check the

website for due dates. - Reading Quizzes. Students will be expected to read the textbook/assigned reading before

the class period. Students should create Outlines of their reading. Every three class periods we will have a reading quiz. Students that have created an outline will be able to use their notes on the reading quizzes.

- I will NOT accept late work unless extenuating circumstances persist. Students who fail to complete an assignment by the specified date will receive a ZERO for that assignment.

- It’s imperative that students read each chapter in the text. Students will also be expected to read a variety of primary documents and analyze them.

- Document Analysis: when analyzing primary sources, students should use the following format.

APPARTS will be the criteria used for analyzing primary sources.

Author-Who created the source, and what is his/her point of view? Place and Time- Where and when was the source created? How does this affect the

meaning of the source? Prior Knowledge- What information did you bring to this source? What do you already

know that will help you understand the source? Audience- For whom was the source created? How does this affect the source? Reason- At the time it was created, for what purpose was the source created? The Main Idea- What is the central point the source is trying to make? What does it

say—literally? Personally? Universally? (To the individual interpreting, most documents have three meanings: Literal, Personal and Universal).

Significance- Why is the source important to what you are studying or the way you want to use it? - ALL homework assignments MUST be written in complete sentences and organized into

paragraphs unless otherwise noted by instructor. Failure to adhere to this guideline will result in penalty to the grade for that assignment.

Daily Grades - Daily grades will be assigned for a variety of activities conducted in class. - DHQs (Daily History Questions) and Vocabulary words will be posted on the board every

day, and students will be expected to answer them after the bell rings. The DHQs and Vocabulary words allow us to better understand historical terms and practice AP-style multiple choice questions every day.

- Students must copy the question from the board and take notes as we go over the DHQs and vocabulary words.

- DHQs and Vocabulary words will be collected every other Friday. Should a student miss a day, he or she should ask a friend for that day’s DHQ and vocabulary. I do not give credit for writing “I was absent.”

- If a student is absent on the day I collect DHQs and Vocabulary, he or she should turn it in on the day they return to school. I will not run students down and ask them for the work. It is the student’s responsibility to make sure they complete the work and turn the assignment in.

Free Response Essays

Essays: - Students will write numerous essays throughout the course. Some essays will be

sent home for completion, while others will be administered in class under time constraints. Students will be taught how to set up AP style essays and how to do well on the AP essay section of the exam. In general, I will emphasize writing clear and concise as well as how to have detailed topic sentences, and strong thesis statements with supporting points. Practice makes perfect, and we will write a lot in this class. Ultimately, when you take your AP test there is a Rubric which all graders use. We will

constantly be going over these rubric points in class. Each essay will be graded using the AP approved rubric:

- Copies of the essay rubrics as well as the grading scale for the essays

can be accessed on my webpage. - There will be three types of essays administered: the Comparative, the

Change/Continuity Over Time, and the Document Based Question - Some of these Essays will be attached to the Period Tests, while others will be given at

designated times during the year.

GRADING

EXPECTATIONS FOR OUT OF CLASS WORK: Students taking this course are advised that the workload is much greater than that of a standard high school history course. As such, students will have regular homework assignments. Successful completion of the course will require completion of out of class reading and other assignments. Students are once again reminded to regularly check the webpage for homework assignments and due dates. YOU MUST READ THE TEXTBOOK ZEROS POLICY: Because completion of work is essential to success in this course, students who habitually earn zeros will be in danger of failing. Therefore, the teacher reserves the right to contact a parent and notify them of their child’s lack of progress. I may also refer this child to the guidance office for further intervention. WRITING COMPONENT: This is an intensive course and students will be expected to engage in various forms of analytical and historical writing. Not only does this writing allow students to process and demonstrate what they have learned, but it also serves as valuable practice for the AP Exam.

Letter grades are determined by the following percentage scale:

94-100 = A 80-82 = B- 67-69 = D+

90-93 = A- 77-79 = C+ 63-66 = D

87-89 = B+ 73-76 = C 60-62 = D-

83-86 = B 70-72 = C- Below 60 = F

Each Period will include at least one DBQ, one CCOT, and one Comparison essay. The instructor may assign other writing assignments as he/she deems necessary throughout the course. MOVIES: Due to time constraints, I will NOT be showing full-length feature films in class. However, I do believe such films can sometimes be of value, so I will be showing relevant film clips in order to provide visual representation of historical events. Parents will be notified if a movie which is not on the district list is going to be shown in class, and students will not be forced or penalized for refusing to watch. ATTENDANCE POLICY: Students have up to five school days to make up assignments and/ or tests due to an excused absence. Work may be made up before or after school and must be scheduled with the course instructor. Students MAY NOT make up a test or quiz during school hours. Students should refer to the homework page on the course website for information about missed homework assignments. LATE GRADE POLICY: Assignments that are not turned in on the due date will NOT receive credit. In addition, failure to make up assignments and/or tests within five days of an excused absence will result in a zero for that particular item. PLAGIARISM/ACADEMIC DISHONESTY POLICY: Plagiarism and academic dishonesty are serious offenses. The academic work of a student is expected to be his/her own effort. Students must give the author(s) credit for any source material used. To represent ideas or interpretations taken from a source without giving credit is a flagrant act. To present a borrowed passage after having changed a few words, even if the source is cited, is also plagiarism. Students who commit any act of academic dishonesty (i.e.-students who are caught cheating on an assessment) will receive a failing grade in that portion of the course work. Acts of academic dishonesty will be reported to the administration. Sincerely, Aaron Bell Student Signature ____________________________________ Date_______ Parent Signature______________________________________ Date_______

***************This schedule is subject to change*******************

AP World History Syllabus 2014-2015

Date Lesson & Assignments

August 24/25

Period: Introduction to AP World History Objective: Students will learn about the concepts of AP World History In class: (1) Introduction to AP World and to the syllabus (2) explanation of class expectations (3) discussion of four historical thinking skills (4) introduction to textbook - Bulliet, Richard et all, The Earth and Its Peoples: A Global History; 2011 (AP 5thEdition) (5)Students will consider the five AP themes and how we use them in this class:

1. Interaction Between Humans and the Environment 2. Developmental and Interaction of Cultures 3. State-Building, Expansion, and Conflict 4. Creation, Expansion, and Interaction of Economic Systems 5. Development and Transformation of Social Structure

Homework: Read Bulliet: pages xxiv-xxv, “Organization” only. Rewrite this section in very simple language. You must include all of the information provided in the passage but your version should be written so an 8 year old could totally understand.

August 26/27

Period: I-Technological and Environmental Transformations to c. 600 B.C.E. Key Concept 1.1 & Key Concept 1.2—Big Geography and the Peopling of the Earth. The Neolithic Revolution and Early Agricultural Societies: Objective: Students will learn about the archeological evidence which indicates that during the Paleolithic era, hunting-foraging bands of humans gradually migrated from their origin in East Africa to Eurasia, Australia, and the Americas, adapting their technology and cultures to new climate regions. Students will look at the discipline of Archeology by reading an excerpt from The Archaeology of V. Gordon Childe: Contemporary Perspectives edited by David R. Harris. They will then answer a worksheet on how Archeologist and historians work hand in hand. Class Assignment: 1. Pre assessment on World history, 2. PowerPoint on The Paleolithic and Neolithic Era, includes: (a) culture (b) hunters and gatherers (c) human use of fire (d) stone tools 3. Articles from Dartmouth on how to read a textbook. Homework: ~Read text: The Earth and Its Peoples, pgs. 6-19, define

vocabulary words while reading. Watch video on crash course on World history, write a response

August28/31 Period: I-Technological and Environmental Transformations to c. 600 B.C.E. Key Concept 1.2—The Neolithic Revolution and Early Agricultural Societies Objective: Students will learn: - Beginning about 10,000 years ago, the Neolithic Revolution led to

the development of new and more complex economic and social systems.

- Agriculture and pastoralism began to transform human societies. Class Assignment: Students will be given a PowerPoint presentation on: (a) animal veneration (b) Shamanism (c) art (d) clothing and societal lifestyles (e) pastoralism (f) agricultural revolutions. Class Assignment: Students will be given a Comparison Chart on the difference between the Paleolithic and Neolithic age Homework: ~Readings: The Epic of Gilgamesh & Herodotus-The Histories. Students will need to consider and answer questions on how narratives can be both a beneficial and misleading source for historians. ~Using pgs. 10, 14, 17, 25, 43, & 59 of the textbook identify the following on the world map:

1. Five major early civilizations 2. Major river systems in which they originated 3. Major oceans which border each 4. Major mountain, desert, and grassland ecosystems that

protect each 5. Major agricultural good and natural resource that is produced

near each region ~Read textbook pgs 20 -34Definevocabulary words

September 1/2

Period: I-Technological and Environmental Transformations to c. 600 B.C.E. Key Concept 1.3—The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies Objective: Students will learn: - Core and foundational civilizations developed in a variety of geographical and environmental settings where agriculture flourished - The first states emerged within core civilizations. - Culture played a significant role in unifying states through laws.

language, literature, religion, myths, and monumental art.

Class Assignment:Students will be given a PowerPoint presentation on: (1) city-state government (2) territorial expansion (3) empire building (4) new weaponry (5) architecture and urban planning (6) socio-economic class systems (7) systems of record keeping (8) new religious beliefs (9) trade and cultural diffusion (10) social and gender hierarchies Class Assignment: Students will learn about DBQs and write a quick practice on the Hammurabi Code, due at the end of class. Homework: ~Read The Earth and Its Peoples, pgs. 40-47 & 54-64, Define vocabulary words in your own words while Reading.

