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:
Stephen Petersen, MA.
RM 276 (Office Hours: M-F: 9:00 -10:30 a.m.)
801-402-4800
stepetersen@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. If you prefer to communicate by phone I may also be
contacted at 435-228-8639 before or after school and during my planning period. Parents
wishing to meet with me in person may call and schedule an appointment.
COURSE WEBPAGE:
http://www.davis.k12.ut.us//Domain/9650
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.
Primary Sources:
Each student will be given access to the online version of University of North Carolina –
Pembroke’s World history Documents website:
http://www2.uncp.edu/home/rwb/World_History_Documents.pdf
You will be required, according to the schedule below, to use this online book to read and
analyze specific primary documents that are connected with the course.
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 15th, and students will receive their results in July. 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 preassessments 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.
- 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
Letter grades are determined by the following percentage scale:
94-100 = A
80-82 = B67-69 = D+
90-93 = A77-79 = C+
63-66 = D
87-89 = B+
73-76 = C
60-62 = D83-86 = B
70-72 = CBelow 60 = F
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.
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,
Stephen Petersen, MA.
Student Signature ____________________________________
Date_______
Parent Signature______________________________________ Date_______
***************This schedule is subject to change*******************
AP World History
Syllabus 2014-2015
Date
August 26/27
Lesson & Assignments
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
August 28/29
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.
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
August/Sept.30/3 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 & HerodotusThe 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.
2.
3.
4.
Five major early civilizations
Major river systems in which they originated
Major oceans which border each
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 4/5
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 & 5464, 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 6/9
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.
- 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 10/11 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 12/13 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 16/17 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 18/19 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, & 125127
~Homework: Students will use pg. 71 to complete a timeline
of
the different events of chp 3.
September 20/23 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 CityStates (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 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 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 26/27 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=QmkVSasZIM
Fill in the Video notes while watching the film
Sept. 30/ Oct. 1
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
October2/3
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.
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 4/7
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 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 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 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 10/11
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 14/15
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 16/21
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—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:
the
October 22/23
Students will fill out DBQ aid on the Fall of
Roman Empire
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
October 24/25
Homework: ~ Students will work on their DBQs and their
charts
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—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 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:
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 30/31
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
November4th/5th
Lesson & Assignments
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 longdistance 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 6th/7th
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 longdistance 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.
November
8th/11th
Homework: Prepare for Test
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 longdistance 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
12th/13th
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
14th/15th
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 7 th
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
18th/19th
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
November
20th/21st
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.
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
22th/25th
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
26th/December 2nd
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
December3rd/4th
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 5th/6th
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.
December
9th/10th
Homework: Work on outline for presentations on East Asia
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 11th
/12th
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
13th/16th
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.
December
17th/18th
Homework: ~Read article on Genghis Khan and write a response paper.
~ Complete Primary assignment on the Chronicles
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.
December
19th/20th
Homework: ~Read The Earth and Its Peoples, pgs. 372 - 394,
define vocabulary words in your own words while
Reading.
~ Complete Thesis statement assignment
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 115
~Complete change and continuity chart up to 1750
~ Have a fantastic Christmas break – and get ready to
come
out swinging until the end!!!
January2nd/3rd
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 8h/9th
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 10th/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 16th/17th
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 farreaching 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/23rd
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 24th/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
January
28th/29th
Lesson & Assignments
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 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
Period V: Industrialization and Global Integration, c. 1750 to c. 1900
January
30/31
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/6th
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
7th/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
13th/14th
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
20th/21st
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/27th
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
February Period V: Industrialization and Global Integration, c. 1750 to c. 1900
28th/Marc
h 3rd
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.
March
5th/6th
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
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
7th/10th
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
11th/12th
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.
March
13th/14th
Homework: ~Prepare for a test on Imperialism
~Begin to make 3x5 review cards for chapters 3 & 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
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.
March
19th/20th
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
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.
March
21st/24th
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
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.
March
25th/26th
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
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
Period V: Industrialization and Global Integration, c. 1750 to c. 1900
March
27th /April
2nd
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
3rd/4th
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
April 7th/
8th
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_casual
ties.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.
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
April 9th/10th
Lesson & Assignments
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 15th/16th
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.
April 17th/18th
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
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
April 21st/22nd
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
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
April 23rd/24th
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
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/28th
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 29th/30th
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.
May 1st/2nd
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
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 5th/6th
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 7th/8th
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/11th
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 12th/13th
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 14th
Day to relax
May 15th
AP Test!!!!!!!!!!!!!!