AP World History

SUMMER WORK

AP World History - Summer Homework

(AP Central - World History)

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AP Exam Writing

1. Comparative

   • How to Write a Comparative Essay

   • Comparative Essay Rubric

   • Comparative - Step by Step

2. Continuity and Change Over Time

   • How to write a CCOT

   • CCOT rubric

   • Strong Example of Perfectly Written CCOT

3. Document Based Question

   • How to Write a DBQ (Shannon's revision)

   • DBQ Rubric

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• 8/24 (First Day of School) - LET'S TALK ABOUT SOMETHING IMPORTANT

  • "Coffee is for closers" + Challenge of AP World History (7 slides)

  • Syllabus and book distribution

  • Traditions and Encounters - Cornell Notes

  • Assign: History Day Project + Topics

• 8/26

  • Lecture: Overview of AP World History Exam (9 slides)

  • Summer Review Quiz

  • Project Time

  • Review: Overview of the AP World History Exam

• 8/28

  • Reading Quiz (10 Questions Chapter 1)

  • Cornell Notes: History til 2500 BCE in 8 Powerpoint Slides (8 slides)

  • Due: Ch. 1 Cornell Notes Outline

  • Lecture/Assignment: How to write a CCOT (South Asia) + review CCOT rubric

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• 8/31

  • Cornell Notes: Finish previous lecture (if necessary)

  • Cornell Notes: Foundations of Rome and The Republic (12 slides)

  • John Green: Roman Empire or Republic?

  • John Green: Judaism to Christianity

  • Cornell Notes: The Empire (17 slides) *assign as homework if unable to finish

  • Project Time

• 9/2

  • Cornell Notes: First Civilizations (7 slides)

  • Cornell Notes: The Persians and the Greeks (7 slides)

  • Due: CCOT: Analyze the political and cultural continuities AND changes in Rome from 100-600 CE. (Strong Example of Perfectly Written CCOT)

  • Project Time

    • Annotated Bibliography Example

    • Discuss rubric and points system

• 9/4

  • Lecture: How to Write a Comparative Essay

  • Cornell Notes:

    • State and Empire in Eurasia and North Africa

    • Society and Inequality in Eurasia and North Africa

  • Reading Quiz (10 questions Chapters 2-4)

  • Due: Ch. 2-4 Cornell Notes Outline

  • Project Time

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• 9/9 (BABA Week)

  • Cornell Notes: Maurya Leaders

  • How To: Socratic Seminars - PowerPoint and Student Handout

  • Read - "The Code of Hammurapi"

  • Due: Comparative Essay: Analyze the similarities and differences in techniques of imperial administration in Han China (206 BCE - 220 CE) and Mauryan/Gupta India (320 BCE - 550 CE).

  • Return CCOT's

  • Project Time

• 9/11 (BABA Week)

  • Reading Quiz (10 questions Chapters 5-7)

  • Due: Chapter 5-7 Cornell Notes Outline

  • Cornell Notes: Numeric Systems: Similarities and Differences

  • Project Time (Individual Check-ins)

  • Assign Socratic Seminar

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• 9/14

  • Cornell Notes: Chinese Religion + Shang and Zhou Dynasties

  • Socratic Seminar - "The Code of Hammurapi" [Jordan]

  • Office Hours: How to write a DBQ + AP rubric

• 9/16 [Curriculim Night]

  • Cornell Notes: Chinese Religion + Shang and Zhou Dynasties

  • In-class: Fall of the Western Roman Empire DBQ

  • How to Write a DBQ (Shannon's revision)

  • Return Comparatives

• 9/18

  • Reading Quiz (10 questions Chapters 8-10)

  • Due: Chapter 8-10 Cornell Notes Outline

  • Project Time

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• 9/21

  • DUE: Annotated Bibliography

  • Cornell Notes: Buddhism and India

  • Socratic Seminar - "Mahayana Buddhism: A Religion of Infinite Compassion" [Sam]

  • Return DBQs

  • Project Explanation: Process Paper, Exhibit, Paper

• 9/23 - INTERNATIONAL OBSERVERS

  • Test - Unit 1 (Foundations of World History)

    • 56 questions Multiple Choice (44 minutes)

    • DBQ (40 minutes + 10 minutes required reading/planning)

• 9/25 (Friday Half Day) - INTERNATIONAL OBSERVERS

  • Due: Chapter 11-12 Cornell Notes Outline

  • NO QUIZ

  • Debrief and feedback from the first test

  • John Green's Crash Course: Islam, the Quran, and the Five Pillars

  • Notes: The Birth of Islam

(End Unit 1)

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• 9/30 (BABA Week) - INTERNATIONAL OBSERVERS

  • Socratic Seminar - What Clash of Civilizations? [Hannah B.]

  • Notes: The Birth of Islam

• 10/2 (BABA Week) - INTERNATIONAL OBSERVERS

  • John Green's Crash Course: The Dark Ages (particularly China)

  • Notes: Sui, Tang, and Song Dynasties

  • In-Class: Continuity and Change Essay #2 - Analyze changes and continuities in Chinese political, social, & economic life in the Sui, Tang, and Song dynasties.

