Advanced Placement
World History
E-Binder
Alice Davis
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Welcome AP Scholars!
Welcome to AP World History!
Please make a copy of this binder. You will house all assignments in this binder for the 2023-2024 school year. It will be a large portion of your grade to keep it updated daily, and to keep it organized as explained. Grades will be assigned through the constant submission of this Binder.
Sharing work or plagiarizing will not be permitted. This will cause you to receive a failing grade. WARNING: PLEASE DO NOT TRY IT.
To add more “pages” within each subject, duplicate them.
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To Do List:
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All assignments for the year must be listed and linked in this section to be graded
7/28- Pg 12- Summer Assignment
7/31- Pg 13- Neo v. Paleo
8/4- Pg 14- Ancient Civilizations
8/9- Pg 15- Codification of Religions
8/16- Pg 16- Greece & Rome
8/21- Pg 17- Ancient China
8/21- Pg 18- Writing Workshop
Unit 0- Pre-History- 1200
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9/6- Pg 21- Byzantine Empire and Kievan Rus
9/11- Pg 22- Mongolian Empire
9/12- Pg 23- Islamic Empires
9/25- Pg. 24- Early Travelers & Networks of Exchange
10/4- Pg. 25- Africa
10/16- Pg. 26- East Asia
10/20- Pg. 27- SAQ Practice
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Period 1- 1200-1450
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11/15 Pg. 31- Islamic Gunpowder Empires
11/30 Pg. 32- East Asia Class Notes
12/6 Pg. 33- Russia
12/7 Pg. 34- Food For Thought Reflection
1. /3 Pg. 35- Western Europe
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Period 2- 1450-1750
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2/7 Pg. 38- Age of Revolutions
2/13 Pg. 39- The Industrial Revolution
2.17 Pg. 40- Industrialization and Imperialism
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Period 3- 1750- 1900
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3/20 Pg. 43- Causes and Effects of WWI
4/8 Pg. 44- End of WWI and Interwar
4/18 Pg. 45- WWII and Mass Atrocities
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Period 4- 1900- Present
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Resource Page Links:
Pg 33- AP Exam Rubrics
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Pre-History- 1200
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Summer Assignment Page- Unit 0
It won’t be easy, but hard work pays off.
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7/31//23 Paleolithic vs. Neolithic
Intro:
Today in class we covered information on the transition to the neolithic time period.
Here is my note sheet.
My debate group is Paleolithic.
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Ancient Civilization Picture
Ancient Civilization Reflection
Paragraph #1- Explain what everything symbolizes in your picture.
The pipe cleaner and pompoms represented finished foods that are available for barter. We used the birdseed to represent our farmlands. Finally, we used the playdough to represent various things throughout our village, including people and weapons.
Paragraph #2- Explain the difference between a neolithic society and a Paleolithic society. Name one invention that assisted the most with this transition.
A paleolithic society is a hunter-gatherer society based in nomadism and limited resources. After the invention of agriculture, sedentary societies formed and people stayed in one spot generating resources rather than just using them up in one area.
Paragraph #3- After our discussion, What did your group forget to add in the civilization? If you did not forget anything, what was your thought process to determine what you’d need?
1. What are pastoralists? When, why, and in what areas did they emerge?
2. Describe pastoralist tribes and clans.
3. Describe gender equity in pastoral societies. What is an egalitarian society?
4. Describe the onset of Trade between nomadic and sedentary groups.
5. What impacts did pastoralists have on the environment?
Early Pastoralists Answers:
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8/4 River Valley Civilizations
Mesopotamia, Egypt, India, China
Here is the Ancient Civilizations Note Sheet.
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Here is my group slide. We were responsible for sharing out information about Ancient China.
After hearing all presentations, I am most impressed with the ancient mesopotamian civilization. This is because they made the first writing system.
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8/9 Codification of Religions
Here is my Religion note sheet.
Here are today’s work links:
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Law of Manu: Brahmins (priests) are the highest and closest to god, next are the Kshatriya (warriors), then the Vaisya (merchants and farmers), and lastly the Shudra (menial laborers). This is from India and South Asia from the religion of Hinduism.
I believe that the religion that most oppresses women and give sthem the least equality is Hinduism because it believes that to be born a women is to be lower in karma than men, and are treated as such This was enforced by many Ancient Indian leaders and bureaucracies and further perpetuated the system of patriarchy.
