Fifth Period AP World:

The Top is the Front

What do you expect…

• In the period 1750-1900???

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Unit Title Page

Follow directions on Canvas in Unit 5

Revolutions

• Scientific Revolution
• Copernicus-Heliocentric
• Galileo
• Isaac Newton
• English Civil War
• King v. Parliament
• Charles I
• Magna Carta
• Bill of Rights

Revolutions

• Enlightenment
• Empiricism
• Descartes
• John Locke
• Montesquieu
• Adam Smith
• Capitalism
• Free market
• Laissez-faire
• Invisible Hand

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Revolutions

• Counter
• Voltaire
• Rousseau
• socialism
• Utopian
• Marxist

Today

View Title Pages

Intro to the Enlightenment

MCQ & SAQ Assessment Review

Tour

• Set out your Unit Title page
• Tour around the room and take a look at what you notice…
• What are dominant themes and patterns???
• Write down on notecard, add tick mark every time you see that theme or idea

Enlighten

What happens when you “enlighten” someone?

Chat with partner

Video Preview

Make notes next to what will be 5.1.A

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What are the major changes that are occurring? What is different than prior generations and societies?

Final

• Frequently missed items

Exam Review: MC Exam

37 and up 4

36 3.7

35 3.5

34 3

33 2.7

32 2.3

31 2

30 1.7

28-29 1.3

27 and below 1

SAQ

• 6+ 4
• 5 3
• 4 2
• 3 1.3
• 2-1 1

Entry Task

New Seats

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Repetitions over 5.1.A-C

Video Reps & Preview

View the video that reviews and previews

Enlightenment Thinkers

View the website and read at least 3 of the associated writings of the Enlightenment thinkers

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Linked on Canvas

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When done you can work on corrections or study guide - need a full sheet of answers???

Entry Task - Next to 5.1.D

5 min write:

• Describe your ideal community. What would it be like? Food, housing, interactions among people & groups, leadership, other...

Entry Task - Separate Paper (save for a final task)

5 min write:

• Describe your ideal community. What would it be like? Food, housing, interactions among people & groups, leadership, other...

Mixed Income Communities

• Audio Story:
• Does the community described here match any of the characteristics described by Owen, Fourier, or Saint-Simon? How so?

Dive Deeper

• Go to Canvas and explore the sights and descriptions of Robert Owen and Charles Fourier’s visions of community in the Industrial Era.
• Add key ideas to your notes and then we’ll do one task with 5 minutes left in class.

Evaluation

• How do the attempts at planned community/”utopian” life match with your experience and understanding of human interaction and human nature?

Human Nature

It never changes

Women’s Rights Movement

What are the big picture “a-has” in this topic? What is so glaring about this in the scope of world history???

Women’s Rights Movement

Tasks on Canvas

Complete in your notebook

Entry Task

What did the three documents from Friday on Women’s Rights have in common?

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How were they unique?

Season Partners

Make an appointment for each season

Next

Take out DBQ Rubric and Sourcing Guide and then…

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Send notebooks to front of row with checksheet tucked in at 5.1.A

DBQ

Review Rubric

DBQ

Review Sourcing Guide (purple page)

Meet with Winter partner and review

Rubric and Sourcing Guides

DBQ

Step 1 - Read and analyze the prompt (3 minute)

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Brainstorm GCon and OEv

Meet with Spring partner and review

Prompt, OE, Context

DBQ

Step 2 - Read and analyze each document according to the prompt and analyzing for sourcing (POV/SAP) (10 minutes)

Meet with Summer partner and review

Docs and Sourcing

DBQ

Step 3 - Compose a claim that answers the prompt (3 minutes)

Meet with Fall partner and review

Claim

For tomorrow

5.1.E Study Guide

Entry Task

Make repetitions over 4.4.E (yes, this is in past unit)

Slave Trade - A Big Picture View

Reform & Abolitionist Movements

Case Studies - Reform Movements

On Canvas

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Check in with 15 minutes to go

5.2.A

A bit different - due date change

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Let’s look at together (on Canvas)

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Blazer Time tomorrow - 5.2.A and beyond...

5.2.A

Share a few elements of your personal nationalism/culture with your group of 3 or 4

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We will take some volunteers to share after 5 minutes for your group

Revolution

What conditions or factors must be present in order for there to be a revolution?

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45 second write next to 5.2.B

Nationalism shapes Revolution

Language, religion, social customs, and territory

“Fever” Model of Revolution

Stages:

Symptoms - feel is coming on - aches

Crisis - Fever at its height

Convalescence/Recovery - resting and return to health

Video – Review and Preview

• Amer./Fr. Rev’s
• Repetitions in 5.2.B
• What key factors drove both the American & French Revolutions? Were they more similar or different?
• CNN Millennium 1:05:40-

End of Salutary Neglect

French Revolution

All for naught???

Reign of Terror

Napoleon Invades Russia

Napoleon Invades Russia

Congress of Vienna

Compare

Which revolution - American or French - had more success in achieving its goals? Explain.

Homework

Planning for French Revolutionary Calendar DBQ

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You’ll compose the essay in class!

Take out DBQ and review for a moment

Entry Task

3 minutes to review the documents with your partner

Docs you didn’t understand? Most accessible for sourcing - POV/SAP???