~Answer the compare and contrast questions after reading excerpts from the Book of the Dead and The Gilgamesh Epic

~Students will read Shu Jing-“The Mandate of Heaven” and answer questions pertaining to religion and power

September 3/4

Period: I-Technological and Environmental Transformations to c. 600 B.C.E. Key Concept 2.1—The Development and Codification of Religious and Cultural Traditions Objective: Students will learn: - Codifications and further developments of existing

religioustraditions provided a bond among the people and an ethical code to live by. New belief systems and cultural traditions emerged and spread,

often asserting universal truths. - Belief systems affected gender roles. Buddhism and

Christianityencouraged monastic life and Confucianism emphasized filial piety.

- Other religious and cultural traditions continued parallel to thecodified, written belief systems in core civilizations.

Class Assignment: Students will be separated into groups where each group will have to prepare a PowerPoint presentation to the students on the following topics: (1) Early China geography (2) The Shang Period (3) the Zhou Period (4) Confucianism, Daoism, & Chinese society (5) Nubia (6) The Kingdom of Meroe Text: The Earth and Its Peoples, pgs. 40-54& 114-116 Supplemental Readings: Homework: ~ReadThe Earth and Its Peoples, pgs. 69-84, Define vocabulary words in your own words while reading. ~Students will readHymn to the Nile, c. 2100 BCE ~Students will look at UCLA’s digital cuneiform library, and they will need to answer questions about its importance and the bigger picture about written text.

September 8/9

Period: I-Technological and Environmental Transformations to c. 600 B.C.E. Key Concept 2.1—The Development and Codification of Religious and Cultural Traditions Objective: Students will learn: - Codifications and further developments of existing

religioustraditions provided a bond among the people and an ethical code to live by.

- New belief systems and cultural traditions emerged and spread, often asserting universal truths.

- Other religious and cultural traditions continued parallel to thecodified, written belief systems in core civilizations.

Class Assignment: Students will each have 10 minutes to present their materials for students to take notes on and learn about. Students will be graded by a rubric.

Class Assignment: Students will demonstrate their knowledge of:New Religious Traditions of the Ancient Civilizations by completing an assignment on the Use of Religion Supplemental Readings: Tacitus-“Nero’s Persecution of the Christians” & Map of the Roman Empire Class Assignment/Homework: Comparative Essay #1 Choose one of the following prompts, fill out the planning chart and write the essay:

Discuss the religious and political similarities and differences between TWO of the following ancient civilizations: (a) Egypt (b) Mesopotamia (c) China (d) the Indus River Valley (e) Mesoamerica (f) Europe

Homework: ~Read The Earth and Its Peoples, pgs. 84-98 and Define vocabulary in your own words ~Students will take home their writing assignment and turn it in next time

September 10/11

Period I-Technological and Environmental Transformations to c. 600 B.C.E. Key Concept 1.1 – 2.3 Objective: Students will demonstrate their knowledge: Of the past two chapters in Bulliet’s book by preparing for test on the early period in World history. Class Assignment:Students will each have 35 minutes to fill out their review sheet for the test which will be given on Monday & Tuesday Class Assignment: Students will demonstrate their knowledge by playing the “Bump Game” which helps develop learning among peers. Homework: Students will be expected to study for their test for next week

September 14/15

Period I-Technological and Environmental Transformations to c. 600 B.C.E. Key Concept 1.1 – 2.3 Objective: Students will demonstrate their knowledge: Of the past two chapters in Bulliet’s book by completing a test on the early period in World history. The test will consist of Multiple Choice and Essay – Dues at the end of class.

Text: The Earth and Its Peoples, pgs. 20-98 Homework: ~Students will watch a Crash Course on WH video and write a summary response, due next class time.

September 16/17

Period I-Technological and Environmental Transformations to c. 600 B.C.E. Key Concept 2.1—The Development and Codification of Religious and Cultural Traditions & Key Concept 2.2—The Development of States and Empires Objective: Students will learn: Codifications and further developments of existing religious traditions provided a bond among the people and an ethical code to live by. Class Assignment: Students will be given a PowerPoint presentation and take notes on: (1) Western Asia (2) New Kingdom Egypt (3) Commerce and Communication (4) The Aegean World, 2000-1100 B.C.E. A. Minoan Crete (5) Mycenaean Greece (6) The Fall of Late Bronze Age Civilizations Text: The Earth and Its Peoples, pgs. 76-80, 116-124, & 125-127 ~Homework: Students will use pg. 71 to complete a timeline of the different events of chp 3.

September 18/21

Period I-Technological and Environmental Transformations to c. 600 B.C.E. Objective: Students will learn: About the rise of the Assyrian Empire and its expansion into the world. Key Concept 2.1—The Development and Codification of Religious and Cultural Traditions &Key Concept 2.2—The Development of States and Empires Class Assignment: Students will read together as a class and take notes on: (1) The Assyrian Empire, 911-612 B.C.E. (2) Conquest and Control (3) Assyrian Society and Culture. (4) Israel, 2000-500 B.C.E.(5) Origins, Exodus, and Settlement (6) Rise of the Monarchy (7) Fragmentation and Dispersal (8) Phoenicia and the Mediterranean, 1200-500 B.C.E. (9)The Phoenician City-States (10)Expansion to the Mediterranean (11) Carthage’s Commercial Empire (12)War and Religion (13) Failure

and Transformation, 750-550 B.C.E. Homework: ~Read The Earth and Its Peoples, pgs. 108-124, Define vocabulary words in your own words while Reading. ~Readings: Thucydides-“Pericles Funeral Oration” ~Compare the Greek civilization and Persian Civilization while reading using Venn diagram

September 22/23

Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Objective: Students will learn: As states and empires increased in size and contacts between regions multiplied, religious and cultural systems were transformed. Key Concept 2.1—The Development and Codification of Religious and Cultural Traditions &Key Concept 2.2—The Development of States and Empires Class Assignment: Students will be given two handouts to work on throughout the day on:

(1) The Apologia and Gathas sources (2) Venn Diagram on the Persians and Greeks.

Homework: ~ Skim and take notes on prior chapters in their book

September 24/25

Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Objective: Students will learn: As states and empires increased in size and contacts between regions multiplied, religious and cultural systems were transformed. Key Concept 2.1—The Development and Codification of Religious and Cultural Traditions & Key Concept 2.2—The Development of States and Empires Class Assignment: Students will be given a PowerPoint Presentation on: (1)The association of monotheism with Judaism (2) The Rise of the Greeks, 100-500 B.C.E. (3) The Emergence of the Polis (4) New Intellectual Currents.(5) Athens and Sparta(6) New Intellectual Currents (7) Athens and Sparta (8) The Struggle of Persia and Greece 9)The Hellenistic Synthesis

Homework: ~Read The Earth and Its Peoples, pgs. 125-135, define vocabulary words in your own words while reading. ~Watch World History Crash Course #5 – Persia and Greece: http://www.youtube.com/watch?v=Q-mkVSasZIM Fill in the Video notes while watching the film

Sept. 28/29 Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Objective: Students will learn: As states and empires increased in size and contacts between regions multiplied, religious and cultural systems were transformed. Key Concept 2.1—The Development and Codification of Religious and Cultural Traditions &Key Concept 2.2—The Development of States and Empires Class Assignment: Students will be given a PowerPoint Presentation on:

(1) Athens and Sparta(2) New Intellectual Currents (3) Athens and Sparta (4) The Struggle of Persia and Greece (5)The Hellenistic Synthesis (6) How to write a comparative essay

Class Assignment: Students will be given multiple handouts on how to write comparative essay and we will go over them as a class Homework: - Read The Earth and Its Peoples, pgs. 125-135, Define vocabulary words in your own words while Reading. Comparative Essay

1. Compare and contrast the cultural elements (art, religion, philosophies) of the Persian civilization with those of the Greek civilization from the beginning of the Classical Age through the Hellenistic period. Make sure that you evaluate the effects of the elements on these civilizations.

September 30/October1

Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Objective: Students will learn: As states and empires increased in size and contacts between regions multiplied, religious and cultural systems were transformed. Key Concept 2.0 - 2.2—The Development of States and Empires

Class Assignment: Students will finish a PowerPoint Presentation on: (1)The Hellenistic Synthesis (2) How to write a comparative essay Class Assignment: Students will be given a review sheet where they will prepare for a test on Bulliet’s book. Text: The Earth and Its Peoples, pgs. 76-135 Homework: - Continue working on Compare and Contrast essay

Study for test

October 2/5 Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Objective: Students will learn: As states and empires increased in size and contacts between regions multiplied, religious and cultural systems were transformed. Key Concept 2.0 - 2.2—The Development of States and Empires Class Assignment: Students will play a cooperative learning game which will help them review for the test. The game, called “the Bump Game,” will help foster group comradely while helping them prepare for the test Text: The Earth and Its Peoples, pgs. 76-135 Homework: - Be prepared for the test, and have the FINAL DRAFT of the comparative Essay completed.