  • Due: Ch. 13 & 14 Cornell Notes Outline

  • Quiz Ch. 13 & 14

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• 10/5 - INTERNATIONAL OBSERVERS

  • Due: Process Paper (250-500 words)

    • Paragraph 1: How did you choose your topic?

    • Paragraph 2: How did you conduct your research?

    • Paragraph 3: How does your project relate to the NHD theme?

  • Socratic Seminar - "The Foundations of Islamic Life" [Marianna C.]

  • Notes: India and Islamic Kingdoms

  • John Green: Indian Ocean Trade

  • John Green: The Mughals

• 10/7 (Friday Schedule on Wednesday) - INTERNATIONAL OBSERVERS

  • Due: Ch. 15 Cornell Notes Outline

  • Quiz: Ch. 15

  • Notes: Let's Get Medieval! Kingdoms and Christianity

  • Three Minute Philosophy: St. Thomas Aquinas

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• 10/12 - INTERNATIONAL OBSERVERS

  • Socratic Seminar - "Nomads and Sedentary Societies in Medieval Eurasia" [Madhangi C.]

  • Notes: Invaders and the Church

  • John Green: The Vikings

  • John Green: The Crusades

• 10/14 - INTERNATIONAL OBSERVERS

  • John Green's Crash Course: Mongols

  • Notes: Pastoral Peoples on the Global Stage - The Mongol Moment (1200-1500) (PowerPoint)

  • In-Class Comparative: Compare the process of state-building (Islamic states WITH Mongol khanates) in the period 600 CE to 1450 CE: .

• 10/16

  • Due: Ch. 16 + 17 Cornell Notes Outline

  • DUE: Exhibit

  • Quiz: Ch. 16

  • Notes: Beware of the Mongols

  • John Green: The Heian Period

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• 10/19

  • Crusades Documents Q&A

  • John Green: Kievan Rus

  • Socratic Seminar - Was Obama Right About the Crusades and Islamic Extremism? [Blake D.]

  • DBQ: Christian vs. Islamic views of trade

• 10/21

  • Notes: The Latin West (1200-1500) (PowerPoint)

  • John Green: The Fall of Rome in the 1400s

  • Comparison: Byzantine Europe vs. Western Europe

  • In-class comparative: Compare and contrast the political, economic, and social life of the Byzantine Empire and Western Europe from 600 to 1450 CE.

  • The 1980s (Spirit Week)

    • Mr. Gorbachev...

    • The Power of Love

• 10/23

  • Due: Ch. 18 & 19 Cornell Notes Outline

  • Quiz: Ch. 18 + 19

  • Notes: Sub Saharan Africa

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PSAT WEEK

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• 10/26

  • Socratic Seminar - "Born with a 'Silver Spoon': The Origin of World Trade in 1571" [Addy D.]

  • Notes: The Americas (no pictures)

  • Notes: The Worlds of the Fifteenth Century (PowerPoint)

• 10/29 [Friday Schedule]

  • Test - Unit 2 (Post Classical Era)

    • 70 questions Multiple Choice (55 minutes)

• 10/30 [Half Day]

  • Test - Unit 2 (Post Classical Era)

    • Comparative (40 minutes)

      • Study Guide (Banducci will choose one of these four prompts...)

        • • Analyze similarities and differences in how TWO of the following empires used religion to govern before 1450. Byzantine Empire, Islamic Caliphates, or Mauryan/Gupta Empires.

          • Analyze similarities and differences in TWO of the following trade networks in the period 600 C.E. to 1450 C.E. Your response may include comparisons of biological, commercial, or cultural exchanges: Indian Ocean, Silk Roads, OR Trans-Sahara

          • Compare and contrast the political, social, and economic life of the Mongol and Aztec empires from 600 to 1450 CE.

  • Due: Ch. 20 & 21 Cornell Notes Outline

(End Unit 2)

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QUARTER TWO

• 11/2

  • DUE: 1500-2500 word paper

  • Assign: Empire TV Project - Due 12/14

    • Safavid (x4) [Jillian, Emma, Marianne, Sam]

    • Ottoman (x4) [Blake, Ariel, Cheryl, Fox]

    • Mughal (x4) [Karthik, Achi, Jack, Nikhil]

    • Ming (x3) [Madeline, Addy, Kailyn]

    • Songhai (x3) [Chris, Madhangi, Erin]

    • Russian (x4) [Jordan, Hannah, Leslie, Genna]

  • Socratic Seminar - "Plagues and Peoples: Transoceanic Exchange, 1500-1700" [Ariel K.]

  • Due: 2 pages of annotations, questions, and notes on Socratic Reading

  • Age of Exploration

  • Notes: The Maritime Revolution (to 1500) (PowerPoint)

  • John Green: Columbus, de Gama, and Zheng He

• 11/4

  • Notes: The Renaissance

  • In-class: (What was the most important consequence of the printing press?)

  • John Green: The Renaissance

• 11/6

  • Empire TV Project

  • Quiz: Ch. 22

  • Due: Ch. 22 Cornell Notes Outline

  • John Green: Luther and the Protestant Reformation

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• 11/9 [ABBA Week?]