Self Score

All docs review and notes made on Outside Evidence, Context, Docs to arguments, Sourcing for a 4!

Rest of period

• Compose DBQ essay - can have rubric and sourcing guide out
• Essay will be scored on 2 of the 6 rubric areas, determined with die roll

Entry Task

Review notes on Haiti from 5.2.B

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Mark possible assessment topics

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DBQs scored by end of week - winterfest tomorrow??

How Haitian Independence mattered to the United States.

Haiti - pre-Columbian times to present

Modern Haiti - add to 5.2

• Poorest country in the W Hemisphere.
• Land Area: 10,714 sq miles (slightly larger than Maryland)
• Population: 10.85 million (2016) (MD ~6 million)
• Life expectancy: 63 years old (US 79)

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Modern Haiti

• Ethnic Groups: Black 95%, mulatto and white 5%
• Religion: Roman Catholic 80%, Protestant 16% none 1%, other 3%

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Modern Haiti

• GDP: $8 billion (2016) $13.15 billion (2012)
• Maryland $382.4 billions
• US $18.5 trillion (Jeff Bezos’ net worth - $137 b-b-billion)
• GDP per capita: $739 (2016) ($1,300 - 2013) (US $57,467)
• Unemployment: 13.5% (2015) (US 4.1%)

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Current Thoughts on Haitian Reparations

Exit Task

Describe a similarity and difference among any two of these three revolutions:

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American French Haitian

Entry task

• Repetitions over 5.2.C-D

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Map Comparison

• What changes do you notice between the maps?
• How do the changes reflect the independence movements?

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Modern Latin America

Review notes

What are the main causes and results of the Latin American independence movements?

Today

Study each of the three documents. Annotate the text and be ready to discuss the following:

1. How does historical context help us understand these documents?
2. How are the authors’ arguments similar? Why?
3. How are the authors’ arguments different? Why?
4. To what extent do you think these documents affected the course of human history?

In your group of 6 or 7

Discuss each question and refer to the texts:

1. How does historical context help us understand these documents?
2. How are the authors’ arguments similar? Why?
3. How are the authors’ arguments different? Why?
4. To what extent do you think these documents affected the course of human history?

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5 Min Write

Evaluate the role of written documents and statements in bring large-scale societal change, referring to your reading from the study guide and these documents.

Entry Task

Which region faces the greatest challenges in defining their nationalism in the 19th century?

Italian unification

German unification

Balkan nationalism

Ottoman nationalism

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Check Sheets out… Birthday!

Entry Task

Which region faces the greatest challenges in defining their nationalism in the 19th century?

Italian unification

German unification

Balkan nationalism

Ottoman nationalism

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What Empire Is Missing?

Austro-Hungarian Empire

Nationalism Personified

Otto von Bismarck

Egypt

Muhammad Ali (not the boxer)

Greek Nationalism

Examine this case study on the movement to free Greece from centuries of Ottoman rule

The Development of Nationalism in Europe

Paired reading (on Canvas):

• Partner on the left reads from beginning through “their own national integration”
• RH partner reads from “The fall of Napoleon…” to the end of the article
• Make additional notes in 5.2.E from your section, then you and your partner will share what you learned and you can add their notes to yours

Exit task

What are the benefits and perils of nationalism? Give examples.

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Exit task: on half sheet

What are the benefits and perils of nationalism? Give examples.

And:

1. Which nationalist movements saw the greatest difficulty? Why?
2. What was unique about the Austrian-Hungarian empire?
3. What precipitated Greek independence?

Entry Task

How is the world changing due to the Industrial Revolution? How is this reflected in today’s world? Refer to notes and current examples.

Video

• Overview of Industrialism
• Add to your notes

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Thomas Cook’s Demise

Failure and collapse

Dead site!

Need a refund?

Images of Industrial Technology

• Link and task found on Canvas - 5.3.A-B
• Please have your check sheets out

• A Few Images of Industrialism

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• As you watch, list emotions, reactions, observations on your paper (again, next to the future 5.3)

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• View on next slides (label A-F)

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• Set up on next slide

Video

• Effects of industrialism
• Add to your notes

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The Four Yorkshiremen

• A little Monty Python…

DBQ Return

• Scored for claim and context
• Must answer all parts of the prompt!
• Link the context to the prompt - how does what is happening in the time period shaping what you are arguing in your claim???
• Can revise for tomorrow or over the break

Rest of the Period

• Start 5.3.C

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New year, new seats!

New year, new seats! The TOP is the FRONT

Entry Task

Review your goal that you set two months ago - how are you keeping up with the area you want to sharpen??

Repetitions

Make repetitions over 5.3 A-C - what are the features of the Industrial Revolution???

Big Picture

Studying the macroeconomic effects of Industrialism - how national economies are impacted

5.4A

Explain how the rapid development of steam-powered industrial production in European countries and the U.S. contributed to the increase in these regions' share of global manufacturing during the first Industrial Revolution.

Big Picture

Economic concepts:

• Supply & demand
• Price
• Markets
• Capital

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Supply & Demand

Amount of a commodity, product, or service available and the desire of buyers for it, considered as factors regulating its price.

Price

Amount of money that has to be paid to acquire a given product.