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8/14- Greece & Rome
Here is my Greece Note Sheet.
Here is my Rome Note Sheet.
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Greece Answers:
The Greek people had poleis, or independent city-states within Greece. A centralized government was difficult to pull off due to the geography of the land. Some poleis were ruled by kings, oligarchs, and tyrants, but the citizens under these systems grew resentful of them until a new system was created by a man named Cleisthenes. This system was a government ruled by the votes of the citizens and was the first ever direct democracy.
These city-states worked together to fight off Perisian invaders, which eventually lef them to deal with the fall out of their victory. Two of the most powerful of these city-states with different lifestyles began conflicts known as the Peloponnesian Wars (between Athens and Sparta)
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Our modern ideas of Democracy and classical art are heavily based on the Hellenistic influences of Ancient Greece. Our democracy may look different, such as using a representative system, but the founding ideologies can be attributed to classical Greece.
Rome Answers:
Rome first came into power after the fall of the Greek Empire, transitioning from a settlement to a sizeable empire. Rome started off as a marchy with kings to rule it, but the kings soon became corrupt and so the Roman Republic was born. This created ts own controversies, such as the conflicts between the patricians and the plebeians. The patricians tried to use thir wealth to influence legislation while the plebeians, who were the farmers and common people of Rome wanted to maintain a fair system. They established Trbunes of officials and their own assemblies to protect their rights within the government.
Eventually the republic dissolved and Rome saw the Triumvirate and dictators come to power. Augustus Caesar was the first emperor of Rome, and he too was assassinated by his own Senate. Rome had a tumultuous relationship with power from then out. The second triumvirate dissolved quickly after it construction and Octavian ushered in Pax Romana, or the era of peace.
This was however, quickly followed by a series of emperors who persecuted groups that threatened them, such as the Christians, to maintain power. The rule of Constantine, the first Roman emperor to convert to Christianity, ended this persecution.
After Rome was split by Constantine into the West and East, there was Schism which divided into two Christian denominations. Roman Catholics to the West and Eastern Orthodoxy to the East.
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8/21 Ancient China
Here are my Ancient China Notes.
Summarize the key terms and information that you learned from this Ancient China lecture:
China had three dynasties leading into the warring states period of chaos which developed bureaucracy and the Mandate of Heaven (the ordainment by the gods of emperors). The Qin dynasty followed and spread Confucianism and legalism to maintain peace, but it ended due to it sharsh stricture. The Han dynasty was the most major dynasty of this period and with it emerged classical Chinese culture and ethnic groups.
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Writing Workshop and AP Exam Information
Writing and AP Format
Resource Page- AP Exam Information
SAQ Practice- note sheet
DBQ/LEQ Thesis Statement Practice- NS
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Unit Zero Reflections for learning journal, Portfolio, and notebook:
This is my best written thesis statement:
Describe the SAQ Formula:
ADE: Answer, Define, and Explain
Describe your choice of the Thesis statement formulas:
List your best Thesis Statement:
Although many trends go into and out of style very quickly, there have been many permanent evolutions of fashion due to economic changes, the emergence of younger generations, and the heightened influence of social media.
Reflection Answers (Must be detailed and at least one paragraph per response):
The neolithic revolution led to injustices due to the human desire for hierarchy after establishing permanent settlements. This created disparities between the roles of males and females as the stronger males established patriarchy over the women. Over the time of settlement religions formed that encouraged social stratification and influenced acts of hatred in the name of one’s faith. Eventually, the switch from bartering societies into money based economies created economic classes used to discriminate against others.
Early neolithic technology mainly had to do with agriculture due to it being the source of livelihood for so many permanent settlers. On example of this is the ox-driven iron plow, invented in the ancient Chinese Zhou dynasty. Another invention to do with the Neolithic revolution is the hoe, which was used in the agricultural process, which was thought to be invented in prehistoric Mesopotamia.
Interregional trade routes, such as the Silk Road the connected China to western civilizations, assisted the spread of religions and ideologies such as Buddhism and Taoism due to the cultural exchanges that naturally occur with trade. Cultural exchanges like these led to the origins of religions that used the ideologies of these other religions such as Hinduism after the Aryan invasion.