  • Socratic Seminar - How tarnished is Serra's halo? [Nikhil K.]

  • The Americas

  • Empire TV Project

• 11/13 [ABBA Week?]

  • Quiz: Ch. 23 + 24

  • In-class: Continuity and Change Essay #4 - Describe and analyze the cultural, economic, and political impact of the printing press on western Europe between 1000-1750 CE. Be sure to discuss continuities as well as changes.

  • Empire TV Project

  • Ch. 23 + 24 Cornell Notes Outline

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• 11/16

  • Socratic Seminar - A Brief Overview of the Trans-Atlantic Slave Trade [Chris R.]

  • Notes: Mercantilism + Atlantic Slave Trade

  • Due: Socratic Seminar Reading

  • John Green: Atlantic Slave Trade

• 11/18

  • Notes - Southwest Asia and the Indian Ocean (1500-1750) (PowerPoint)

  • Empire TV Project

    • PIRATES Chart Due Friday

  • Read: Assigning Blame by Charles Mann

  • In-class: Reading Essay

    • Paragraph One: Was it guns, germs, or steel that sealed the deal for the Spaniards against the Aztecs? Describe, using textual evidence, the tactical battle Cortez fought in seizing Tenochititlan (Mexico City).

    • Paragraph Two: Was it a genocide? Describe, using textual evidence, the magnitude of Native American lives lost from 1500 to the late 1600s.

• 11/20

  • Quiz: Ch. 25

  • Empire TV Project

  • John Green: Mansa Musa and Islam

  • Due: Ch. 25 Cornell Notes Outline

  • Due: PIRATES Chart

  • Purchase or use online version: The Prince by Nicolo Machiavelli, chapters 1-11 + preface. Answer questions)

THANKSGIVING HOLIDAY

• 11/30

  • Notes: Northern Eurasia (1500-1800) (PowerPoint)

  • Socratic Seminar - How Not To Rewrite History [Jillian M.]

  • Homework: Empire TV(Due in 14 days)

• 12/2

  • In-class DBQ: DBQ #4

  • Discussion: The Prince by Nicolo Machiavelli, chapters 1-11 + preface.

    • Due: Answer questions

  • Empire TV Project

  • Homework: Empire TV (Due in 12 days)

• 12/4

  • Quiz: Ch. 26

  • Russian Expansion Notes (PowerPoint)

  • Empire TV Project

  • Due: Ch. 26 Cornell Notes Outline

  • Homework: Empire TV (Due in 10 days)

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• 12/7

  • John Green: Colombian Exchange

  • Socratic Seminar - "The Columbian Voyages, the Columbian Exchange, and Their Historians" [Karthik M.]

  • Notes: The Rise of Austria, Prussia, and Russia (PowerPoint)

  • Homework: Empire TV Projects (Due in 7 days)

• 12/9

  • Discussion: The Prince by Nicolo Machiavelli, chapters 12-14.

    • Due: Machiavelli questions (Chapters 12-14 of The Prince)

  • Empire TV Project

• 12/11

  • Empire TV Project

  • Quiz: Ch. 27

  • Due: Ch. 27 Cornell Notes Outline

  • Homework: Empire TV Projects (Due in 3 days)

  • Study Guide:

    • Detailed Study Guide for Unit 3 Test (Ch. 22-27)

    • Mr. Banducci will choose one of these CCOT prompts...

      • Describe and analyze the cultural, economic, and political impact of Christianity on ONE of the following regions between 1000-1750 CE (Europe, the Americas, or Africa). Be sure to discuss continuities as well as changes.

      • Analyze the social and economic transformations that occurred in the Atlantic world as a result of new contacts among Western Europe, Africa, and the Americas from 1492 to 1750.

      • Analyze the social, political, and economic transformations that occurred in west Africa as a result of the slave trade from 1400 to 1750.

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• 12/14

  • Socratic Seminar - "Europeans in the Americas" [Erin Q.]

  • Due: TV Shows

    • Safavid (x4) [Jillian, Emma, Marianne, Sam] - Extension

    • Ottoman (x4) [Blake, Ariel, Cheryl, Fox] - Corrupted

    • Mughal (x4) [Karthik, Achi, Jack, Nikhil] -

    • Ming (x3) [Madeline, Addy, Kailyn] -

    • Songhai (x3) [Chris, Madhangi, Erin] -

    • Russian (x4) [Jordan, Hannah, Leslie, Genna] -

• 12/16

  • Unit 3 Test

    • 70 multiple choice questions (50 minutes)

    • CCOT (40 minutes)

• 12/18 [Half day]

  • PIRATES + Religion Guides

  • Winter Break Homework: Midterm Prep (PIRATES + Religion Guides)

  • Midterm Exam (10% of overall grade)

    • 30% = performative lecture

    • 10% = note-taking, listening, attention, and quality inquiry during peers performative lectures

    • 60% = In class midterm AP exam

  • Performative Lecture Assignment:

    • 1. Define Unit Key Terms (Assigned and peer evaluated by group leader) - 33%

      • Unit 1 - Key Terms

      • Unit 2 - Key Terms

      • Unit 3 - Key Terms

    • 2. Complete PIRATES Charts from Midterm Study Guide (Assigned and peer evaluated by group leader) - 33%

    • 3. Develop One Personalized Powerpoint Per Group Member (Assigned by group leader, evaluated by Mr. Banducci) - 33%

      • Use Midterm Study Guide for ideas on major topics

      • 5-7 minutes each

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WINTER HOLIDAY

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• 1/6 [Wednesday - 120 minutes]

  • Due: PIRATES AND Key Terms (submitted by Group Leaders)

    • Note: These will be copied by Mr. Banducci and disseminated to the class. Thus, they must be printed.