October 6/7 Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Objective: Students will learn: As states and empires increased in size and contacts between regions multiplied, religious and cultural systems were transformed. Key Concept 2.0 - 2.2—The Development of States and Empires Class Assignment: Students will be given their assessment on Chapter 3 and 4 of Bulliet’s book. Dues at the end of class. Text: The Earth and Its Peoples, pgs. 76-135

Homework: ~Read Textbook 140 – 156, and define vocabulary words in your own words while reading. ~Use page 144 to complete map questions handout

October 8/9 Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Objective: Students will learn: As states and empires increased in size and contacts between regions multiplied, religious and cultural systems were transformed. Key Concept 2.0 - 2.2—The Development of States and Empires Class Assignment: Students will watch a film on the establishment of the Roman Empire and how they were able to rise up to became a vast empire. They must write 30 facts during the film Class Assignment: Students will be interviewed on their progress in the class and how their essays are progressing. Homework: ~Read The Earth and Its Peoples, pgs. 140-56, Define vocabulary words in your own words while Reading. ~Students will read Thucydides, Pericles' Funeral Oration and answer questions about Greek and Roman culture

October 12/13

Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Objective: Students will learn: As states and empires increased in size and contacts between regions multiplied, religious and cultural systems were transformed. Key Concept 2.2—The Development of States and Empires Class Assignment: Students will be given a PowerPoint on Rome’s Mediterranean Empire, covering the following concepts: (1) Republic of Farmers(2) Expansion in Italy and the Mediterranean (3) Failure of the Republic Class Assignment: Students will be expected to fill out a timeline of major Roman events Homework: ~Read The Earth and Its Peoples, pgs. 157-67, Define vocabulary words in your own words while

reading. ~Complete the comparison chart between the Roman Republic and the Roman Empire

October 14/19

Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Objective: Students will learn: As states and empires increased in size and contacts between regions multiplied, religious and cultural systems were transformed. Key Concept 2.2—The Development of States and Empires Class Assignment: Students will be given a PowerPoint on Rome’s Mediterranean Empire, covering the following concepts (1) The Roman Principate (2)An Urban Empire (3) The Rise of Christianity (4) Byzantines and Germans Class Assignment: Students will complete an assignment as they consider the importance of the Punic Wars by completing a reading and analyzing activity Homework: Students will fill out DBQ aid on the Fall of the Roman Empire

October 20/21

Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Objective: Students will learn: As states and empires increased in size and contacts between regions multiplied, religious and cultural systems were transformed. Key Concept 2.2—Imperial governments projected military power over larger areas using a variety of techniques. Class Assignment: Students will work in groups to fill out a chart on the Han Empire. Students will be expected to complete the assignment by the end of class Class Assignment: Students will be given a handout on the DBQ which they will complete on the fall of the Roman Empire. Students will work at home and complete the essay by next week. Text: The Earth and Its Peoples, pgs. 140-56 Homework: ~ Students will work on their DBQs and their charts

October Period II - Organization and Reorganization of Human

22/23 Societies, c. 600 B.C.E. to c. 600 C.E. Objective: Students will learn: As states and empires increased in size and contacts between regions multiplied, religious and cultural systems were transformed. Key Concept 2.2—Empires and states developed new techniques of imperial administration based, in part, on the success of earlier political forms. Class Assignment: Students will go down to the computer lab in order to complete some online information on Chapter five and the Han Dynasty. Students will be shown the website that is connected to the book in order to help them with their information Homework: - Read The Earth and Its Peoples, pgs. 174-90, define vocabulary words in your own words while reading. Have draft ready for the DBQ to turn in for Peer reviews

October 26/27

Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Key Concept 2.3. Emergence of Trans-regional Networks of Communication and Exchange Objective: Students will learn: With the organization of large-scale empires, the volume of long-distance trade increased dramatically. Much of this trade resulted from the demand for raw materials and luxury goods. Land and water routes linked many regions of the Eastern Hemisphere Class Assignment: Students will be given a Power Point on the origin of India and Southeast Asia, covering the following concepts (1) The Indus Valley Civilization (2) Foundations of Indian Civilization (3) The Rise of Hinduism (4) Indian Imperial Expansion and Collapse (5) Southeast Asia, 50-1025 C.E. Homework: ~Read The Earth and Its Peoples, pgs. 201-220, ~Define vocabulary words in your own words while reading. ~Complete primary sources assignment comparing the “Rig Veda and “Vikrama's Adventures” ~Peer review DBQ on the Fall of Rome turned back

October 28/29

Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Key Concept 2.3. Emergence of Trans-regional Networks of Communication and Exchange Objective: Students will learn: Alongside the trade in goods, the exchange of people, technology, religious and cultural beliefs, food crops, domesticated animals, and disease pathogens developed across far-flung networks of communication and exchange. Class Assignment: Students will complete a compare and contrast chart on the Gupta and Mauryan empires where they will analyze the social, political, economic and military differences between the empires Homework: Final Draft on DBQ on the Fall of Rome due by 2:30

Date Lesson & Assignments

November2/3 Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Key Concept 2.3. Emergence of Trans-regional Networks of Communication and Exchange Objective: Students will learn: With the organization of large-scale empires, the volume of long-distance trade increased dramatically. Much of this trade resulted from the demand for raw materials and luxury goods. Land and water routes linked many regions of the Eastern Hemisphere Class Assignment: Students will prepare for a test on the Roman Empire and India and Southeast Asia Text: The Earth and Its Peoples, pgs. 174-93 Homework: Students will review their chapters in the textbook

November 4/5 Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.

Key Concept 2.3. Emergence of Trans-regional Networks of Communication and Exchange Objective: Students will learn: With the organization of large-scale empires, the volume of long-distance trade increased dramatically. Much of this trade resulted from the demand for raw materials and luxury goods. Land and water routes linked many regions of the Eastern Hemisphere Class Assignment: Students will be given their DBQs back and we will go over how to write a CCOT essay for the test. Students will be given examples on how to write a CCOT and past AP examples of students who have scored well on the exams. Homework: Prepare for Test

November 6/9 Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Key Concept 2.3. Emergence of Trans-regional Networks of Communication and Exchange Objective: Students will learn: With the organization of large-scale empires, the volume of long-distance trade increased dramatically. Much of this trade resulted from the demand for raw materials and luxury goods. Land and water routes linked many regions of the Eastern Hemisphere Class Assignment: Students will take their assessment on Chapter 5, 6 and 7. Covering the Roman Empire to the Silk Road. Students will be expected to work quietly and on their own and finish by the time class ends. Homework: Text: Read pages 227 – 239 and define vocabulary in your own words.

November 10/11 Period III - Regional and Transregional Interactions, c. 600 C.E. to c. 1450 Key Concept 3.2—Continuity and Innovation of State Forms and Their Interactions. Objective: Students will learn: (b.)In some places, new forms of governance emerged, including those

developed in various Islamic states, the Mongol Khanates, city-states, and decentralized government (feudalism) in Europe and Japan. Class Assignment: Students will be given a Power Point on the rise of Islam, including topics on: (1) The origins of Islam(2)Muhammad in Mecca(3) The formation of the Umma(4) The rise and fall of the Caliphate (5) The Islamic Conquests (6) The Umayyad and Early Abbasid Caliphates (7)Political Fragmentation (8) Assault from within and Without Homework: ~Read The Earth and Its Peoples, pgs. 228 -239, define vocabulary words in your own words while Reading. ~ Complete primary sources assignment on the “the Quran” ~Begin working on the chapter 8 study guides

November 12/13

Period III - Regional and Transregional Interactions, c. 600 C.E. to c. 1450 Key Concept 3.2—Continuity and Innovation of State Forms and Their Interactions. Objective: Students will learn: (b.)In some places, new forms of governance emerged, including those developed in various Islamic states, the Mongol Khanates, city-states, and decentralized government (feudalism) in Europe and Japan. Class Assignment: Students will finish Power Point on the rise of Islam, including topics on: (1) Law and Dogma(2)Convert and cities(3) Islam, Women, and Slaves(4) The recentering of Islam (5) Comparative Perspectives (6) Class Assignment: Students will begin their 3x5 Card assignment were they will transfer important data from their study guides to their 3x5 cards

Class Assignment: In order to better understand Islamic and European culture, students will compare and contrast the architecture in the 7th and 8th century, specifically the Great Mosque of Cordoba compared to the Cathedral Basilica of Saint Denis Students will read about the history of each one and write a short answer comparing and contrasting the two. (Component 1b)

Homework: ~Read The Earth and Its Peoples, pgs. 228 -239, define vocabulary words in your own words while reading. ~Work on 3x5 cards for test

November 16/17 Period III - Regional and Transregional Interactions, c. 600 C.E. to c. 1450 Key Concept 3.2-Continuity and Innovation of States Forms and Their Interactions Objective: Students will learn: In some places, new forms of governance emerged, including those developed in various Islamic states, the Mongol Khanates, city-states, and decentralized government (feudalism) in Europe and Japan Class Assignment: Students will be reminded and retaught the value of a strong thesis statement and topic sentences by participating in a writing activity. Class Assignment: Students will begin a Power Point on the Christian Societies in Europe,600-1200 including topics on: (1) An Empire Beleaguered (Byzantine)(2)Societs and Urban Life (3) A time of insecurity(4) A self-sufficient economy(5) Comparative Perspectives (6) Early medieval Society in the West (7) The Politics of the Church (8) Monasticism Text: The Earth and Its Peoples, pgs. 253-263 Homework: ~Read The Earth and Its Peoples, pgs. 263-278, define vocabulary words in your own words while reading. ~Begin working on compare and Contrast essay on the rise of Christianity and the rise of Islam, or the status of women in Arabia and Europe during the middle ages. Rough Drafts due next week.

November 18/19 Period III - Regional and Transregional Interactions, c. 600 C.E. to c. 1450 Key Concept 3.2-Continuity and Innovation of States Forms and Their Interactions Objective: Students will learn:

In some places, new forms of governance emerged, including those developed in various Islamic states, the Mongol Khanates, city-states, and decentralized government (feudalism) in Europe and Japan Class Assignment: Students will finish Power Point on the Christian Societies in Europe,600-1200 including topics on: (1) The Rise of Kieven Russia(2) Society and culture (3) The Role of Technology (4) Cities and rebirth of Trade(5) The Crusades (6) Impact of the Crusades (7) Comparative Perspectives (8) Political and economic distinctions between Europe and Byzantine Class Assignment: Students will be assigned a peer tutor for the Compare and Contrast essay on Islam and Christianity Homework: ~Read The Earth and Its Peoples, pgs. 263-278, define vocabulary words in your own words while Reading.

~Keep working on compare and Contrast essay on the Rise

of Christianity and the rise of Islam, or the status of women

in Arabia and Europe during the middle ages. Rough Drafts due

next week.

November 20/23 Period III - Regional and Transregional Interactions, c. 600 C.E. to c. 1450 Key Concept 3.2-Continuity and Innovation of States Forms and Their Interactions Objective: Students will learn: In some places, new forms of governance emerged, including those developed in various Islamic states, the Mongol Khanates, city-states, and decentralized government (feudalism) in Europe and Japan Class Assignment: Students will complete a compare and contrast assignment based on the differences between Christianity and Islam and Medieval Europe and Arabia. Class Assignment: Students will watch a video on Feudalism in Europe during the Middle Ages. Students will be expected to take notes while watching

Homework: ~Read The Earth and Its Peoples, pgs. 263-278, define vocabulary words in your own words while Reading.