Markets

Areas of economic activity in which buyers and sellers come together and the forces of supply and demand affect prices

Capital

accumulated goods devoted to the production of other goods

Next to what will be 5.4C

Draw in the following:

Complete the Table Analysis

Document found on Canvas under Unit 5/5 C-Tables of Industrialization

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Let’s look at first one together...

Exit Task

Answer analysis question. On the half sheet, in two or three short sentences:

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What is the overall summary of these tables? What do they tell you about industrialization from 1870-1913?

Entry Task

Make repetitions over 5.4

5.4.B

Which of the five nations described in 5.4.B seem to be on the rise, with growing power resulting?

Map Comparison

Visit Canvas to complete a study of how industrialization spreads in in Europe during the 19th century. Follow directions.

2010 DBQ - Mechanizing the Cotton Industry

Analyze the document set

Work with your partner

Prepare for each part of the rubric

Entry Task

Which of the industrial innovations from 5.5 seems to have the widest impact (affects the largest number of people in their daily lives)? Explain.

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Notes out for a check!

Case Studies

Examine the way three of the innovations from 5.5 shaped the lives of people around the world (cause & effect). Collect all of your ideas on three google slides. With 10 minutes left in class you will share what you learned with several other students in class. Use images and captions. Look for charts, videos, maps, other visuals.

Entry Task

View and take notes on today’s CNN 10 news episode

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What can you connect to what we’ve studied this year??

Iran in the 19th century

Safavid Empire collapsed in 18th century

Ottomans & Russia take advantage

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Next - Ruler of Iran in late 19th century

Map of all this on next slide...

What can we conclude about Iran in the late 19th cen.?

Think about it...

Why do governments see a need to promote industrialization?

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What is the alternative to government promotion?

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On Canvas

Egypt, Cotton, Muhammad Ali

NOT

Entry Task

Mark 3 features you think are possible assessment topics from last night’s notes/reading on Japan. Use a colored repetition pen or pencil and mark with an asterisk.

Japanese Transformation

You will read a portion of the section on Japan’s shift from the last Shogunate to a modern, industrialized state

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Let’s read the intro paragraph together.

Japanese Transformation

Read your assigned section, making 1 or 2 notes per paragraph. You’ll share what you learned with your group.

A (Hearts)- From heading “The Tokugawa Background” and stop at “American Intrusion...” p. 854

B (Spades)- From “American Intrusion…” to “...vis-a-vis the West” on page 856

C (Clubs)- From “After this initial...” (bottom of 856) to end of p. 858

D - (Diamonds) Top of 859 to end of 861

Video to wrap up the week...

Happy Monday!

Open up to what will be 5.7

Exit Task - on sticky note

If you were to replace the word “ominous” to describe Japan at the end of the 19th century, what word would you use and why?

Entry Task

On LH side of what will be 5.7:

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3 minute write: What is behind the production of a pencil? How involved do you think it is? Give your best explanation.

I, Pencil

Watch and consider the process, the role of people, choice. Are there any statements made that you would dispute or challenge??? Write down any ideas you think are important, notable, worth a closer examination

The Invisible Hand

Adam Smith’s most famous theory, but he had many other economic theories that were also very influential.

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Pin Factory

Smith observed that specialization and division of labor in a pin factory allowed workers to produce many times more pins than if each worker had been working alone.

Other beliefs

People, acting in their own self-interest, would work hard and produce what consumers want as if directed by an invisible hand.

Argued for trade, saying it opened new markets where surplus goods could be sold and allowed for cheaper goods to be imported.

Other beliefs

Competition among businesses would keep prices in check.

Limited but important role for government to do things such as enforce contracts, grant patents and copyrights, and provide public works such as roads.

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Create an “Invisible Hand”

Trace your hand on the piece of paper and write in each part based on the handout

What Goes into making a Chocolate Chip Cookie??

• Your group will get one item used in making of a batch of cookies.
• You’ll have 5 minutes to trace all the inputs into creating just that particular item needed to make the cookies.
• You’ll share with the rest of the class how that item’s existence is evidence of the invisible hand at work.

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How the Chocolate Chip Cookie is made

...and maybe you already know :-)

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Adam Smith Explained

While you eat a cookie

Entry Task

Review notes from 5.7

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What are the three big ideas discussed? Talk with partner as you make repetitions.

World’s Largest Companies (most are multinational corporations)

What We Would Have Done...

Look on Canvas

Bonus assignment points...

Political Spectrum

Political Spectrum

Political Spectrum – big oval, landscape view

Think about it...

Can you think of a situation where a change was made that made you unhappy? What was it? What did you do?

Reforms and Responses to Industrialism and Modernization

Add ideas from the videos and slides to your notes in 5.8.E

Ottoman Empire

Tanzimat Era

Challenges of nationalism

Empress Dowager Cixi

Empress Dowager Cixi

Complete comparison task

Complete the comparison chart/diagram using your notes from 5.8.E

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Notes available for a check

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One final task when directed at end of period

Claim

Based on what you’ve arranged in the chart, create a comparative claim and write at the bottom of the page

Entry Task

Mark 4 possible assessment topics from 5.9.A-B with a repetitions pen/pencil and asterisk (*)

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Note - please bring AMSCO book to class with you on Tuesday!

Today

How are the effects of industrialization reflected in the arts?

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Take a self-guided tour, make notes, be ready to share at end of class

Result??