  • Due: Machiavelli (All remaining questions)

  • Discussion of Machiavelli

  • Study Time

  • Assign: Websites / NHD-Alameda Assignments (5 Groups of 2-3, 5 Individuals)

    • How To Create Your NHD Weebly Account

    • Groups:

      • names (topic)

    • Individuals

      • name (topic)

• 1/8 [Friday Schedule - 66 minutes]

  • Unit 1 Performative Lectures

    • Student 1 - Karthik M. - Egypt (not shared)

    • Student 2 - Marianne C. - Early India

    • Student 3 - Blake D. - Roman Empire

    • Student 4 - Madhangi C. - The Olmecs

    • Student 5 - Nikhil K. - Han Dynasty

    • Student 6 - Jillian M. - Greece

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• 1/11 [Friday Schedule - 66 minutes]

  • Unit 2 Performative Presentations

    • Student 1 - Ariel K. - Incas

    • Student 2 - Sam P. - Song Dynasty

    • Student 3 - Erin Q. - High Middle Ages (not shared)

    • Student 4 - Chris R. - Tang Dynasty

    • Student 5 - Leslie R. - Toltec Civilization

    • Student 6 - Fox S. - Christendom

    • Student 7 - Jack S. - Mongol Empire

    • Student 8 - Hannah B. - Ancient Vikings

• 1/13 [POL Week - 80 minutes]

  • Unit 3 Performative Presentations

    • Student 1 - Jordan M. - Tokugawa Japan (not shared)

    • Student 2 - Cheryl S. - Ottoman Empire

    • Student 3 - Kailyn S. - Ming and Qing Dynasty

    • Student 4 - Achi T. - Columbian Exchange

    • Student 5 - Genna V. - ???

    • Student 6 - Madeline W. - Science Revolution and Enlightenment

    • Student 7 - Emma Z. - Spanish and Portuguese Explorers

• 1/15 [POL Week - 80 minutes]

  • Quiet Library Time

    • No computers

    • Use notes, bring textbook

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LIBRARY STUDY TIME (Saturday)

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• 1/19 [Finals Week - 66 minute class]

  • Midterm Exam (Chapters 1-28)

    • 70 Multiple Choice (55 minutes)

• 1/20 [Finals Week - 120 minutes]

  • Midterm Exam

    • CCOT (40 minutes)

    • Comparative (40 minutes)

    • DBQ (50 minutes)

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SEMESTER TWO

• 1/27 [BABA Week]

  • French Revolution Documentary (watch until minute 60)

  • Assign: Week 28-32 Cornell Notes

• 1/29 [BABA Week]

  • French Revolution Documentary (watch after minute 60)

  • Due: Ch. 28 Cornell Notes Outline [Revolutions and Unification]

  • Assign: Congress of Vienna Role Play

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• 2/1

  • Notes: Napoleon

  • Assign: Congress of Vienna Role Play

  • Congress of Vienna Work Time

• 2/3

  • Congress of Vienna Role Play

    • Procession (10 minutes)

    • Opening Statements (3-5 minutes)

    • Napoleon's Escape! The Return (Video)

    • The Battle of Waterloo and capture of Napoleon (5-10 minutes)

    • Discussion and compromise (10-15 minutes)

    • Voting if necessary (5 minutes)

    • Attempt to get everything you desire (100% credit); compromise only if you have dutifully argued for your position (80-100% credit); capitulate to others demands while vaguely presenting your demands (70-80%); end in gridlock without having agreed to anything (60% credit)

    • To consider:

      • How do we create a "balance of power" so no nation is too powerful

        • Should France be weakened?

        • Should Poland exist?

        • Should Italy exist?

        • How large/powerful should Russia and Prussia be?

        • Should Saxony be given to Prussia?

        • Should Finland exist?

        • Should a Holy Alliance be created (Russia, Prussia, Austria)

      • Should France be required to compensate others (financially, apology, etc.)?

      • Should the concept of legitimacy, that Kings and Queens are the legitimate rulers, be ensured?