A centralized government has one central power ruling over the entire state or territory without subdividing or separating power into different regions. Centralized governments usually occur in smaller territories and states that are simpler to manage under one ruler. Decentralized governments have many different rulers (as in a confederation or federation) that rule over subdivided regions of a state of territory. Decentralized civilizations include classical Greece, which was made up of democratic city-states. Centralized governments are exemplified by the historic Mongolian Empire, which was usually ruled by one Khan and his advisors.
Codification- the written record of the precepts or tenets of a legal system or religion
Prehistoric- the period of time before written or recorded history
Hellenistic- the culture spread by the conquests of Alexander the Great, the classical Greek language, art, religion, and culture
Neolithic Revolution- The rise and spread of agriculture, leading to sedentary lifestyles and the development of civilizations
Early Pastoralists- the groups or tribes who continued to hunter-gatherer lifestyle and facilitated the first cultural exchanges and trade
Egalitarian- a society with a lack of inequality or oppression based on gender, race, or religion
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Period 1
1200-1450
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Period 1- Homework Page
9/8 -Chapter 7- The kievan Rus & Byzantine
9/8- Chapter 13- Mongols
9/15- Chapter 8- The rise of Islam
9/22- Chapter 12- Western Europe
10/6- Chapter 9- Africa
___ Fall Break 10/9-10/13 _ _ _
10/20- Chapter 10- East Asia
10/27- Chapter 11-South & Southeast Asia
11/3- Chapter 14- Mesoamerica
11/3- Study Guide due
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Be a star and submit on time!
A & B day work is due on Friday’s
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9/5- Byzantine Empire and the Kievan Rus
HOMEWORK IS DUE FRIDAY!!! There are two homework assignments. Stay on your game.
Here is my note sheet.
How does your knowledge of the Kievan Rus help you to understand the Ukrainian War?
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9/11 THE MONGOLS
Here is my Mongols Note sheet.
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9/13 ISLAM
Here is my Islam Note sheet.
Here is my Islam Chart.
Summarize the achievements of the Umayyad & Abbasid Empires:
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9/25 Early Travelers & Networks of Exchange
Here is my note sheet for early travelers and trading.
If you had to choose one main cause or group for the increase of interregional trade, what would be your choice and why?
I would chose the Islamic merchants as a main factor of the increase in interregional trade. Muslim merchants encouraged trade and cultural exchanges, fostered interactions of languages and religion, and brought wealth and commerce to Africa and Asia.
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Answer here:
Here is my Western Europe note sheet.
Here is my Renaissance Note Sheet
edit
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10/4- Africa
Here is my Africa Note Sheet
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East Asia is mostly referring to China.
South Asia is mostly referring to India.
Southwest Asia is mostly referring to the Middle East.
Southeast Asia is referring to Japan.
South Asia
Southeast Asia
East Asia
Southwest Asia
10/26 and 10/27
-Complete any remaining portions of the South & Southeast Asia note sheet
- Be sure to submit homework and other items from the binder check in google classroom.
- Complete these SAQ’s within 13 minutes each.
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10/20 SAQ PRACTICE
Here is a notes review sheet for you to reference. You can also reference your note pages. Time yourself!!!! Do not go over 13 minutes per question. This is an individual Assignment.
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10/30- The America’s
Here are my notes on the America’s. The reflections are included on the note sheet.
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11/6 (A) & 11/7 (B)- Test Day
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Writing a DBQ
Here is the DBQ Practice Document
Here is the DBQ Rubric
Question: Describe the extent to which the game winning catch was the sole cause of the Ely HS victory.
Here is my Answer Document
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Document based question.
Step 1: Break down the question
Find the biggest influence of the Renaissance (secular or Christian)
Step 2: Analyze documents
Doc 1- Christian poetry in vernacular language by Petarchy II (point for Christianity)
Doc 2- This is about god creating man as the center of the world and super intelligent. (point for Christianity)
Doc 3- In this document anyone could practice their own religion and Christianity would not be persecutors for speaking out against it (unless in the case for sedition)
Step 3: Group the documents into 3 different sections
Step 4; Answer the question
Step 5: HIPP or SOURCE
H: Historical context of the document
I: Intended audience
P: Purpose
P; Point of view
4 document HIPP
Step 6: Suggest and discuss a not given document
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Period 2
1450-1750
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Homework- Period 2
11/17/23- Chapter 19- Islamic Gunpowder Empires
_______Thanksgiving Break_________________
12/01/23- Chapter 20- East Asia
12/08/23- Chapter 18- Russia Unifies & Expands
________End of Semester___________________
1/05/24- Chapter 15- Western Europe Extends Influence
1/12/24- Chapter 17- Africa (Colonial Period)
1/19/24- Chapter 16- The Americas (Colonial Period)
Study Guide- Due January 19th, 2024
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Don’t forget to get this done on time. Do not wait until the last minute!