Was the Industrial Revolution a net gain or loss for women? Explain.

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birthday!

Evaluation

How was change and continuity shown in the industrial age? What were things that were present/constant throughout? What were key departures, turning points?

Skim and scan 5.10 in you text

Highlight any word or phrase associated with change or continuity (different color for each)

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Take a look at the yellow sheet for LEQ language

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Fill out columns as you go from one category to another...

Fill out analysis sheet

Use ideas from book and websites

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Wait for directions on tasks B and C

B - decide what evidence you’d use to plan your essay

C - compose a claim based on the evidence you selected

For tomorrow

Analyze the document set for all parts of the DBQ rubric

Tonight’s Task

LEQ prompts not on exam, but SAQs - will look at tomorrow

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Tonight - make repetitions over all of Unit 5

• Must show and tell what you did for tomorrow’s grade

Today

Self Score on DBQ planning

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Planned for all parts of rubric to earn a 4

Analyzed all docs and placed with argument, sourcing

Context, Outside Evidence

DBQ

Questions?

Scoring today - to shape your writing

• No quotes
• Start topic sentences with your answers to the prompt
• Refer to documents by author and idea, not document as a person or entity “Document 5 says…”

Tonight’s Task

LEQ prompts are not ready for distribution (may not be LEQs, but SAQs)

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Tonight - make repetitions over all of Unit 5

• Must show and tell what you did for tomorrow’s grade

Entry Task

Discuss your repetition methods and actions and the fruitfulness of it all. What was reinforced? What was uncovered or relearned?

Today

• Unit 5 Progress Check

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• When done, make notes on the 5 SAQs for Unit 5 posted on Canvas.
• Make a copy in your google docs or make notes in notebook. Specific evidence for each part!
• Be ready to discuss tomorrow.

Today

• SAQ review

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• Make season partners
• Choose those different from last time. What?!? You don’t remember????

Review

1 - with existing partner

2 - with fall partner

3 - with summer partner

4 - with winter partner

5 - with spring partner

Today

• SAQ - Question 5

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• Review of semester 1:
• Take out all study guide questions and your notebook(s)

World Cafe

• In a moment, you’ll be assigned to a group
• Make notes on a page in your own notebook as you work today
• Your group will be given a time period and themes
• You will search your mental memory banks, notes, and study guide questions to put down any idea relevant to your period and themes
• Use images, symbols, words
• After 8 minutes you’ll rotate to other tables and add

New Semester, New Seats-Fifth Period

Entry Task

What is imperialism?

Why?

Today?

United States?

Entry Task

New seats, then review 6.1 and mark key vocab and possible test questions

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Then, identify which motive you think was the strongest in driving European Imperialism in the 19th century.

Three waves of European colonialism

• First wave: early Ottoman Empire, Spain and Portugal
• Portuguese - Ceuta, Morocco 1415, other African territories and islands
• Start the movement “Age of Discoveries”
• Ottomans - South Eastern Europe, the Middle East and much of Northern and Eastern Africa (1359 and 1653)
• Spanish and Portuguese - colonisation of the Americas, Treaty of Tordesillas of 1494.
• Britain, France and the Netherlands jump in

Three waves of European colonialism

• The second wave: Britain's involvement in Asia in support of the British East India Company; France, Portugal and the Netherlands also had involvement in European expansion in Asia.

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Three waves of European colonialism

• The third wave ("New Imperialism")
• Scramble for Africa
• Berlin Conference of 1884–1885: divided Africa among the European powers.
• Vast regions of Africa came under the sway of Britain, France, Germany, Portugal, Belgium, Italy and Spain.

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Three waves and capitalism - profits

• First wave:
• Exploring the world to find new revenue and perpetuating European feudalism.
• Second wave
• Developing the mercantile capitalism system and the manufacturing industry in Europe.
• Third wave
• solidified all capitalistic endeavors by providing new markets and raw materials

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New Semester, New Seats-Fifth Period

Crash Course 35 - Imperialism

Take notes/fill out the answers on the sheet as you watch!

What are some of the most effective ways to change the collective thinking of a culture/society?

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Name some of your favorite children’s books

Story Time

A, B, Cs for Baby Patriots:

A Primer for British Imperialists

Linked on the Canvas

In Your Notes - study these 6 and 2 others

Please obtain a history book, preferably one edited by Mr. Strayer.

Due Tuesday

6.2A-B

Entry task

Quiz your partner on the notes from 6.2A-B

The Scramble for Africa

Write the above heading in an open page near 6.2

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Read background paragraph (first one) on pg. 825

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Write down the main idea and a supporting detail

The Scramble for Africa

• Images on pp. 825-830
• Skim and scan background and analyze assigned images
• What is notable from the background/ context?
• Answer two of the red bulleted analysis questions for each source in complete sentences

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Colossus of Rhodes

Wonder of the Ancient World

Statue of the Greek Titan Helios

107+ ft high, (one of the tallest statues of the ancient world)

City of Rhodes (Greek island of Rhodes)

Constructed 292 and 280 BC to celebrate Rhodes’ victory over Cyprus

Destroyed in 226 BC earthquake

https://www.ancientworldwonders.com/colossus-of-rhodes.html

The Scramble for Africa

With your group - same face value card

• Discuss your analysis of each of the images. How does it reflect the attitudes and trends present in the Scramble for Africa?