~Keep working on compare and Contrast essay on the Rise

of Christianity and the rise of Islam, or the status of women

November 24/30 Period III - Regional and Transregional Interactions, c. 600 C.E. to c. 1450 Key Concept 3.2-Continuity and Innovation of States Forms and Their Interactions Objective: Students will learn: In some places, new forms of governance emerged, including those developed in various Islamic states, the Mongol Khanates, city-states, and decentralized government (feudalism) in Europe and Japan Class Assignment: The class will gather together and discuss an article that was written by Syracuse Professor James Powell on the Crusades. Students will be expected to participate in the discussion and will be graded based on their notes and discussion. Class Assignment: Students will begin a game to study for the test on the next week on the Middle Ages and Islam. Text: The Earth and Its Peoples, pgs. 263-278 Homework:

~Compare and Contrast essay due next time

~Prepare for the test

December1/2 Period III - Regional and Transregional Interactions, c. 600 C.E. to c. 1450 Key Concept 3.2-Continuity and Innovation of States Forms and Their Interactions Objective: Students will learn: In some places, new forms of governance emerged, including those developed in various Islamic states, the Mongol Khanates, city-states, and decentralized government (feudalism) in Europe and Japan

Class Assignment: Students will take their test on the rise of Islam and the Middle Ages in Europe. Students will be expected to complete the test in a timely manner and there will be a DBQ essay they will have to complete. Homework: ~ Read The Earth and Its Peoples, pgs. 284-303 and define Vocab in your own words.

December 3 /4

Period III - Regional and Transregional Interactions, c. 600 C.E. to c. 1450 Key Concept 3.2-Continuity and Innovation of States Forms and Their Interactions Objective: Students will learn: In some places, new forms of governance emerged, including those developed in various Islamic states, the Mongol Khanates, city-states, and decentralized government (feudalism) in Europe and Japan Class Assignment: Students will make their own PowerPoint or prezi presentations on new kingdoms in East and SE Asia. Students will be expected to follow the guidelines provided by Bulliet, In the Earth and its peoples, in order to present the information to the classroom. Class Assignment: Students will examine the historical causation of the expansion of the Mongol empire by analyzing the multiple causes and effects of the Mongol invasions. First students will read the introduction of, Genghis Khan and the Making of the Modern World, by Jack Weatherford. Then students will read an excerpt from Jonathan Gorman’s, Understanding History: An Introduction to Analytical Philosophy of History, where Gorman explains the methodology behind historical causation. Students will then apply Gorman’s theory to the different causes and effects of the Mongol invasions in written form. Homework: Work on outline for presentations on East Asia

December 7/8

Period III - Regional and Transregional Interactions, c. 600 C.E. to c. 1450 Key Concept 3.2-Continuity and Innovation of States Forms and Their Interactions Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences

Objective: Students will learn: In some places, new forms of governance emerged, including those developed in various Islamic states, the Mongol Khanates, city-states, and decentralized government (feudalism) in Europe and Japan Class Assignment: Students will be chosen randomly to present the information on Chapter 10 to the students. They will be required to present the proper information, discuss the material and encourage students to participate and write down the important information. Homework: ~Read The Earth and Its Peoples, pgs. 284-303 and define Vocab in your own words. ~Prepare to discuss article with written summary response

December 9/10

Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Period III - Regional and Transregional Interactions, c. 600 C.E. to c. 1450 Key Concept 2.2. The Development of States and Empires Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks Objective: Students will learn: The number and size of key states and empires grew dramatically by imposing political Period on areas where previously there had been competing states. Although Afro-Eurasia and the Americas remained separate from one another, this era witnessed a deepening and widening of old and new networks of human interaction within and across regions. The results were unprecedented concentrations of wealth and the intensification of cross-cultural exchanges. Class Assignment: Students will be given a Power Point on America before Spanish contact with topics including: (1) Teotihuacan(2) The Maya (3) The Toltecs (4) The Aztecs(5) Northern People (6) Mound Builders (7) Andean Civilization (8) Moche (10) Tiwanaku and Wari (11) Incas (12) Comparative Perspectives Text: The Earth and Its Peoples, pgs. 263-278

Homework: ~Read The Earth and Its Peoples, pgs. 318-331, define vocabulary words in your own words while reading.

~ Complete Primary assignment on the Chronicles

December 11/14 Period II - Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Period III - Regional and Transregional Interactions, c. 600 C.E. to c. 1450 Key Concept 2.2. The Development of States and Empires Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks Objective: Students will learn: The number and size of key states and empires grew dramatically by imposing political Periody on areas where previously there had been competing states. Although Afro-Eurasia and the Americas remained separate from one another, this era witnessed a deepening and widening of old and new networks of human interaction within and across regions. The results were unprecedented concentrations of wealth and the intensification of cross-cultural exchanges. Class Assignment: Students will finish a Power Point on America before Spanish contact with topics including: (1) Teotihuacan (2) The Maya (3) The Toltecs (4) The Aztecs (5) Northern People (6) Mound Builders (7) Andean Civilization (8) Moche (10) Tiwanaku and Wari (11) Incas (12) Comparative Perspectives Class Assignment: Students will participate in an ancient Mayan game in order to better understand their culture. Homework: ~Read article on Genghis Khan and write a response paper. ~ Complete Primary assignment on the Chronicles

December 15/16 Period III Global Interactions, c. 1450 to c. 1750 Key Concept 4.1. Globalizing Networks of Communication and Exchange Objective: Students will learn: The interconnection of the Eastern and Western hemispheres made possible by transoceanic voyaging marked a key transformation of this period. Technological innovations helped to make transoceanic

connections possible Class Assignment: Students will have guided notes with maps on the following areas: Mali, India, The Swahili Coast & Zimbabwe, Arabia: Aden and Red Sea, SE Asia Malacca Class Assignment: Students will be given prompts dealing with world history and they will need to write a well-established thesis statement. Homework: ~Read The Earth and Its Peoples, pgs. 372 - 394, define vocabulary words in your own words while Reading. ~ Complete Thesis statement assignment

December 17/18 Period III Global Interactions, c. 1450 to c. 1750 Key Concept 4.1. Globalizing Networks of Communication and Exchange Objective: Students will learn: The interconnection of the Eastern and Western hemispheres made possible by transoceanic voyaging marked a key transformation of this period. Technological innovations helped to make transoceanic connections possible Class Assignment: Students will read in The Earth and Its Peoples, pgs. 374-381, 387-389 & 391-394 in order to understand the concept of globalization in Africa and India. Homework: ~Read Summaries at the end of Bulliet’s book, chapters 1-15 ~Complete change and continuity chart up to 1750 ~ Have a fantastic Christmas break – and get ready to come out swinging until the end!!!

January 4/ 5 Period III Global Interactions, c. 1450 to c. 1750 Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences Key Concept 4.1. Globalizing Networks of Communication and Exchange Objective: Students will learn: The interconnection of the Eastern and Western hemispheres made possible by transoceanic voyaging marked a key transformation of this period. Technological innovations helped to make transoceanic connections possible

Class Assignment: Students will be given a PowerPoint on: Tropical Africa and Asia, including (1) fishers and hunters in the African ecosystem (2) the Delhi Sultanate (3) the Islamic empires of Africa (4) the rise and fall of Mali (5) the slave trade Class Assignment: “The Indian Ocean Trading Network”-Students will examine the impact of the trade in tropical Asia and Africa answering questions from a series of bar graphs that depict the impact of trade in different regions: Homework: ~Read The Earth and Its Peoples, pgs. 372 - 384, define vocabulary words in your own words while Reading. ~Prepare for Quiz on reading ~Prepare for midterm

Jan 6th /7th

Period IV 4: Global Interactions, c. 1450 to c. 1750 Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions Key Concept 4.1. Globalizing Networks of Communication and Exchange Objective: Students will learn: The interconnection of the Eastern and Western hemispheres made possible by transoceanic voyaging marked a key transformation of this period. Technological innovations helped to make transoceanic connections possible Class Assignment: Students will have guided notes with maps on the following areas: Mali, India, The Swahili Coast & Zimbabwe, Arabia: Aden and Red Sea, SE Asia Malacca Class Assignment: Students will be given prompts dealing with world history and they will need to write a well-established thesis statement. Homework: ~Read The Earth and Its Peoples, pgs. 384 - 394, define vocabulary words in your own words while Reading.

~ Complete Thesis statement assignment

~Prepare for midterm

January 8/11 Period IV 4: Global Interactions, c. 1450 to c. 1750

Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks Key Concept 4.1. Globalizing Networks of Communication and Exchange Objective: Students will learn: Changing patterns of long-distance trade included the global circulation of some commodities and the formation of new regional markets and financial centers. Increased transregional and global trade networks facilitated the spread of religion and other elements of culture as well as the migration of large numbers of people. Class Assignment: Students will fill out a change and continuity chart on the Latin Europe, including the CCOT based on the Black Plague, Renaissance, and other significant events during this time. Class Assignment: Students will complete a packet dealing with the importance of humanism on a global scale – not just Europe. Students will begin working on timelines for the period. Class Assignment: Students will Discuss the Ferdinand Magellan expedition, where he achieved the first circumnavigation of the world and discovered the Mariana Islands and other islands of Oceania. Students will read primary sources about Magellan’s description of Oceania, in order to understand how the area was described before contact. Homework: ~Read The Earth and Its Peoples, pgs. 428-449, define vocabulary words in your own words while Reading.