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11/15 Islamic Gunpowder Empires
Here are my Islamic Gunpowder Empire Notes.
Islam DBQ
Here are my Islamic Empire DBQ groupings.
These are the DBQ documents.
Islam DBQ Question: Describe the extent to which the Islamic empires were strong state-builders from the period of 1450-1750 CE.
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11/30 East Asia Class Notes
Here are my Asia notes for 1450-1750.
11/30- East Asia SAQ
Write your SAQ response
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SAQ Response:
Group review activity
AP World History Modern: 2021 Free Response Question
Answer question 3 or 4
Answer all parts of the question as follows:
3. a. Identify ONE continuity in the political system of China in the period of 1200-1750.
b. Identify ONE change in the political system of China in the period 1200-1750.
c. Explain ONE way in which political continuities as China influenced the development of the global economy in the period 1200-1750.
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Period 2
12/6- Russia 1450-1750
Here are my Russia Class Notes.
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State-building & Consolidation Review
Video and Note Sheet.
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Renaissance Review
Here is my Renaissance Note Sheet (link & review your previously completed copy here)
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Renaissance Answers:
Cram review sheet
DBQ Review Sheet and checklist and Rubric
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Food For Thought
Columbian Exchange Cook-off Reflection
Reflection Answers:
Food for Thought is our Grade Level Project for the end of the year, and its purpose is to connect food to personal identity through creativity, reflection, and education.
In our History class, we are examining food’s connection to the historical event of the Columbian exchange. The Columbian Exchange created a vast amount of new dishes, as each hemisphere exchanged different crops and livestock. To study this, we had a Columbian Exchange cook-off in which participants brought ingredients from one of the hemispheres and were grouped randomly to create a dish that related to their hemisphere.
In Geometry, we are studying the statistical, scientific, and mathematical effects of food deserts on communities and working together to crate solutions. Using mapping and dilations, we are creating examples of possible solutions for real-life examples of food deserts and swamps in the Atlanta area.
We have been studying the ties between identity and food with our Literature section of the Food for Thought project. After reading “How The Garcia Girls Lost Their Accents”, we explored the character’s relationship to their identity as women, immigrants, wives, mothers, and sisters. Next, we worked within our groups to decide upon a recipe that tied to our collective identities. We also included one ingredient that was included in the Columbian Exchange. Lastly, we reflected upon how food can relate to one’s identity and culture.
For Chemistry, we tied our work closely to our literature project. In our Chemistry project, we worked to explain the chemical bonds that occurred in the process of cooking our recipe for our Literature project. This helped us tie in scientific fact to food.
Finally, for Art, we looked as the vessels and utensils that different cultures and identities used during and after the Columbian Exchange. Then in groups, we worked together to brainstorm and sketch ideas for our own place setting tied to the Columbian Exchange. We worked with clay to create our separate pieces of the lace settings, and then glazed them to create a visually appealing cohesive set. We also created a digital art placemat design based off of food available in our area.
Our field trip prepared me for the Food for Thought project by giving me physical examples of ceramic pieces that might inspire us for the art section of the project. The experience of No Mas gave me an idea of how recipes can tie to cultural identity and what chemical processes occur when food is being cooked.
The Columbian Exchange was a global potluck where the Old World and the New World brought their culinary specialties. They also exchanged plants, animals, and diseases. This cultural shift started with Christopher Columbus's voyages in the late 15th century, connecting previously isolated ecosystems.
In terms of impact on indigenous populations, it was a mixed bag. On one hand, they gained access to new crops and animals, transforming their diets and lifestyles. On the flip side, the introduction of diseases like smallpox, measles, and influenza decimated indigenous communities that lacked immunity. The cultural exchange was equally significant—ideas, technologies, and traditions were shared, creating a complex and evolving tapestry of global interconnectedness.