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The Scramble for Africa

With your group - same face value card

• Discuss two of the questions on page 831, then compose a 30+ word response to each.

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Entry task

Watch video and add to notes on the Taiping Rebellion

LEQ Practice

Take out rubric and language guide

LEQ Practice

Complete planning sheet

Entry Task

Review: All vocab Unit 6 - 6.1 through 6.3 A-B

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DBQs returned today - can revise to a 3

Claim, 6 doc used, sourcing

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Notes will get scored today...

Entry Task

The Balkans

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What are the results of the nationalist movements in the Balkans in the 19th century??

Quiz on Canvas

Remember: Nationalism

• Cause and Effect
• Enlightenment
• Revolution
• Imperialism
• War

The Balkans

Today - Deeper Dive

Set up paper as on white board and use to take notes from articles and videos on canvas

Entry Task

Look back and review what you learned from AMSCO and in Thursday’s class related to resistance to European control in the Americas - 6.3.B

Preview for 6.3.C-F

Sepoy Mutiny

Philippine-American War

Anglo-Zulu War

Samory Toure’s War

Mahdist War

DBQ Prep

Review the document set

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Annotate all docs according to the DBQ rubric

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You will write the essay tomorrow

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Homework - 6.3.C-F

Today

Compose DBQ essay

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Dark blue or black ink

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Scored for all parts except Context point

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6.4 due tomorrow

Claim? Yes or no?

Sourcing? Yes or no?

Balance of Class

Study the history of one of the natural resources extracted by European imperialists in this era. Find details about the time prior, more about the era itself, and the time since, up to today’s patterns of harvesting/extracting/collecting such resources

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Complete next to 6.4

Entry Task

Birthday!

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SAQ - complete - 12 minutes

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No notes

China and The Opium Wars

Add to your notes in 6.5

Quizlet vocab review

Quiz quiz trade

If time...

Entry Task

50+ words: Explain the difference between coerced and semi-coerced labor, referring to examples from last night’s reading - near 6.6

Next

Send notebooks to front of row with checksheet tucked in at 6.3.C

Season Partners

Make an appointment for each season

DBQ

Step 1 - Read and analyze the prompt, then brainstorm GCon and OEv (3 minute)

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Meet with Spring partner and review

Prompt, OE, Context

DBQ

Step 2 - Read and analyze each document according to the prompt and analyzing for sourcing (POV/SAP) (10 minutes)

Meet with Summer partner and review

Docs and Sourcing

DBQ

Step 3 - Compose a claim that answers the prompt (3 minutes)

Meet with Fall partner and review

Claim

For Tuesday

6.6 D-E in Study Guide

Entry Task

Review your notes for 6.6.D, then on the left hand page:

Make a spectrum that represents good outcomes on one end and poor outcomes of settler colony migration.

Quiz Quiz Trade

Review terms from this year!

Work time

Get a head start on 6.7

Entry Task - Next to 6.7

What do all or most of ethnic enclaves you studied have in common? Advantages and disadvantages???

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What are some of the unique features or patterns that one of these enclaves displayed?

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Make a note - bring AMSCO to class Thursday!

Ethnic Enclaves

What are these enclaves like in the 21^st century?

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Add notes from article on canvas to your notes for 6.7

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Synthesis

How can you link the enclaves of the 21^st century to the 19^th century? Explain.

Racist Policies in Oceania

On Canvas - read the text excerpts of the The Chinese Influx Restriction Act. Explain how this relates to the historical situation

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Read the article on White Australia. Watch the video and make some notes.

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Conclusion

How does what you learned about ethnic enclaves and racist policies shape you sense of what the 19th century was like?

Entry task

Review your chart for 6.8

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Mark 3 Cause and Effect relationships you think are most significant from your reading last night.

Analysis

Review the documents on Canvas for 6.8

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Make notes on each, then compose a claim on your half sheet that evaluates the effects of Industrialism and Imperialism at the start of the 20th century

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When done, start unit 6 progress check

Today - Feb 21

New check sheet - can start when done with quiz

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Quiz - answer on paper, no wandering eyes!

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Turn in on front table when done

Video – Review and Preview

• Amer./Fr. Rev’s
• Repetitions in 5.1 - Cornell Notes
• EQ: What key factors drove both the American & French Revolutions? Were they more similar or different?
• DVD 1:05:40-

Discuss with Partner

• Working with Evidence – Strayer 730-735.
• Discuss all answers with partner

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Birthday!

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Analysis

What predominant impression of the French Revolution do these 4 images communicate? Explain.

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Answer near 5.1a, 50+ words

What could be considered “dangerous” about traditional Christian beliefs?

Reign of Terror

Napoleon Invades Russia

Napoleon Invades Russia

Congress of Vienna

Not French Revolution!

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1832

• Rest of the period
• Add notes from one Crash Course video to 5.1 in a new color than original notes. May view all three for bonus!
• 26 Seven Years’ War
• 28 Tea, Taxes, and the American Revolution
• 29 French Revolution

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Wednesday, Feb 6

Entry task

Comparison:

One similarity and one difference between American and French Revolutions. Explain

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Use at least 4 vocab terms in your response. Circle each.