~Complete timeline assignment on Maritime Revolution

~Prepare for midterm

January 12th/13th Period IV: Global Interactions, c. 1450 to c. 1750 Key Concept Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions Key Concept 4.1. Globalizing Networks of Communication and Exchange Class Assignment: Students will be given an assessment on Chapters 14 and 15 of Bulliet’s book, including a CCOT essay and M/C questions from previous AP tests. Dues at the end of class. Text: The Earth and Its Peoples, pgs. 372-449

Homework: ~Read The Earth and Its Peoples, pgs. 428-449, define vocabulary words in your own words while Reading.

~ Complete map assignment on Europe 1500-1750

~Prepare for midterm

January 14th/15th Period IV 4: Global Interactions, c. 1450 to c. 1750 Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks Key Concept 4.1. Globalizing Networks ofCommunication and Exchange Objective: Students will learn: The interconnection of the Eastern and Western hemispheres made possible by transoceanic voyaging marked a key transformation of this period. Technological innovations helped to make transoceanic connections possible. Class Assignment: Students will be divided into groups and each group will be given an area where they will study the different maritime operations and changes. Students will then present to each other, and students will compare and contrast the differences between each area. Class Assignment: Students will write a response paper on an article explaining the different types of maritime travel including the Chinese under the Ming, and the Portuguese Homework: ~Read The Earth and Its Peoples, pgs. 428-449, define vocabulary words in your own words while Reading.

~Students will be given five different maps: 1.Tabula Greek

Ptolemy's map of the world 150 AD 2.seventh century world map

by the anonymous geographer of Ravenna Rogeriana, 3. 12th

century Arabic map 4. 1500 Juan de la Cosa map 5. 1566, World

map from the French cartographer Nicholas Desliens. Students will

then need to trace the CCOT of the maps and write about how the

maritime revolution affects the cartography of different regions.

(1b)

~Prepare for midterm

January 20/21 Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 4.1. Globalizing Networks of Communication and Exchange Key Concept 5.3. Nationalism, Revolution, and Reform Objective: Students will learn: Industrialization fundamentally altered the production of goods around the world. It not only changed how goods were produced and consumed, as well as what was considered a “good,” but it also had far-reaching effects on the global economy, social relations, and culture Class Assignment: Students will watch a short film on the rise of the Reformation in Europe and how it spread throughout the area Class Assignment: Students will read an article and write a response to the global nature of European colonization during this time period. Professor Parker’s article presents a global view analyzing the colonizer and colonized. Homework: ~Read The Earth and Its Peoples, pgs. 473-483, define vocabulary words in your own words while Reading.

~Peer Review CCOT essay on Europe

January 22nd/25th Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 4.2. New Forms of Social Organization and Modes of Production Key Concept 4.3. State Consolidation and Imperial Expansion Objective: Students will learn: Empires expanded and conquered new peoples around the world, but they often had difficulties incorporating culturally, ethnically, and religiously diverse subjects, and administrating widely dispersed territories. Agents of the European powers moved into existing trade networks around the world. Class Assignment: Students will be given a PowerPoint on the following information: American Colonial Societies (1) the Columbian Exchange (2) Spanish and Portuguese colonies (3) the Catholic Church in the America’s

(4) the encomienda (5) the Afro Latin American experience Class Assignment: Students will participate in a cooperative learning activity where they will read primary sources looking at the successes and failures of colonization in the Americas. Students will read “the five letters of Hernan Cortes, 1519-1526” and then consider what has transpired in the Americas and how Cortes writes about America (1b). Homework: ~Read The Earth and Its Peoples, pgs. 490-513, define vocabulary words in your own words while Reading. ~ Begin Rough Drafts on CCOT on Europe

January 26th/27th

Period IV: Global Interactions, c. 1450 to c. 1750& Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks Key Concept 4.1. Globalizing Networks of Communication and Exchange Key Concept 4.2. New Forms of Social Organization and Modes of Production Key Concept 4.3. State Consolidation and Imperial Expansion Class Assignment: Students will be given an assessment on Chapters 16 and 17 of Bulliet’s book, including a Compare and Contrast essay and M/C questions from previous AP tests. Dues at the end of class. Text: The Earth and Its Peoples, pgs. 372-449 Homework: ~Read The Earth and Its Peoples, pgs. 520-534, define vocabulary words in your own words while Reading.

~Complete a primary source assignment on the Atlantic

Slave trade

Date Lesson & Assignments

Period V: Industrialization and Global Integration, c. 1750 to c. 1900

January 28th/29th

Key Concept 4.2. New Forms of Social Organization and Modes of Production Objective: Students will learn: Although the world’s productive systems continued to be heavily centered on agricultural production throughout this period, major changes occurred in agricultural labor, the systems and locations of manufacturing, gender and social structures, and environmental processes. A surge in agricultural productivity resulted from new methods in crop and field rotation and the introduction of new crops. Class Assignment: Students will pair up and complete outlines using the book on Chapter 18, including information on: Atlantic Slave Trade and American Slavery (1) plantations in the west Indies (2) the slave trade (3) indentured servants (4) plantation life (5) treatment of slaves (6) slave rebellion and punishment Class Assignment: Students will participate in an activity where they will consider the economic issues with the slave trade. Students will understand, by participating in a class activity how different areas produced and sold slaves differently, and it was often based on geography. Homework: ~Read The Earth and Its Peoples, pgs. 532-544, define vocabulary words in your own words while reading. ~Read slave narratives with responses for each part ~Look at online website provided and consider the artwork for. each one

February 1/2

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 4.2. New Forms of Social Organization and Modes of Production Objective: Students will learn: Although the world’s productive systems continued to be heavily centered on agricultural production throughout this period, major changes occurred in agricultural labor, the systems and locations of manufacturing, gender and social structures, and environmental processes. A surge in agricultural productivity resulted from new methods in crop and field rotation and the introduction of new crops. Class Assignment: Students will complete an interactive online map assignment with questions based on the African slave trade from 1500-1800. Students will be

expected to consider how the slave trade impacted the world on a global scale Class Assignment: Students will participate in a group activity where they will be given a specific area of the world and they will need to compare their area with different groups in order to better understand how the impact of the Atlantic system on Africa. Homework: ~Read The Earth and Its Peoples, pgs. 548-568, define vocabulary words in your own words while Reading. ~ Read slave narratives with responses for each part

~Look at online website provided and consider artwork for each one

February 3rd/4th

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 4.3. State Consolidation and Imperial Expansion Objective: Students will learn: Although the world’s productive systems continued to be heavily centered on agricultural production throughout this period, major changes occurred in agricultural labor, the systems and locations of manufacturing, gender and social structures, and environmental processes. A surge in agricultural productivity resulted from new methods in crop and field rotation and the introduction of new crops. Class Assignment: Students will be given a quiz on the reading from the night before, including the rise of Suleiman and the Ottomans, and the Safavid Empire. Class Assignment: Students will be given a PowerPoint on the following information: Southwest Asia and the Indian Ocean (1) The ottoman Empire(2) the Safavid Empire (3) The Mugal Empire (4) The Maritime Worlds of Islam (5) Europeans in the Southern Sea Homework: ~Study for test on Chapter 18 and 19 for test ~Complete map assignment on the expansion of the Ottomans

February 5th/8th

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 4.2. New Forms of Social Organization and Modes of Production Key Concept 4.3. State Consolidation and Imperial Expansion Objective: Students will learn:

About their situation in understanding chapters 18 & 19 by completing an assessment, including M/C questions and a DBQ essay where they will get experience with the pacing and strategies that go along with the AP test Class Assignment: Students will be given an assessment on Chapters 18 and 19 of Bulliet’s book, including a CCOT essay and M/C questions from previous AP tests. Dues at the end of class. Homework: ~Read The Earth and Its Peoples, pgs. 574-587, define vocabulary words in your own words while Reading.

~Complete chart analyzing the SPRITEM of Korea and Japan, China

and C. Asia and Russia

February 9th/10th

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 4.3. State Consolidation and Imperial Expansion Objective: Students will learn: Although the world’s productive systems continued to be heavily centered on agricultural production throughout this period, major changes occurred in agricultural labor, the systems and locations of manufacturing, gender and social structures, and environmental processes. A surge in agricultural productivity resulted from new methods in crop and field rotation and the introduction of new crops. Class Assignment: Students will watch a video on the establishment of Eurasia, including the rise of Russia as a respectful state in the world. Class Assignment: Students will partner up and read an article on the change and continuity in Eurasia during this time period. Students will be expected to highlight key points in the article, and also write a response to the article together as a pair. Homework: ~Complete a CCOT on the rise of Eurasia (due next time in class) ~Students will analyze Russian art prior to and after Peter the Great and Westernization. They will look at the art of Ivan Nikitin, who, after training in Europe, emphasized the portrait in Russia. Students will be expected to consider how art changed after Russia’s westernization and what it tells us about Europe and Russia at this time.(1b)

February 11th /12th

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 4.3. State Consolidation and Imperial Expansion Objective: Students will learn: Although the world’s productive systems continued to be heavily centered on agricultural production throughout this period, major changes occurred in agricultural labor, the systems and locations of manufacturing, gender and social structures, and environmental processes. A surge in agricultural productivity resulted from new methods in crop and field rotation and the introduction of new crops. Class Assignment: Using their textbooks, students will complete a timeline on Northern Eurasia. Students will then compare and contrast key events, and individuals in each region with a written response Class Assignment: Students will analyze quantitative data about analyzing a bar graph and timeline about the rise of the Romanov family. Students will need to synthesize the data into a coherent essay. Homework: ~Read The Earth and Its Peoples, pgs. 587-92, define vocabulary words in your own words while reading. ~Look at the online webpages provided on my site, and answer questions about each website and the content.