When I originally saw the ingredients my group had for the cook-off, I felt a bit hopeless about winning. However, as I thought, I decided to take some leadership and decided on a stir-fry for our group. We had a hard time communicating quietly, die to the arrogance of some groupmates, but in the end we pulled it together. I do wish I could have added proper chunks of chicken rather than cold-cut turkey.
My favorite meal is tomato soup. Tomatoes originate in the Western Hemisphere, and were brought to Italy to create some of their most iconic dishes during the Columbian Exchange. Cream and basil both originate from the Eastern Hemisphere, making tomato soup a blend of both hemispheres.
Picture of you cooking:
Picture of you helping or cleaning:
Picture of your dish:
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Unit 2
1/3- Western Europe 1450-1750
Here is my Western Europe Note sheet
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Europe from 1450-1750
Substitute Day!
Student Content Support Note Sheets
You will complete both parts during class on 1/4 (B) & 1/5 (A).
Western Europe Part 1
Western Europe Part 2
Assignment During my absence
Renaissance/ Reformation
Scientific Revolution
Enlightenment
Revolutions
Exploration
Imperialism
Slavery
Columbian Exchange
Scientific Racism
Nationalism
Economic Theorists
Causation Flow Chart
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Period 3
1750-1900
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Period 3 Homework
2/9- Chapter 21- Enlightenment and Revolutions
2/9=- Industrial Revolution Frontloading Vocabulary (Extra Credit)
2/14 (A) & 2/15 (B)- Economic Reformers of the Industrial Revolution
2/16- Chapter 22- Industrial Revolution
_________Winter Break_____________
3/1- Chapter 23- Turkey, China, Japan, & West
3/8- Chapter 24- Imperialism
3/8 - Study Guide Due One & Two
3/11 (A) & 3/12 (B) Test Day
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2/7 The Age of Revolutions
Flashback- French v. British Drama during period 2-3- Here are my notes.
Summarize event, person, French drama, and when? (for 1-5 Think-pair-share activity)
Watch this video first and take notes on this document.
Here are my notes
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SHORT ANSWER QUESTION #1 ~
Political Revolutions Answer Parts a, b, and c using the following political revolutions.
American Revolution
French Revolution
Haitian Revolution
a. Identify ONE way in which The Enlightenment influenced the development of political revolutions in the period from 1750 – 1900.
The Enlightenment influenced the development of political revolutions in the period from 1750 to 1900 by forming the basis of the governments that developed after the revolutions. Enlightenment thinking encouraged governments with equal power to all citizens and checks of power. One example of this is the American government, which has 3 branches of government which have to ability to check each other's power and prevent absolutists government in one branch.
b. Identify and explain ONE similarity between two of the political revolutions listed above.
Both the French and Haitian revolutions featured violent revolts led by the oppressed population in its respective area. The French peasants and the Haitian slaves revolted against aristocrats and nobles in order to gain more or some natural rights. Both of these revolutions had notable names within the revolting party who had a background of oppression due to occupation or absolutism.
c. Identify and explain ONE difference between two of the political revolutions listed above.
The American Revolution lacked the “terror” phase that the French revolution experienced during the Jacobin Reign of Terror. The terror phase is part of the anatomy of a revolution, which is followed by the Thermidorian Reaction, or a period of peace. The American Revolution did not have a radical period of governmental operation during which people were persecuted. The French experienced the Reign of Terror, during which citizens were often sentenced to the death penalty for any vocal dissent of the First French Republic.
DO NOT REMOVE THIS COVER UNTIL I ASK YOU TO. THIS WILL BE A TIMED ASSESSMENT.
What is the Age of Absolutism? What caused it? What effect did it have? (16th to 18th century)
The age of Absolutism was a period in which monarch rulers exerted absolute power over their respective regions. This was caused by the Thirty Years war, which was a territorial war due to religion. The solution to this was to create separate Protestant and Catholic states, leaving individual states to more independently rule themselves. This age of absolutism led to the application of Enlightenment policies, the establishment of democracies, and many revolutions.
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Period 3
2/13 The Industrial Revolution
The IR Assignment. Notes for extra help
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The Economic Reformer that I was assigned is…… I must complete the information on him to present by 2/15 (B) & 2/16 (A).
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The Industrial Philosophies
Industrial Revolution Full Chart
Industrial Revolution - Person & Video notes
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The Expansion of Industrialization
Japan and Russian Industrialization Information
Japan and Russian Note Sheet
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Industrial and Imperialism
Here are my Industrialization notes.