Repetitions over 5.2

Review with partner, marking key ideas/potential test item topics with repetitions color asterisk

How Haitian Independence mattered to the United States.

Haiti - pre-Columbian times to present

Comparison - what similarities and differences exist between two of the following revolutions and independence movements:

Haiti S. American Brazil Mexico

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Haiti

Mexico

S. America

(except Brazil)

Brazil

H/S.A.

H/M

M/B

S.A./B

ALL

REVIEW

• LH side page, next to what will be 5.3
• Refer to your vocab for today. Choose 2 terms/developments/people from the Industrial Age and compare with a term from before 1750.

Calendar Adjustments

• 5.3 and 5.4 BOTH due Tuesday Feb 19
• Manchester DBQ planning due Wednesday Feb 20
• Annotate docs, complete planning sheet

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First Period: The TOP IS the Front

Images of Industrialism

A

B

C

D

E

F

Entry Task

Repetitions over notes on Industrialism - 5.3

• Circle key terms
• Asterisk by potential assessment topics
• Question marks by things you need to find out more about
• Delta signs and arrows by CCOT features

Entry Task

• IDENTIFY THE FOUR MAJOR IDEOLOGIES THAT FORMED DURING THE INDUSTRIAL REVOLUTION
• WHAT GROUPS OF PEOPLE WOULD SUPPORT EACH TYPE OF IDEOLOGY?

Near 5.4

Manchester DBQ

• Complete planning sheet filled out to help you write your essay tomorrow

Marx’s general ideas

• Make some notes with/near 5.4

Communist Manifesto

• Pp. 776-779
• Student on left read p. 777 through “…lap of social labor.”
• Student on right read p. 778 “It is enough…” to the end.
• Write down four plus key ideas from your section
• Share
• Answer three of the five questions on p. 776

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Dictatorship

Communist Party

Bonus!

• Crash course – Capitalism & Socialism – crash course 33
• Linked on top of blog
• A few videos if time...

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• Philosopher Football Match –for fun

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• One POV on gov’t – c notes

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Some DBQ Reminders:

• Only minimal quotes, if any…
• No 1st person: avoid “I think…”
• The documents have no life, they are just numbered! (Avoid “document 3 says…”)
• Doc reference - ID authorship, relate to argument, POV/CAP, transition to next doc.
• Use a topic sentence for each paragraph (what’s the issue or reaction?)
• Review for all points on rubric

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Entry Task: SAQ (in your notes)

Using the photograph to the left identify and explain ONE ideology that either was a cause or an effect of what is represented.

Working with evidence

• You will be assigned one of four sources pp. 775-785 in Strayer.
• Read and take brief notes on your assigned source.
• Answer any three (3) questions relating to your source.
• Answer any two (2) questions on p. 785

Entry Task

Read your assigned section from Strayer pages 788-792. Go back to the start of the paragraph if there isn’t a clean break to start your page...

1. 788 (Starting at “Ind. & Empire” to 789)
2. 790
3. 791
4. 792

You’re the expert. Be ready to share with group

Images and Maps

Study the images and maps on pages 790-796

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How do these show the attitudes, objectives, and successes of new imperialist powers?

Next to 5.5

How did the patterns and attitudes of the Industrial age help spawn the age of New Imperialism??

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50+ words

Entry Task: In Your Notes

• Summarize the section on p. 325 entitled:
• Indian Nationalist Movement Begins
• Read ONLY the first two paragraphs and write a summary.

AP Test Registration

Deadline: February 28th @ 11:59PM – NO EXCEPTIONS

Exit Task

• How shocking are these images and words to you in 2019? Has the world “developed” since this book was published?

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Extra credit - Crash Course #35

Preview for Wednesday

Crash Course #35

Season Partners

Make an appointment for each season...

Entry Task

Repetitions over notes on Imperialism - 5.5

• Circle key terms
• Asterisk by 2 potential assessment topics per section - India, China, Japan
• Question marks by things you need to find out more about
• Delta signs and arrows by CCOT features

China and The Opium Wars

Add to your notes in 5.5

Updates

• Manchester DBQs returned today
• Scored for claim, context, POV/CAP
• Revise these areas/finish to raise score to a 3
• By Monday 2.27
• Deadlines
• Move all tasks back one date

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Working with evidence

• Study the four sources pp. 825-831 in Strayer.
• Read the background and study the images.
• Make notes on each related to the patterns of New Imperialism.
• Answer any two red bulleted questions for each source.
• Respond in 30+ words each to questions 1 and 2 on page 831

Read about and study your assigned source from Strayer pages 825-831.

• 18.1
• 18.2
• 18.3
• 18.4

You’re the expert. Be ready to share with group

Rest of period

For Monday - 5.6 notes

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Ex. Credit - Crash Course volume 2 #13 (213)

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AP Test Registration

Reminder!

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Deadline: February 28th @ 11:59 PM

NO EXCEPTIONS

Entry Task

Repetitions over notes on Imperialism in Africa - 5.6

• Circle key terms
• Asterisk by 2 potential assessment topics per section
• Question marks by things you need to find out more about
• Delta signs and arrows by CCOT features

Patterns of Imperialism

Near 5.6

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How do patterns of Imperialism in Africa compare with patterns in Asia? What similarities are there? Differences?