February 16th/

17th

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.3. Nationalism, Revolution, and Reform Objective: Students will learn: The eighteenth century marked the beginning of an intense period of revolution and rebellion against existing governments, and the establishment of new nation-states around the world. Enlightenment thought and the resistance of colonized peoples to imperial centers shaped this revolutionary activity. These rebellions sometimes resulted in the formation of new states and stimulated the development of new ideologies. These new ideas in turn further stimulated the revolutionary and anti-imperial tendencies of this period. Class Assignment: Students will be given a PowerPoint presentation on the

following: World Revolutions (1) the Enlightenment and the Old Order (2) enlightened monarchies of Europe (3) the counter enlightenment (4) the American Revolution (5) British frontier policy (6) the French Revolution (7) the Reign of Terror (8) the rise of Napoleon Class Assignment: Students will look at different textbooks that have been produced in different countries highlighting the importance of the American Revolution. Students will compare and contrast how each textbook considered the Revolution in America, bringing in the global perspective. Homework: ~Read The Earth and Its Peoples, pgs. 601-621, define vocabulary words in your own words while Reading. ~Prepare for a quiz on the textbook reading on chp 21. ~ Study for M/C test on Chp 20 & 21 and make outline For CCOT essay.

February 18th /19th

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 4.3. State Consolidation and Imperial Expansion Key Concept 5.3. Nationalism, Revolution, and Reform Objective: Students will learn: About their situation in understanding chapters 20 & 21 by completing an assessment, including M/C questions and a CCOT essay where they will get experience with the pacing and strategies that go along with the AP test Class Assignment: Students will be given an assessment on Chapters 20 and 21 of Bulliet’s book, including a CCOT essay and M/C questions from previous AP tests. Dues at the end of class. Homework: ~Read The Earth and Its Peoples, pgs. 630-640, define vocabulary words in your own words while Reading.

February 22nd/23rd

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.1. Industrialization and Global Capitalism Objective: Students will learn: Industrialization fundamentally altered the production of goods around the world. It not only changed how goods were produced and consumed, as

well as what was considered a “good,” but it also had far-reaching effects on the global economy, social relations, and culture. Although it is common to speak of an “Industrial Revolution,” the process of industrialization was a gradual one that unfolded over the course of the eighteenth and nineteenth centuries, eventually becoming global Class Assignment: Students will be given a PowerPoint on the following dealing with The Industrial Revolution: (1) causes of the Industrial Revolution (2) the Agricultural Revolution (3) British industrialization (4) mass production (5) the division of labor (6) steamboats and ships (7) the electric telegraph Class Assignment: Students will be given a list of all of the technological advancements in the Industrial Revolution, and students will need to put in order the significance of each invention and explain why they put them in order the way they did. Class Assignment: Using data provided from the University of Western Ontario, students will look at varying charts looking at the Industrial Revolution, including a pie chart which explains technological advances, a graph chart which looks at urbanization and a line graph looking at poverty. Students will then need to analyze the different data to write a CCOT outline according to the data. (1b) Homework: ~Read The Earth and Its Peoples, pgs. 640-650, define vocabulary words in your own words while reading. ~Read and respond to primary source journal on living In London during the 1790s. ~ Begin to make 3x5 review cards for chapters 1 & 2

February 24th/25th

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.1. Industrialization and Global Capitalism Objective: Students will learn: Industrialization fundamentally altered the production of goods around the world. It not only changed how goods were produced and consumed, as well as what was considered a “good,” but it also had far-reaching effects on the global economy, social relations, and culture. Although it is common to speak of an “Industrial Revolution,” the process of industrialization was a gradual one that unfolded over the course of the eighteenth and nineteenth centuries, eventually becoming global Class Assignment: Students will need to fill out a SPRITEM chart on the following

information about the Industrial Revolution: (1) industrial cities (2) ghettoes and tenement housing (3) environmental impact of industrialization (4) women and industry (5) technological developments of industry (6) positivism (7) the workers organize (8) industrialization outside the west Class Assignment: Students will be in the computer lab on an interactive primary source website which helps explain the role of industrialization during the Industrial Revolution Students will need to fill out a worksheet as they follow along. Homework: ~Read The Earth and Its Peoples, pgs. 656-680, define vocabulary words in your own words while Reading. ~Begin working on Rough Draft C&C America and Europe ~ Begin to make 3x5 review cards for chapters 3&4

February 26th/29th

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.3. Nationalism, Revolution, and Reform Objective: Students will learn: The eighteenth century marked the beginning of an intense period of revolution and rebellion against existing governments, and the establishment of new nation-states around the world. Enlightenment thought and the resistance of colonized peoples to imperial centers shaped this revolutionary activity. These rebellions sometimes resulted in the formation of new states and stimulated the development of new ideologies. These new ideas in turn further stimulated the revolutionary and anti-imperial tendencies of this period. Class Assignment: Students will participate in a comparative assignment where they will consider the French Revolution, the American Revolution, and the Revolutions which occur in Central and South America. Students will research and decided why North America and France were much more successful with their revolutions Class Assignment: Students will analyze two written interpretations by scholars who have written about the Latin American Revolutions. Michael P. Costeloe’s, Response to Revolution: Imperial Spain and the Spanish American Revolutions, looks at the responses by the Spanish during the Revolutions. Jay Kinsbruner’s, Independence in Spanish America: Civil Wars, Revolutions, and Underdevelopment, examines primarily the workings of those involved in the Revolution. Students will evaluate excerpts from both texts and then write a short essay explaining the importance of perspective in Latin American Revolutions, and ultimately history. Homework: ~Prepare for test which will include a Compare and Contrast

~turn in essay on Compare and Contrast America and Europe

March 2nd/ 3rd

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.1. Industrialization and Global Capitalism Key Concept 5.3. Nationalism, Revolution, and Reform Objective: Students will learn: About their situation in understanding chapters 22 & 23 by completing an assessment, including M/C questions and a Compare and contrast essay where they will get experience with the pacing and strategies that go along with the AP test Class Assignment: Students will be given an assessment on Chapters 22 and 23 of Bulliet’s book, including a Compare and contrast essay and M/C questions from previous AP tests. Dues at the end of class. Homework: ~ReadThe Earth and Its Peoples, pgs. 688-708 define vocabulary words in your own words while Reading. ~Begin to make 3x5 review cards for chapters 5 & 6

March 4th/7th

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.1. Industrialization and Global Capitalism Key Concept 5.2. Imperialism and Nation-State Formation Objective: Students will learn: New patterns of global trade and production developed and further integrated the global economy as industrialists sought raw materials and new markets for the increasing amount and array of goods produced in their factories.As states industrialized during this period, they also expanded their existing overseas colonies and established new types of colonies and transoceanic empires. Regional warfare and diplomacy both resulted in and were affected by this process of modern empire building. The process was led mostly by Europe, although not all states were affected equally, which led to an increase of European influence around the world. Class Assignment: Students will need to complete both a map of the areas under imperialism and a timeline highlighting the change and continuity that occurred in the realm of imperialism Class Assignment: Students will then read five different accounts of imperialism in five different regions. Students will need to identify the POV of each source and also

they will need to group the documents according to the SPRITEM acronym. Homework: ~ReadThe Earth and Its Peoples, pgs. 714-728, define vocabulary words in your own words while Reading. ~Complete outline on chapter 25 ~ Begin to make 3x5 review cards for chapters 3 & 4

March 8th/9th

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.1. Industrialization and Global Capitalism Key Concept 5.2. Imperialism and Nation-State Formation Objective: Students will learn: New patterns of global trade and production developed and further integrated the global economy as industrialists sought raw materials and new markets for the increasing amount and array of goods produced in their factories. As states industrialized during this period, they also expanded their existing overseas colonies and established new types of colonies and transoceanic empires. Regional warfare and diplomacy both resulted in and were affected by this process of modern empire building. The process was led mostly by Europe, although not all states were affected equally, which led to an increase of European influence around the world. Class Assignment: Students will receive a PowerPoint on the following dealing with Indian Imperialism (1) the East India Company (2) the Sepoy Rebellion (3) the Indian Civil Service (4) the Indian National Congress (5) Indian Nationalism (6) Rommohun Roy (7) colonization in Australia and New Zealand Class Assignment: Students will watch clips from the movie Gandhi as well as other movie clips demonstrating the cruelty of British rule in India. Students will then respond Homework: ~Read The Earth and Its Peoples, pgs. 728-34, define vocabulary words in your own words while Reading. ~Students will write a DBQ based on documents on India ~ Begin to make 3x5 review cards for chapters 3 & 4

March 10th/

11th

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.1. Industrialization and Global Capitalism Key Concept 5.2. Imperialism and Nation-State Formation

Objective: Students will learn: New patterns of global trade and production developed and further integrated the global economy as industrialists sought raw materials and new markets for the increasing amount and array of goods produced in their factories.As states industrialized during this period, they also expanded their existing overseas colonies and established new types of colonies and transoceanic empires. Regional warfare and diplomacy both resulted in and were affected by this process of modern empire building. The process was led mostly by Europe, although not all states were affected equally, which led to an increase of European influence around the world. Class Assignment: Students will read two articles on Imperialism and colonialism and they will learn how they both impact the world. Students will then need to consider how imperialism affects societies on a global scale. Class Assignment: Students will need to analyze excerpts from the speech given by Thomas Babington Macaulay, On Empire and Education, Students will need to consider how Britain justified colonization in the East according to Macaulay, and what this tells us about the concepts of race and progress. (1b) Class Assignment: Students will read excerpts from Manning Clark’s, History of Australia, and try and trace the concept of colonialism and imperialism in the Oceania and Australia regions. Students will consider the movement of the penal colony and its importance in British colonization. Homework: ~Prepare for a test on Imperialism ~Begin to make 3x5 review cards for chapters 3 & 4

March 14th/15th

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.1. Industrialization and Global Capitalism Key Concept 5.2. Imperialism and Nation-State Formation Objective: Students will learn: About their situation in understanding chapters 24 & 25 by completing an assessment, including M/C questions and a DBQ essay where they will get experience with the pacing and strategies that go along with the AP test Class Assignment: Students will be given an assessment on Chapters 22 and 23 of Bulliet’s book, including a Compare and contrast essay and M/C questions from previous AP tests. Dues at the end of class. Homework: ~Read The Earth and Its Peoples, pgs. 745-753 define vocabulary words in your own words while Reading.