• 2/5

  • Due: Comparative Revolutions Grid

  • Due: Ch. 29 Cornell Notes Outline [Industrial Society]

  • Due: Socratic Seminar Reading: Socratic Seminar - "Women's Roles in Early Modern Europe" [Leslie Rosillo]

  • Assign: Industrial Revolution Debate (Debating + judges)

    • Team A: Hannah, Ariel, Karthik, Leslie, Kailyn

    • Team B: Marianne, Nikhil, Sam, Fox, Achi

    • Team C: Madhangi, Jordan, Erin, Madeline, The Zika

    • Team D: Blake, Jillian, Chris, Cheryl, Genna

  • Lecture: Industrial Revolution + Life in the Industrial Age

  • Assign: Migrations Article and Note Grid

  • NHD Work Time

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• 2/8

  • Due: Migrations Article and Note Grid

  • Due: Socratic Seminar Reading: Socratic Seminar - The Effects of the Industrial Revolution on Women and Children [Fox Schmidt]

  • Debate Work Time

  • Project Time [NHD/Weebly]

    • Process Paper Example

  • Weebly Set-up

  • Examples of Weebly NHD Websites

• 2/10

  • Lecture: Industrial Revolution + Life in the Industrial Age

  • Debate Sessions

    • Debate #1 - Team A vs. Team B

    • Debate #2 - Team C vs. Team D

  • NHD Work Time

• 2/12 9 (Half Day)

  • Due: Ch. 30 Cornell Notes Outline [The Americas]

  • Due: Ch. 31 Cornell Notes Outline [Ottomans, Russians, Chinese, Japanese]

  • Continuity and Change Essay: Using your book and your Cornell Notes (no internet): Analyze continuities and changes in labor systems between 1750 and 1900 in ONE of the following regions.

    • Latin America and the Caribbean

    • Russia

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• 2/17 [BABA Week]

  • Lecture: Industrial Revolution Takes Hold

  • Return CCOTs. Criticism. Revisions.

  • Due: Socratic Seminar Reading [Jack Shane] -- POSSIBLY MOVE TO NEXT MONDAY

    • The White Man's Burden

    • The Black Man's Burden

• 2/19 [BABA Week]

  • John Green: Coal, Steam, and the Industrial Revolution

  • Lecture: New Technologies, Ideas, Medicines

  • John Green: Imperialism

  • Due: Ch. 32 Cornell Notes Outline [British Imperial Might]

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• 2/22

  • Activity: Scramble for Africa (Berlin Conference)

  • Lecture: Age of Imperialism

  • Finalize NHD Projects

  • DBQ Office Hours Workshop

• 2/24

  • Unit 4 Exam

    • Multiple Choice - 70 questions [55 minutes]

    • DBQ [50 minutes]

• 2/26 [Half day] - PTO

  • Unit 4 Exam

    • CCOT [40 minutes]

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• 2/29

  • Notes: Causes of WW1

  • Due: Websites and Revised Projects

  • Finalize History Day Project Assignment

  • DBQ: Causes of World War 1

    • Thesis answering the question (1 pt.)

    • 2 observations of bias (1 pt.)

    • 1 additional document (1 pt.)

    • 2-3 groupings (1 pt.)

    • address and explain all the documents in body paragraphs (1 pt.)

    • understand all the documents (1 pt.)

    • body paragraphs have topic sentences that align with the paragraph and prove the thesis (1 pt.)

  • Socratic Seminar - "Cycles of Silver: Global Economic Unity throughout the Mid-Eighteenth Century" [Cheryl S.]

• 3/2

  • Due: DBQ Assignment

  • Notes: WWI - General Info

  • Notes: WWI - Russian Revolution

  • Video: Archdukes, Cynicism, and WWI

  • Comparative Assignment:

    • Question: Compare & contrast how the First World War and its outcomes affected TWO of the following regions in the period from the war through the 1930’s:

      • East Asia: Vietnam, SE Asia, Russian Far East (but NOT just Russia)

      • Middle East: Countries of Northern Africa, West Asia, & Turkey

      • South Asia: India, Pakistan (including modern Bangladesh)

    • Points:

      • Thesis answering the question (1 pt.) - Introduction Paragraph

        • Must connect two of the regions and make reference to the ways WWI and its outcomes affected each region.

        • Must stay within the time frame of WWI through 1930's.

      • Topic Sentences (1-2 pts.) - Beginning Body Paragraphs

        • 1 pt.: how the outcomes of the war affected ONE region through the 1930's

        • 2 pts.: how the outcomes of the war affected TWO regions through the 1930's

      • Evidence (1-2 pts.) - Inside Body Paragraphs

        • 1 pt.: Minimum of TWO pieces of relevant and defensible evidence about the effect of the war (in either or both areas)

        • 2 pts.: Minimum of THREE pieces of relevant and defensible evidence about the effect of the war with at least ONE piece of evidence in EACH area.

      • Direct Comparison (1 pt.) - Conclusion

        • Makes a direct comparison (either comparative or contrasting) to the two regions

          • Example: Overall, however, the Middle East and East Asia were very similar in that one of the primary objectives in both regions was liberation from European dominance.

          • Example: An obvious difference between China and India in this period is that China was not ruled by foreigners unlike India where foreign the English were in power and Gandhi stressed non-violent means of gaining independence from the British.

      • Analysis (1 pt.) - Conclusion

        • Says why 'this or that happened,' not simply that 'this or that happened'

          • Example: The Washington Naval Conference’s recognition of Japan’s place relative to France & Italy both legitimized Japanese militarism and encouraged later imperialistic expansionism.

• 3/4

  • Notes: WWI - US Involvement

  • Notes: WWI - Peace Process

  • Notes: WWI - Overview

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• 3/7

  • Finishing WWI

    • Why did WWI start?