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Here are my Industrialization review and Imperialism notes.
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Pt 1--Industrialization and Child labor class questions. Here is my work.
Pt 2--Writing Practice
Please complete the SAQ
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Period 4
1900- Present
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Unit 4- Homework Page
Period 4 Homework List
3/18 - Period "6" Vocabulary (Extra Credit)
1. 3/18- Unit 7 Video Notes
2. 3/18- Chapter 25- WWI
3. 3/25- Chapter 26- Interwar
4. 4/ 8- Chapter 27- WWII
5. 4/15- Chapter 28- Cold War
6. 4/15- Unit 8 Video Notes
7. 4/22- Chapter 29- Decolonization
8. 4/29-Chapter 30- Post Cold War
9. 4/29- Unit 9 Video Notes
10.4/29- Read the Arab Spring article attached below for more potential context.
Study Guide Due: 5/2 (B) & 5/3 (A)
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Unit 4
3/20 Causes and Effects of WWI
Causes of WWI- Notes
Effects of WWI- Notes
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Sub notes- Link here
Completed DBQ- Link Here
Copy your sub notes SAQ below:
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SAQ Practice
https://docs.google.com/document/d/1oPRmojaZpY4cMsmOj468TblCLfSc2BVp5BetP1i3hpU/edit
Do Not Remove This Cover
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Unit 4
4/8- End of WWI, Interwar, Beginning of WWII
Take notes of all major events and documents while watching this edpuzzle.
What is the Keynesian theory? What did it propose? What was it supposed to rectify?
Keynesian theory encouraged government intervention in the economy as opposed to laissez faire capitalist economies. Keynesian theory utilized deficit spending and government programs to reduce the effects of the Depression.
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Mexican Revolution Notes:
Edpuzzle Notes:
Major Events and explanation-
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Unit 4
4/15 WWII and Mass Atrocities
Watch the following videos and take notes as need:
Write this LEQ using your knowledge from the videos and notes:
In the twentieth century, revolutionary movements were inspired by a variety of ideologies, including communism, nationalism, and/or religious ideas.
Develop an argument that evaluates the extent to which a twentieth-century revolutionary movement was inspired by one of these ideologies.
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Unit 4
Period 1 Review
1200-1450
(Take notes if needed)
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Networks of Exchange and what was exchanged. What were the continuities and changes from Period 1 to Period 2?
In Period 1, mainly luxury items were exchanged on land-based routes, while maritime routes had more capability of trading bulk goods like textiles, rice, and bananas. The trade of bulk items on sea-based routes continued into period 2 with the Columbian Exchange and the expansion of Indian Ocean trade. Land-based trade routes were used less going into period 2 because maritime technologies improved– like the Portuguese caravels used to take Columbus to the Americas. In both Period 1 and Period 2, ideas, belief systems, technologies, and diseases were exchanged through trade. In period 1, the Black Death was spread along the Silk Road during the Pax Mongolica. The unity under the Mongolian Empire increased the volume of trade and subsequently accelerated the spread of the bubonic plague. Disease was also spread in period 2 by way of the Columbian Exchange. The indigenous peoples of the Americas, who traded corn and other exclusively American goods for firearms, contracted smallpox and other European diseases which they did not have immunities to. Cultural exchange through trade also took place on trade routes in both Period 1 and 2. In period 1, expanded trade led to the rise of Islam and the appearance of syncretic religions like Sufism and Chan Buddhism. In period 2, the assimilationist ideals of European colonizers brought about native religions that syncretized with the Christianity that colonizers evangelized to the natives and the ethnic religious practices of the natives. One example of this is the religious practices of the Gulla Geechee people in modern southeast America.
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Unit 4
Period 2 Review
1450-1750
(Take notes if needed)
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Period 3 Review
1750-1900
*Watch this review video (Take notes if needed)
*Watch 6.6 & 6.7 in College Board
*Complete the College Board DBQ (Imperialism in Africa and Asia)
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AP Exam Rubrics
SAQ (3 Questions in 40 minutes) 20% of Exam Score
LEQ (1 question in 40 minutes) 15% of Exam Score
DBQ (1 question in 60 minutes) 25% of Exam Score
MCQ (55 questions in 55 minutes) 40% of Exam Score
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