~Complete outline on Chapter 26 ~Begin to make 3x5 review cards for chapters 5 & 6

March 16th/17th

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.3. Nationalism, Revolution, and Reform Key Concept 5.4. Global Migration Objective: Students will learn: The global spread of European political and social thought and the increasing number of rebellions stimulated new transnational ideologies and solidarities. Migration in many cases was influenced by changes in demography in both industrialized and unindustrialized societies that presented challenges to existing patterns of living. Migrants relocated for a variety of reasons. Class Assignment: Students will read an article on power in world history. Students will be expected to partner up and, using chapter 26, identify how Bulliet explains how power shifts and divides during this time period. Class Assignment: Students will be introduced to the concept of periodization by quickly looking at how the following AP textbooks are periodized: Adas, Michael, Marc J. Gilbert, Peter Stearns, and Stuart B. Schwartz. World Civilizations: The Global Experience. Upper Saddle River, NJ: Prentice Hall. All editions published from 1996 to the present. Strayer, Robert W. Ways of the World: A Global History. Boston: Bedford/St. Martin’s, 2009 to the present. Lockhard, Craig A. Societies, Networks, and Transitions: A Global History. Boston: Houghton Mifflin Company, 2008 to the present. Bulliet, Richard, Daniel R. Headrick, David Northrup, Lyman L. Johnson, and Pamela Kyle Crossley. The Earth and Its Peoples: A Global History. Boston: Houghton Mifflin. All editions published from 1997 to the present. Students will then consider the nineteenth century in terms of periodization. Students will look at how the historians above have periodized the nineteenth century, they will then attempt to find any patterns and explain in written form how historians have divided this century up. Homework: ~Read The Earth and Its Peoples, pgs. 754-766 define vocabulary words in your own words while Reading. ~Complete primary source assignment on Karl Marx

~Begin to make 3x5 review cards for chapters 5 & 6

March 18 /21

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.3. Nationalism, Revolution, and Reform Key Concept 5.4. Global Migration Objective: Students will learn: The global spread of European political and social thought and the increasing number of rebellions stimulated new transnational ideologies and solidarities.Migration in many cases was influenced by changes in demography in both industrialized and unindustrialized societies that presented challenges to existing patterns of living. Migrants relocated for a variety of reasons. Class Assignment: Students will be given a PowerPoint on political powers which have emerged from 1700 and beyond. Students will learn about Adam Smith and Karl Marx and how socialism and capitalism emerged in the world Class Assignment: Students will analyze two historians who have written about both Karl Marx and Adam Smith. Students will evaluate excepts from the important book, Isaiah Berlin’s, Karl Marx: His Life and Environment, and also excepts from, Samuel Fleischacker’s, On Adam Smith's Wealth of Nations: A Philosophical Companion, Students will consider what both historians say about the importance of both men in shaping economics in history, and then they will write a short essay comparing how these two historians have highlighted both men. Homework: ~Read The Earth and Its Peoples, pgs. 772-794 define vocabulary words in your own words while reading. ~Complete primary source assignment on Karl Marx ~Begin to make 3x5 review cards for chapters 5 & 6

March 22/23

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.1. Industrialization and Global Capitalism Key Concept 5.2. Imperialism and Nation-State Formation Objective: Students will learn: The growth of new empires challenged the power of existing land-based empires of Eurasia. New ideas about nationalism, race, gender, class, and culture also developed that facilitated the spread of transoceanic empires, as well as justified anti-imperial resistance and the formation of new national identities. Class Assignment: Students will be divided into groups and they will go to the computer lab and research, and prepare to present to the class information about their region assigned from the years 1869-1914. Students will ultimately explore the

economic, social and political situation which helped lead to a world war. Class Assignment: Each group will present their information to the class and students will be expected to have students write down their information when not presenting. Students will leave with an understanding of how imperialism helped cause WWI. Homework: ~Study for assessment on chapter 25 & 26 ~Begin to make 3x5 review cards for book chapters

March 24/ April 4

Period V: Industrialization and Global Integration, c. 1750 to c. 1900 Key Concept 5.1. Industrialization and Global Capitalism Key Concept 5.2. Imperialism and Nation-State Formation Key Concept 5.3. Nationalism, Revolution, and Reform Key Concept 5.4. Global Migration Objective: Students will learn: About their situation in understanding chapters 26 & 27 by completing an assessment, including M/C questions and a CCOT essay where they will get experience with the pacing and strategies that go along with the AP test Class Assignment: Students will be given an assessment on Chapters 22 and 23 of Bulliet’s book, including a Compare and contrast essay and M/C questions from previous AP tests. Dues at the end of class. Homework: ~Read The Earth and Its Peoples, pgs. 800-822 define vocabulary words in your own words while reading. ~Start on outline for Chapter 28 & 29 ~Begin to make 3x5 review cards for chapters

April 5 / 6

Period VI: Accelerating Global Change and Realignments, c. 1900 to the Present Key Concept 6.1 Science and the Environment Key Concept Key Concept 6.2, Global Conflicts and Their Consequences Key Concept 6.3,New Conceptualizations of GlobalEconomy, Society, and Culture Objective: Students will learn: Researchers made rapid advances in science that spread throughout the world, assisted by the development of new technology. At the beginning of the twentieth century, a European-dominated global political order existed, which also included the Perioded States, Russia, and Japan. States responded in a variety of ways to the economic challenges of the twentieth century. Class Assignment: Students will be given a PowerPoint on the following:(1) the

alliance system (2) the Great War (3) the western front (4) the war at sea (5) the war economy (6) trench warfare (7) the Ottoman’s at war (8) the Balfour Declaration (9) the Russian Revolution (10) the Fourteen Points (11) the Paris Peace Conference (12) the New Economic Policy (13) the Treaty of Versailles Class Assignment: Students will evaluate the methodology from other disciplines in order to understand the significance of the World War I. First, students will look at an excerpt from the economist Stephen Broadberry’s, The Economics of World War I, Where students will look at some data that Broadberry has provided about the economic movements during the war. Students will then look at short excerpt by Nancy K. Gish, professor of English, and her research on WWI and Modernism. Finally, students will look at the archeology work of Dr. Jean Bourgeois, who has analyzed the many battlefields during World War One. Following, this examination, students will then need to write a short essay explaining how professionals from different disciplines help complete the story about WWI. Homework: ~Read The Earth and Its Peoples, pgs. 833-844 define vocabulary words in your own words while reading. ~Complete on outline for Chapter 28 & 29 ~Read article on the rise of Fascism and write response ~Begin to make 3x5 review cards for chapters ~Students will be required to go to: http://www.princeton.edu/~achaney/tmve/wiki100k/docs/World_War_I_casualties.html and look at the casualties of WWI. They will then be required to compare the data examining the casualties of WWI to all of the major wars of the nineteenth century, located at: http://necrometrics.com/wars19c.htm Students will need to consider questions from a handout about the war.

April 7th/ 8th

Period VI: Accelerating Global Change and Realignments, c. 1900 to the Present Key Concept 6.2, Global Conflicts and Their Consequences Objective: Students will learn: Other peoples and states sought to overturn the political order itself. These challenges to, and the attempts to maintain, the political order manifested themselves in an unprecedented level of conflict with high human casualties. In the context of these conflicts, many regimes in both older and newer states struggled with maintaining political stability and were challenged by internal and external factors, including ethnic and religious conflicts, secessionist movements, territorialpartitions, economic dependency, and the legacies of colonialism. Class Assignment: Students will be divided into groups where they will complete KWL chart on World War Two and its origins. Students will then read short biographies on the main players during the war, including Stalin, Hitler and Churchill. Students will then complete a timeline of events leading up to WWII.

Class Assignment: Students will watch a documentary highlighting the key aspects of the War and how the war affected the world globally not only in Europe. Homework: ~ReadThe Earth and Its Peoples, pgs. 845-854 define vocabulary words in your own words while Reading. ~Read primary source on Adolph Hitler’s Mein Kampf ~Begin to make 3x5 review cards for chapters

Date Lesson & Assignments

April 11/12 Period VI: Accelerating Global Change and Realignments, c. 1900 to the Present Key Concept 6.1 Science and the Environment Key Concept Key Concept 6.2, Global Conflicts and Their Consequences Objective: Students will learn: Other peoples and states sought to overturn the political order itself. These challenges to, and the attempts to maintain, the political order manifested themselves in an unprecedented level of conflict with high human casualties. In the context of these conflicts, many regimes in both older and newer states struggled with maintaining political stability and were challenged by internal and external factors, including ethnic and religious conflicts, secessionist movements, territorialpartitions, economic dependency, and the legacies of colonialism. Class Assignment: Students will be given a PowerPoint on the following information on World War II: (1) German Blitzkrieg (2) the Battle of Britain (3) the invasion of U.S.S.R. (4) El Alamein (5)The Character of Warfare (6) the science and technology of war (7) bombing raids (8) the holocaust (9) the Pacific Theater (10) Pearl Harbor (11) the Battle of Midway (12) island hopping (13) the atom bomb (14) the end of the war Homework: ~Study for assessment on chapters 28 & 29 ~Go to University of South Florida’s Holocaust images gallery and answer the questions on how these images reflect the nature of modern warfare and eugenics in the world. ~Begin to make 3x5 review cards for chapters

April 13/14

Period VI: Accelerating Global Change and Realignments, c. 1900 to the Present Key Concept 6.1 Science and the Environment Key Concept Key Concept 6.2, Global Conflicts and Their Consequences Key Concept 6.3,New Conceptualizations of Global Economy, Society, and