    • American Involvement in WWI

  • Weimar Republic Project Rollout (Postponed until Wednesday)

  • Socratic Seminar - "Russia and the West in the 18th Century" [Kailyn S.]

  • Due: Comparative

• 3/9

  • Notes: Inter-war Years Part I

    • Mussolini, Fascism, and Italy

    • Hitler, Germany, and Nazi Fascism

  • Weimar Republic Project

    • Read pages 1-6

    • Answer Study Guide Part I + Advanced Study Guide Part I

    • Read one of the four documents and answer the questions

  • Video: Communists, Nationalists, and China's Revolution

  • Comparative: Compare and contrast the goals and outcomes of the revolutionary processes in TWO of the following countries, beginning with the dates specified.

    • Mexico, 1910

    • China, 1911

    • Russia, 1917

• 3/11

  • Notes: Stalin, Russia, and Authoritarianism

  • Weimar Republic Project

    • Questions for discussion (Socratic)

    • Read pages 7-13

    • Answer Study Guide Part II + Advanced Study Guide Part II

  • Assign Parties

    • Read page 26 (The Moment of Decision: The July 1932 Reichstag Elections)

    • Read about your party

    • Parties

      • KPD (Communist Party of Germany)

        • Karthik M., Fox S., Ariel K., Blake D., Madhangi C., Marianne C.

      • SPD (Social Democrat Party of Germany)

        • Nikhil K., Kailyn S., Jack S., Sam P., Jillian M.

      • Center (Christian People's Party)

        • Genna V., Emma Z., Madeline W., Leslie R., Chris R.

      • NSDAP (National Socialist German Worker's Party)

        • Hannah B., Jordan M., Erin Q., Cheryl S., Achi T.

  • Due: Ch. 33 Cornell Notes Outline [If not submitted on Wednesday]

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• 3/14

  • Notes: The Great Depression (1929)

  • Project: Weimar Republic

    • Create Election Propaganda

      • One Colorful Sign

      • Handouts/Leaflets

• 3/16

  • Socratic Seminar - "The Russian and Chinese Revolutions" [Achi T.]

  • Notes: Mao, China, and the Civil War

  • Notes: Imperial Japan

  • Project: Weimar Republic

    • Create Election Propaganda

      • One Colorful Sign

      • Handouts/Leaflets

    • Write a 3-5 minute speech

      • Create and repeat a short slogan (eg "Make Germany Great Again")

      • Comment on...

        • Economic Issues

        • Social Issues

        • Military Issues

        • Other Political Parties

• 3/18 [PTO #3]

  • In class DBQ - Chinese Peasant Revolution

  • Due: Ch. 34 Cornell Notes Outline

  • Project Time

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• 3/19 [SATURDAY]

  • Alameda History Day

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• 3/21

  • Spring Reading Assignment: Animal Farm by George Orwell

    • Socratic Seminar next week (Ch. 1-5)

    • Recommended to get the text copy, not required

    • Review Allegory of Animal Farm

  • Project Time

    • Voter Profiles due on Friday; 22 Leaflets due Friday

    • POSTER DUE by end of period

    • Written Speech Due at beginning of class on Wednesday

• 3/23

  • WRITTEN SPEECH DUE

  • Discussion: Wiemar Republic

  • Notes: World War II Part I

  • Project Time

• 3/25

  • LEAFLETS DUE

  • CHEAT SHEET DUE

  • In-Class: DBQ (Indian Nationalism)

    • Using the documents, analyze British imperialism in India and reactions among Indians. Identify an additional type of document and explain how it would help in assessing British/Indian actions and reactions.

  • Due: Ch. 35 Cornell Notes Outline

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• 3/30 [BABA Week]

  • 1932 Weimar Republic Simulation

    • Speeches (8-825am)

    • Debates (825-850am)

    • Voter Meet and Greet (850-940am)

    • Voting

Quarter Four

• 4/1 [BABA Week]

  • Socratic Seminar - [Genna V. and Madeline W.] - Animal Farm Ch. 1-5

  • Due: Ch. 36 Cornell Notes Outline

  • Notes: World War II Part II

  • Crash Course World History

    • Videos #1-5 Due April 11th

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• 4/11

  • Socratic Seminar - "Women in the Modern World" [Emma Z.]

  • Notes: World War II Part II

  • AP Prep Schedule, Final Exam, Performative Lectures

• 4/13

  • Notes: World War II Part II

  • Notes: The UN Partioning India and the Middle East

  • Comparative Essay: Compare and contrast the patterns of decolonization in Africa and South Asia (eg India, Pakistan, Bangladesh, etc.).

  • Work on Performative Lectures

• 4/15

  • Due: Ch. 37 Cornell Notes Outline

  • DBQ: ???

  • Work on Performative Lectures

  • Crash Course World History

    • Videos #6-10 Due

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• 4/18

  • Socratic Seminar: Animal Farm Ch. 6-10 [Karthik and Achi]

  • Notes: The Inception of the Cold War

  • John Green: USA vs. USSR Fight!