African Imperialism Case Study

Near 5.6, complete the following:

Analyze one or more of the following related to an LEQ approach (Comp, CCOT, C/E), with a claim when done:

• Abolition of the Slave Trade
• Boer War
• Great Trek
• Muhammad Ali & Egyptian westernization
• Suez Canal
• Berlin Conference

For Tuesday

DBQ planning only!

Complete planning sheet, annotate doc set as you study

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Tuesday will be an analysis day studying the DBQ, not required to write

Seasons!

Divide your paper into quarters, find a person for each season

DBQ Workshop

Essay grade for the work done

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Get your season partners!

The DBQ - introduction

Step One

Task Analysis - Analyze the prompt

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Step Two

Review docs 1-4 with your partner - how related to the prompt???

Step Three

Review docs 4-7 with your partner - how related to the prompt???

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Step Four

Analyze the author’s point of view OR the context the doc was written in OR the author’s purpose OR the audience of the document

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You can’t write “the purpose of this document…”

Step Five

Potential outside evidence - relate to prompt or to a specific document

Step Six

Context - that you’d use to introduce your thesis = big picture

Step Seven

Read and score the sample essays

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Write scores for each on half sheet

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(sample A, B, C, 1-7 for each)

Close chromebook when done

• While waiting, check skyward, look ahead to next week’s deadlines, text your mom and tell her you love her, look up great World History teacher gifts...

African Reactions to Imperialism

• Use a colored pencil or highlighter to mark the following in your essay
• Claim, Context, Outside Evidence, 4 POV/CAPs

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African Reactions to Imperialism

• Keep DBQ materials with you
• Every student on lefthand side moves up one seat (front seat moves to back row)

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African Reactions to Imperialism

• Exchange DBQ essays
• Review each of those four rubric parts identified and make comments on score sheet
• Discuss - what meets standard? What needs to be clarified, developed, made more specific?

Entry Task

• Stump the chump
• Quiz your partner over yesterday’s vocab

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• Please have your vocab and check sheet out

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Entry Task

• Review the “In Review” pages 5.1 and 5.2
• Mark changes and continuities
• Compose an SAQ prompt for each
• “Explain…”
• Compose an LEQ prompt related to these pages
• “Develop an argument…”

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AP Test Registration

Reminder!

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Deadline: February 28th @ 11:59 PM

NO EXCEPTIONS

Entry Task

Repetitions over notes on Nationalist Movements - 5.7

• Circle key terms
• Asterisk by 2 potential assessment topics per section
• Question marks by things you need to find out more about
• Delta signs and arrows by CCOT features

Unification of Italy and Germany

What are the outcomes of these movements? Which appears to be in a position of greater strength? Why?

Russia

Ottoman Empire

Spanish American War

It begins…

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1898-The three minute version

The White Man’s Burden

Take up the White Man’s burden—Send forth the best ye breed—��Go send your sons to exile-To serve your captives' need��To wait in heavy harness-On fluttered folk and wild—��Your new-caught, sullen peoples,-Half devil and half child...

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...The cry of hosts ye humour-(Ah slowly) to the light:��"Why brought ye us from bondage,-“Our loved Egyptian night?”...

The Boxer Rebellion

What are the limits to what you can do in your future??

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Discuss with partner...

Nationalism reading

What do we know thus far about serfdom???

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Turn to page 333

Re-read first two paragraphs and note key ideas in each

Serfdom documents

• Read the context together
• Read and annotate each doc.
• In your notebook next to 5.7:
• Analyze each doc for all parts POV/CAP and respond to 3 of the four analysis questions at the end of the selections

Blazer time…

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What I expect...

LEQ

Review of rubric parts

6 minutes

• Review both prompts and brainstorm on your own
• No notes
• What type of argument will you create for each?
• CCOT
• Comparative
• Cause/Effect

2 minutes

• Use Notes!
• Review both prompts and brainstorm on your own
• What type of argument will you create for each?
• CCOT
• Comparative
• Cause/Effect

With partner

Meet with partner and discuss your ideas related to each prompt

Compose LEQ Response

• Dark blue or black ink
• Choose one of the prompts and compose your essay
• Refer to rubric, will staple to front at end of class

Entry Task March 1

Next to 5.8

Write a CCOT argument related to one of the topics you read about for today. Use this structure:

• Topic sentence/argument
• Evidence relating to your argument
• Analysis (“because”, “resulted in,” etc.)

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Submit DBQ revisions

Timeline of Women’s Suffrage

“However, while the joy shared by tens of thousands of Saudi women over the right to take the wheel is undeniable, a bright red line keeps them from equality — the restrictive guardianship system. It is a mix of law and custom under which women remain dependents of male relatives — a father, husband, brother, uncle or son — their whole lives. Guardianship ensures that the gender balance of power at home, work and perhaps even on the roads favors men by allowing them to consent — or not — to letting their women work, travel or receive medical care.

pp. 723-727

• Read the text - section A (723-724) or B (bottom 724-727 - not Kartini reading)
• Guiding questions to answer with partner:
• What were women’s grievances?
• What did they want (specifically)?
• What steps did they take to get what they wanted?
• Where did the movement meet the greatest resistance?

Feminism in the Dutch East Indies

pp. 726-727

• Kartini
• Read and note near 5.8:
• Kartini’s life-shaping experiences
• Kartini’s goals
• The situation/context she exists in

Bonus Opportunity!!