Culture Objective: Students will learn: About their situation in understanding chapters 28& 29 by completing an assessment, including M/C questions and a CCOT essay where they will get experience with the pacing and strategies that go along with the AP test Class Assignment: Students will be given an assessment on Chapters 28 and 29 of Bulliet’s book, including a Compare and contrast essay and M/C questions from previous AP tests. Dues at the end of class. Homework: ~ReadThe Earth and Its Peoples, pgs. 859-878 define vocabulary words in your own words while reading. ~Start on outline for Chapter 30 & 31 ~Begin to make 3x5 review cards for chapters

April 15/18 Period VI: Accelerating Global Change and Realignments, c. 1900 to the Present Key Concept 6.2 Global Conflicts and Their Consequences Objective: Students will learn: Other peoples and states sought to overturn the political order itself. These challenges to, and the attempts to maintain, the political order manifested themselves in an unprecedented level of conflict with high human casualties. In the context of these conflicts, many regimes in both older and newer states struggled with maintaining political stability and were challenged by internal and external factors, including ethnic and religious conflicts, secessionist movements, territorial partitions, economic dependency, and the legacies of colonialism. Class Assignment: Students will complete a comparative chart between India, Africa, and Latin America from 1900- 1949. Students will use SPRITEM to analyze the differences and similarities of each region Class Assignment: Students will watch selected scenes from the movie Gandhi , and students will be expected to write down information to help them understand the big movement of imperialism on a global scale Homework: ~Read The Earth and Its Peoples, pgs. 859-878 define vocabulary words in your own words while Reading. ~Start on outline for Chapter 30 & 31

~Begin to make 3x5 review cards for chapters

April 19/20 Period VI: Accelerating Global Change and Realignments, c. 1900 to the Present Key Concept 6.2, Global Conflicts and Their Consequences Objective: Students will learn: Other peoples and states sought to overturn the political order itself. These challenges to, and the attempts to maintain, the political order manifested themselves in an unprecedented level of conflict with high human casualties. In the context of these conflicts, many regimes in both older and newer states struggled with maintaining political stability and were challenged by internal and external factors, including ethnic and religious conflicts, secessionist movements, territorial partitions, economic dependency, and the legacies of colonialism. Class Assignment: Students will complete a comparative chart between India, Africa, and Latin America from 1900- 1949. Students will use SPRITEM to analyze the differences and similarities of each region Class Assignment: Students will analyze an interview with Sir Richard Attenborough, the director of the movie Gandhi. Students will answer the following question after the article: “How does film provide a unique experience in understanding historical perspective and context?” Homework: ~Read The Earth and Its Peoples, pgs. 888-910 define vocabulary words in your own words while Reading. ~complete outline for Chapter 30 & 31 ~Begin to make 3x5 review cards for chapters

April 21/22 Period VI: Accelerating Global Change and Realignments, c. 1900 to the Present Key Concept 6.3 New Conceptualizations of Global Economy, Society, and Culture Objective: Students will learn: The twentieth century witnessed a great deal of warfare and the collapse of The global economy in the 1930s. In response to these challenges, the role of state in the domestic economy fluctuated, and new institutions of global governance emerged and continued to develop throughout the century. Scientific breakthroughs, new technologies, increasing levels of integration, changing relationships between humans and the environment, and the frequency of political conflict all contributed to global developments in which people crafted new understandings of society, culture, and historical interpretations.

Class Assignment: Students will be given a PowerPoint on the following information: The Cold War and Decolonization (1) the Iron Curtain (2) NATO (3) the Warsaw Pact (4) the Perioded Nations (5) the World Bank (6) the Marshall Plan The Korean War (7) the People Republic of China (8) the 38th parallel (9) the spread of communism (4) the DMZ (10) the 1953 armistice (11) Perioded States intervenes Class Assignment: Returning to Jonathon Gorman’s book, students will look at the cause and effect of World War II that leads up to the Cold War by reading excerpts from Lewis H. Gann and Peter Duignan’s, World War II and the Beginning of the Cold War, Students will look at all of the causes in how World War II led to the Cold War, and how this effected world history in the 20th century. Students will be expected to write an essay linking causation with these two points. Homework: ~Read The Earth and Its Peoples, pgs. 916-941 define vocabulary words in your own words while reading. ~complete outline for Chapter 30 & 31 ~Begin to make 3x5 review cards for chapters

April 25th/26th Period VI: Accelerating Global Change and Realignments, c. 1900 to the Present Key Concept 6.2, Global Conflicts and Their Consequences Objective: Students will learn: Other peoples and states sought to overturn the political order itself. These challenges to, and the attempts to maintain, the political order manifested themselves in an unprecedented level of conflict with high human casualties. In the context of these conflicts, many regimes in both older and newer states struggled with maintaining political stability and were challenged by internal and external factors, including ethnic and religious conflicts, secessionist movements, territorial partitions, economic dependency, and the legacies of colonialism. Class Assignment: Students will complete an in class CCOT essay on the Cold War and the world. Students will be expected to consider the changes that occurred but also the similarities in order to understand how the Cold War shaped the world today. Class Assignment: Students will create a timeline of chapter 32 including the turmoil and instability which emerges following the Cold War Class Assignment: Using data from the Encyclopedia of the Cold War,

students will compare and contrast the data from both the Soviet Union and the United States in order to understand, according to statistics how the countries compared. Students will then watch the kitchen debates and evaluate the way Khrushchev and Nixon exaggerated their positions Homework: ~Prepare for a test on chapter 30-32 and a DBQ test.

April 27th/28

Period I -- VI: Key Concept 6.1 Science and the Environment Key Concept Key Concept 6.2, Global Conflicts and Their Consequences Key Concept 6.3,New Conceptualizations of GlobalEconomy, Society, and Culture Objective: Students will learn: About their understanding of chapters 30,31, & 32 by completing an assessment, including M/C questions and a DBQ essay where they will get experience with the pacing and strategies that go along with the AP test Class Assignment: Students will be given an assessment on Chapters 30, 31 and 32 of Bulliet’s book, including a DBQ essay and M/C questions from previous AP tests. Dues at the end of class. Class Assignment: Students will now look at how Bulliet has periodized his book, and students will be divided into groups and they will consider the way Bulliet has divided world history up. Students, as groups, will then decide which places have been periodized correctly, and which ones are somewhat unclear. Students will need to defend, in a class discussion, what they have decided. Students will then be given an excerpt from Lawrence Bessermen’s the Challenge of Periodization, so students will understand the difficulty of periodization for historians. Homework: ~Read The Earth and Its Peoples, pgs. 948-967 define vocabulary words in your own words while Reading. ~Start on outline for Chapter 33 ~Begin to make 3x5 review cards for chapters

April 29/ May 2 Periods I – VI: Key Concept 1.1 to 6.3

Objective: Students will learn: To demonstrate their knowledge of the material learned by participating in a variety of review games and lessons in order to recall and retain information learned throughout the year. Each student will be required to have their 3x5 cards as well as their textbooks and all class notes and papers given throughout the year. Class Assignment: Students will play games and review each other throughout the class period in order to better understand the material for the test Class Assignment:Students will be given a combination of DBQs, CCOT, an Compare and Contrast essays throughout the day in order to better understand the material and be prepared for the essays on the AP Test Homework: ~study 3x5 review cards for Bulliet’s book and study sheet Given to the student in order to retain knowledge.

May 3/4 Periods I – VI: Key Concept 1.1 to 6.3 Objective: Students will learn: To demonstrate their knowledge of the material learned by participating in a variety of review games and lessons in order to recall and retain information learned throughout the year. Each students will be required to have their 3x5 cards as well as their textbooks and all class notes and papers given throughout the year. Class Assignment: Students will play games and review each other throughout the class period in order to better understand the material for the test Class Assignment: Students will be given a combination of DBQs, CCOT, an Compare and Contrast essays throughout the day in order to better understand the material and be prepared for the essays on the AP Test Homework: ~study 3x5 review cards for Bulliet’s book and study sheet Given to the student in order to retain knowledge.

May 5-6 Periods I - VI

Key Concept 1.1 to 6.3 Objective: Students will learn: To demonstrate their knowledge of the material learned by participating in a variety of review games and lessons in order to recall and retain information learned throughout the year. Each students will be required to have their 3x5 cards as well as their textbooks and all class notes and papers given throughout the year. Class Assignment: Students will play games and review each other throughout the class period in order to better understand the material for the test Class Assignment: Students will be given a combination of DBQs, CCOT, an Compare and Contrast essays throughout the day in order to better understand the material and be prepared for the essays on the AP Test Homework: ~study 3x5 review cards for Bulliet’s book and study sheet Given to the student in order to retain knowledge.

May 9th/10th Periods – I - VI Key Concept 1.1 to 6.3 Objective: Students will learn: To demonstrate their knowledge of the material learned by participating in a variety of review games and lessons in order to recall and retain information learned throughout the year. Each students will be required to have their 3x5 cards as well as their textbooks and all class notes and papers given throughout the year. Class Assignment: Students will play games and review each other throughout the class period in order to better understand the material for the test Class Assignment: Students will be given a combination of DBQs, CCOT, an Compare and Contrast essays throughout the day in order to better understand the material and be prepared for the essays on the AP Test Homework: ~study 3x5 review cards for Bulliet’s book and study sheet Given to the student in order to retain knowledge.

May 11/12 Periods I – VI

Key Concept 1.1 to 6.3 Objective: Students will learn: To demonstrate their knowledge of the material learned by participating in a variety of review games and lessons in order to recall and retain information learned throughout the year. Each students will be required to have their 3x5 cards as well as their textbooks and all class notes and papers given throughout the year. Class Assignment: Students will play games and review each other throughout the class period in order to better understand the material for the test Class Assignment: Students will be given a combination of DBQs, CCOT, an Compare and Contrast essays throughout the day in order to better understand the material and be prepared for the essays on the AP Test Homework: ~study 3x5 review cards for Bulliet’s book and study sheet Given to the student in order to retain knowledge.

May 12 AP Test!!!!!!!!!!!!!!