  • Crash Course World History

    • Videos #11-15 Due

  • Work on Performative Lectures

• 4/20

  • Notes: The Cold War - Russian Invasions

  • Notes: American Domino Theory

  • John Green: Cold War in Asia

  • John Green: Congo and Africa's World War

  • John Green: The End of the Cold War

  • Comparative: Describe similarities and differences in the approach by the Russians and the Americans to "3rd world" proxy wars.

  • Work on Performative Lectures

• 4/22

  • Continuity and Change Essay: Analyze major changes and continuities in the formation of national identities in ONE of the regions listed below from 1914 to the present. Be sure to include evidence from specific countries in the region selected:

    • Middle East

      • Conflict in Israel and Palestine

    • South/Southeast Asia

    • Sub-Saharan Africa

  • Work on Performative Lectures

  • Due: Ch. 38 Notes Outline

  • Crash Course World History

    • Videos #16-20 Due

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• 4/25

  • Crash Course World History

    • Videos #21-25 Due

  • Unit 5 Exam

    • 800-855am - Multiple Choice

  • TECHNOLOGICAL AND ENVIRONMENTAL TRANSFORMATIONS (Chapters 1-8)

    • 900-915am: to c. 500 BCE [Hannah B.] Ch. 1-4

    • 920-935am: to c. 500 BCE [Marianne C.] Ch. 5-8

• 4/27

  • Crash Course World History

    • Videos #25-30 Due

  • ORGANIZATION AND REORGANIZATION OF HUMAN RESOURCES (Chapters 9-14)

    • Classical India, Buddhism, and the Greeks [Nikhil K.] Ch. 9-10

    • Roman Phase and Islam [Blake D.] Ch. 11,13

    • The Silk Roads and Empires in East Asia [Ariel K.] Ch. 12,14

  • REGIONAL AND TRANSREGIONAL INTERACTIONS (Chapters 15-22)

    • [Karthik M.] Ch. 15,16

    • Nomadic and Eurasian Integration [Jillian M.] Ch. 17,18

• 4/29 [Half day] - Sir Thomas More Day

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• 5/2

  • Crash Course World History

    • Videos #31-35 Due

  • REGIONAL AND TRANSREGIONAL INTERACTIONS (CONT.)

    • Europe, Americas, Oceania [Jordan M.] Ch. 19,20

    • [Sam P.] Ch. 21,22

  • GLOBAL INTERACTIONS (Chapters 23-28)

    • The Transformation of Europe [Erin Q.] Ch. 23

    • New Worlds: Americas and Oceania [Leslie R.] Ch. 24

    • Africa and East Asia [Chris R.] Ch. 25,26

• 5/4

  • GLOBAL INTERACTIONS (CONT.)

    • 800-815am: Ottomans, Revolutions, etc. [Fox S.] Ch. 27,28

  • INDUSTRIALIZATION AND GLOBAL INTEGRATION (Chapter 29-33)

    • 820-835am: Making of Industrial Society [Kailyn S.] Ch. 29

    • 840-855am: Americas in Age of Independence [Jack S.] Ch. 30

    • 900-915am: Societies at Crossroads [Cheryl S.] Ch. 31

    • 920-935am: The Building of Global Empires [Achi T.] Ch. 32

• 5/6

  • Crash Course World History

    • Videos #36-40 Due

  • ACCELERATING GLOBAL CHANGE AND REALIGNMENTS (Chapter 34-38)

    • 800-815am: The Age of Anxiety [Madeline W.] Ch. 34

    • 820-835am: Nationalism and Political Identities: Asia, Africa, and Latin America [Genna V.] Ch. 35

    • 840-855am: World War II and the Cold War [Emma Z.] Ch. 36

    • 900-915am: The End of Empire and World Without Borders [Madhangi C.] Ch. 37-38

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STUDY SESSIONS - EXTRA CREDIT (up to 5% extra credit on final exam; partial credit given for each hour in attendance)

• 5/7 - Saturday Library Cram Session - Civic Center Library

  • 12pm-1pm - Organize and Devise a Study Plan, Execute Study Plan

  • 1pm-3pm - Execute Study Plan

  • 3pm-5pm - Execute Study Plan

• 5/8 - Sunday Library Cram Session - Civic Center Library

  • 12pm-1pm - Organize and Devise a Study Plan, Execute

  • 1pm-3pm - Execute Study Plan

  • 3pm-5pm - Execute Study Plan

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• Final Exam (20% of overall grade)

  • 30% = performative lecture

  • 10% = note-taking, listening, attention, and quality inquiry during peers performative lectures

  • 60% = In class mock AP exam (May 11th and 13th, preceding the actual exam)

  • (5% extra credit for Saturday study session - see below, Saturday 5/9)

-----------------------------------------

• 5/9

  • 800-855am - Multiple Choice Final Exam

  • 855-935am - CCOT Final Exam

• 5/11

  • 800-850am - DBQ Final Exam

  • 850-940am - Comparative Final Exam

• 5/12 [AP Exam Date]

  • GOOD LUCK!!