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How far have women’s rights advanced in a century?

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Assignment on the blog...

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CCOT

In what ways did China change from the Ming period (1368-1644) to the later Qing Period (1900)?

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Review your notes, talk with your partner

Working with evidence - Changing China

• One of four sources pp. 863-871 in Strayer.
• Read the background and source text.
• Make notes on your assigned source related to the changes taking place in China.
• Answer any two red bulleted questions relating to your source.

Changing China

Read two background paragraphs on pg. 863

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Write down main idea from each

Working with evidence - Changing China

• For your source from pp. 863-871 in Strayer.
• Skim and scan background and source text.
• What is noteable from the background/context?
• What are two key text ideas related to the future of China, changes to be made?

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Working with evidence - Changing China

• You’re the expert. Share about your assigned source - in order!
1. Make notes on others’ sources as you listen
• Discuss questions one and four on page 871 with your group members, then answer in your notebook

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Exit Task

How does this change relate to what we just studied about China?

Entry Task

• Go through your review packet right now and annotate
• Identify missing information that might be especially important
• Please have your check sheet out as well

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Women’s Rights and Roles

• Read each document
• Annotate the text
• Note similarities and differences
• On back of the paper, write a comparative claim, then one paragraph with a similarity between these docs (argument, evidence, analysis) and one on a difference (arg., evid., analysis)

New Seats!!

Put the following in chronological order

End of cold war

WW II

Russian Revolution

China becomes communist

Vietnam War

9/11

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Your birthday

WW I

Prohibition

Nuclear Weapons in Australia

Great Depression (crash)

Put the following in chronological order

End of cold war-1991

WW II-1939 to 1945

Russian Revolution-1917

China becomes communist-1949

Vietnam War-1964 to 1975

9/11-2001

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Your birthday-c. 2002 to 2003

WW I-1914 to 1918

Prohibition-1920 to 1933

Nuclear Weapons in Australia-1952

Great Depression (crash)-1929

Put the following in chronological order

Zheng He

Martin Luther

Haitian Revolution

Fall of Rome

30 years war

100 years war

Enlightenment

Iowa State University

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Muhammad

Muhammad Ali

Boxer Rebellion

Aztec Empire falls

French Revolution

Zulus defeated

Opium Wars

Mongols

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Put the following in chronological order

Zheng He-c. 1400

Martin Luther-1517

Haitian Revolution-1804

Fall of Rome-476

30 years war-1618 to 1648

100 years war-1337 to 1453

Enlightenment-18th century

Iowa State University-1858

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Muhammad-c. 600

Muhammad Ali-early 19th century

Boxer Rebellion-1899 to 1901

Aztec Empire falls-1521

French Revolution-1789

Zulus defeated-1879

Opium Wars-mid 19th century

Mongols-13th to 14th century

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Multiple choice practice

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Let’s review strategies together

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Stimulus on following slide, then question

“Our translation proceeded in the following way: Abraham Ibn Daud [a Jewish scholar born in Muslim Spain] took the text and read aloud the Arabic words one at a time, while Archdeacon Domingo Gundisalvo [a Christian scholar] wrote down the Latin equivalent to each of these words as he heard them.”

Introductory note in the Latin translation of a treatise by eleventh-century Muslim philosopher Ibn Sina. The translation was produced in Christian-controlled Spain, circa 1150.

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The activities described in the passage exemplify which of the following cross-cultural interactions in the period 600–1450 C.E.?

1. The creation of syncretic religious traditions
2. The establishment of diasporic merchant communities
3. The development of a scientific method based on experimentation
4. The diffusion of scientific and philosophical knowledge

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Questions on review packet parts???

REVIEW

Time to work on Unit 5 title page...

• Time to work on your review packet!!
• Resources: top of blog
• AP Worldipedia
• Freemanpedia

Entry task – 20^th century

• Analyze for POV/CAP

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Most people were silent. I remembered the line from the Hindu scripture, the Bhagavad Gita; Vishnu is trying to persuade the Prince that he should do his duty and, to impress him, takes on his multi-armed form and says, 'Now I am become Death, the destroyer of worlds.‘

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J. Robert Oppenheimer, physicist on the Manhattan Project, which worked to develop nuclear weapons for the US quoting an ancient text as he observed �Trinity

A fireball begins to rise, and the world's first atomic mushroom cloud begins to form, nine seconds after Trinity detonated on July 16, 1945.

For Monday

• Overview annotations
• Unit 6 title page
• Vocab A

Test makeup

• In near classroom

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Review

• Discuss the test, page by page
• What were “slam dunk” questions?
• What stumped you?
• Talk through them, marking the ones you thing stumped the majority of the class.

Test Review

• Let’s go over some questions together

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Assessment – 1750-1900

Assessment – 1750-1900

Test corrections

• For every 2 your correct you earn one point back on the test
• You may raise your grade by one point but no higher than a 3
• Follow instructions on the pink correction sheet
• No test correction credit if not done properly!!!
• Due on Friday, March 15

20^th century: LH side of title page

• Think about the developments you reviewed to make your cover page for 1900-present
• Choose a significant event from the century and evaluate its impact on global societies related to an LEQ argument (CCOT, Comp, C/E)

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Send recommendation forms to front of row