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• Week of 5/16 (Smarter Balance Testing)

  • Study Hall Week

  • Stock Market Game

    • Name: Banducci

    • Password: bacon

  • How the Stock Market Works for Dummies

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• Week of 5/23

  • Movie: Swing Kids

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• Week of 5/31

  • National Holiday

  • Trivial Pursuit

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• Week of 6/6 (POL Week)

  • Socratic Stocks (see articles)

  • Camping Challenge

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• Week of 6/13

  • Short Film

COURSE STRUCTURE

Topic 1: Foundations of World History (8000 BCE - 600 CE)

# of Weeks: 5

Text: 1-12 (12)

Role Play Project:

Book: The Art of War by Sun Tzu

Movie: Gladiator

Comparative:

1. Analyze the similarities and differences in techniques of imperial administration in two of the following empires: Han China (206 BCE - 220 CE), Mauryan/Gupta India (320 BCE - 550 CE), or Imperial Rome (31 BCE - 476 CE).

CCOT:

1. How did monotheism and polytheism merge and divide over time?

2. Analyze the cultural and political changes and continuities in ONE of the following civilizations during the last centuries of the classical era: Chinese (100-600 CE), Roman (100-600 CE), or Indian (300-600 CE).

DBQ:

1. DBQ #1 (Citizenship in Athens and Rome)

Topic 2: Post Classical Era (600-1450 CE)

# of Weeks: 5

Text: 13-21 (9)

Role Play Project: Crusade Panel

Book: Writing by St. Thomas Aquinas, Dante's Inferno

Movie: Mongol

Comparative:

1. Compare and contrast the political, economic, and social life of the Byzantine Empire, the Islamic Empire, and Western Europe from 600 to 1450 CE.

2. Compare and contrast the political, social, and economic life of the Mongol and Aztec empires from 600 to 1450 CE.

3. Compare the process of state-building in TWO of the following in the period 600 CE to 1450 CE: Islamic states, city-states, Mongol khanates.

4. Analyze similarities and differences in TWO of the following trade networks in the period 600 C.E. to 1450 C.E. Your response may include comparisons of biological, commercial, or cultural exchanges: Indian Ocean, Silk Roads, OR Trans-Sahara

5. Analyze similarities and differences in how TWO of the following empires used religion to govern before 1450. Byzantine Empire, Islamic Caliphates, or Mauryan/Gupta Empires.

CCOT:

1. Analyze changes and continuities in Chinese political, social, & economic life in the Sui, Tang, and Song dynasties. Explain Chinese relations with their neighbors, 600 to 1450 CE.

2. Analyze continuities and changes in patterns of interactions along the Silk Roads from 200 BCE to 1450 CE.

3. Analyze the changes and continuities in commerce in the Indian Ocean region from 650 CE to 1750 CE.

DBQ:

1. DBQ #2

Topic 3: Early Modern Era (1450-1750 CE)

# of Weeks: 9

Text: 22-28 (7)

Semester Project: Get To Know Your Empire TV Show

Role Play Project: Congress of Vienna

Book: The Prince by Machiavelli

Movie: French Revolution Documentary

Comparative:

CCOT:

1. Describe and analyze the cultural, economic, and political impact of Islam on ONE of the following regions between 1000-1750 CE (West Africa, South Asia, or Europe). Be sure to discuss continuities as well as changes.

2. Analyze the social and economic transformations that occurred in the Atlantic world as a result of new contacts among Western Europe, Africa, and the Americas from 1492 to 1750.

DBQ:

1. DBQ #4

2. DBQ #5

Topic 4: Modern Era (1750-1914 CE)

# of Weeks: 7

Text: 29-33 (5)

Role Play Project: Industrial Revolution Debate

Book: The Jungle by Upton Sinclair

Movie:

Comparative:

1. Compare the effects of racial ideologies on North American societies with those on Latin American/Caribbean societies during the period from 1500 to 1830.

2. Compare the historical processes of empire building in the Spanish maritime empire during the period from 1450 through 1800 with the historical processes of empire building in ONE of the following land-based empires: The Ottoman Empire OR the Russian Empire.

3. Compare differing responses to industrialization in any TWO of the following: Japan, Ottoman Empire, Russia.

CCOT:

1. Analyze the change and continuities in labor systems between 1750 and 1914 in ONE of the following areas. In your analysis, be sure to discuss the causes of the changes and the reasons for the continuities. Latin America and the Caribbean; Russia; Sub-Saharan Africa.

2. Analyze continuities and changes in labor systems in ONE of the following regions within the time period 1450 to 1900: Latin America and the Caribbean OR North America.

DBQ:

1. DBQ #6

2. DBQ #7

Topic 5: Contemporary History (1914-Present)

# of Weeks: 6

Text: 34-40 (7)

Semester Project: Performative Lecture

Role Play Project: 1932 Election

Book: Animal Farm by George Orwell

Movie: Swing Kids

Comparative:

1. Compare the emergence of nation-states in nineteenth century Latin America with the emergence of nation-states in ONE of the following regions in the twentieth century: Sub-Saharan Africa or the Middle East.

2. Compare and contrast the patterns of decolonization in Africa and South Asia.

CCOT:

1. Trace the influence of the United Nations from the ideas of the League of Nations to today.

DBQ:

1. Cricket

2. Chinese Peasant Revolution

3. Spread of Influenza in 20th Century