AP World History (Period 7) Assignments
- Instructors
- Term
- Fall 2013
- Department
- Social Studies
- Description
-
AP World History was designed with a broad focus on world cultures from approximately 8000 BCE to the present. Students will develop a greater understanding of global processes and interactions among societies through a study of historical patterns and comparisons among major societies.
AP World History is about skills, not just content, and will encourage all students in attaining their highest achievement level through skill acquisition and personal growth. Students will read and organize data based on themes, write analytical and document-based essays, and analyze primary and secondary sources.
AP World History is a differentiated curriculum in depth, complexity, pacing, and novelty. A variety of instructional strategies will be practiced including individual and group work, questioning, critical reading and thinking, and other active engagement strategies.
Files
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
Thursday and Friday 11/21-22 (I have a sub while I attend the National Social Studies Conference in St. Louis)
During class on Thursday students had the class period to continue their research on feudalism in Europe and Japan. This was their homework on Thursday night so they would be prepared to write their essay during class on Friday.
Friday is an in-class comparative essay (without the use of their notes).
Extra Credit Enrichment is due on Tuesday of next week!
HOMEWORK: Continue to work on the Google Doc and make sure the feudalism research is complete (I will collect it on Monday)
Due:
Assignment
Wednesday 11/20
1) I had all students open up their Google Review Doc with their partner and develop a plan for getting it completed before the December 6 due date. We went over the remaining calendar and marked important dates as well as the final exam schedule.
2) I briefly reviewed the content for Chapter 17 from their textbook. Much of this they will cover as they complete their Feudalism charts but I wanted to focus on a few key developments.
- Extra Credit Enrichment for Period 2 is due next Tuesday.
- Students should be continuing to work on their feudalism comparison charts in preparation for Friday's essay.
HOMEWORK: Reading Notes (at the end of the class lecture notes) for pages 449-454 (Christianity in Western Europe)
Due:
Assignment
Tuesday 11/19
1) Students started class with an ungraded formative assessment on the Byzantine Empire. We are going to start using these FA's as a way to practice multiple choice test taking skills.
2) We had a brief discussion reminding students about the Google Doc review and Key Concept Focus Questions that were assigned at the beginning of this unit. Most students have not even started them so I assigned a due date of Friday, December 6 so they can plan accordingly.
3) Students started a research activity comparing Feudalism in Europe and Japan using resources that I posted on this site. They will be working on this between today and Thursday (although I will lecture part of the period on Wed) in preparation for a comparison essay on this topic which they will write in class on Friday.
HOMEWORK: Finish Byzantine guided reading questions that were handed out in class yesterday; begin working on the Google Doc and Key Concepts; work on the feudalism comparison research
Due:
Assignment
Monday 11/18
1) Students had 20 minutes to complete the Byzantine Empire Graphic Organizers that they had started almost finished on Friday.
2) Brief lecture on the key points of the Byzantine Empire.
3) Handed out progress reports and discussed the importance of students coming in to see me if they currently have anything lower than a B - this will have an important impact on the ability to sign up for AP U.S. and AP Lang next year.
HOMEWORK: The Influence of the Byzantine Empire in Eastern Europe (textbook notes - see below). I also assigned them some short and easy reading guides (middle school level) on the Justinian Code, Decline and Fall, and Historical Impact of the Byzantine Empire (these are due on Wednesday but they are not posted so students will need to see me to get the handouts)
- MosaicPortraitEmperorJustinian1Information.pdf
- Lands&TradingRoutesofByzantineEmpireInformation.pdf
- CH 13 - Byzantium and Eastern Europe (Textbook Notes).pdf
- MosaicPortraitEmpressTheodoraInformation.pdf
- Byzantine Empire (Review of Main Points).pdf
- CityscapeofIstanbulInformation.pdf
- InsidetheByzantineEmpireGraphicOrganizerPacket.pdf
- InteriorofHagiaSophiaInformation.pdf
- IconofMary&JesusInformation.pdf
Due:
Assignment
Thursday 11/7 - Friday 11/15
I apologize for the lapse in homework postings. Between absences and grades being due, I have just struggled to keep it updated for the past week. I should be back on track at this point.
Over the past week we have had to take a step back and re-evaluate where the students are. That started with a look at their DBQ writing. A couple weeks ago they completed their first two DBQ outlines. After reading them over last weekend, I decided not to grade them for quality, just completion. The reason for this change of heart had to do with the realization that they were not understanding the depth and complexity of a DBQ essay. So we spent some time this week looking at exemplary student samples from the College Board for the two essay outlines they had completed. I had the students reverse outline the essays and then compare those outlines to the ones they had written. Finally they wrote a reflection of their work they had done and what they need to be doing to improve. The response to this activity was extremely positive and I believe they will be able to write better DBQ essays in the future.
Each year I make some assumptions about what students remember about Europe in the Medieval time period from their 7th grade history classes. This week I had the students complete a formative assessment on a chapter reading they had done on this topic over the long weekend as well as on their previous knowledge. It became clear that I will need to spend some time on Europe (the amount of time I spend on it each year varies depending on the students). As a result, I did not include the formative assessment in their grade . Instead we went over the responses to look at the mistakes they had made and to practice their test-taking skills. Because we have room in our pacing calendar at the moment, we will be spending an extra week on Europe during this time period so the students regain a solid foundation in it. Although Europe is not particularly important/influential in the overall world picture at this time, it becomes a focal point in the next unit so I need to make sure they have a solid foundation. So we spent the last two days analyzing art from the Byzantine Empire in order to gain an understanding of it's influence on history and even to today. Thursday night's homework asked the students to compare Justinian's code to California Law code so they could see the heavy influence of it even to modern times. We will finish with the Byzantine Empire on Monday and then move on to feudal Europe.
HOMEWORK: Reading and Map Activities for Charlemagne's Time and the Crusades (homework is attached below)
Also listed below are:
- The Cornell Notes packet that goes with the Strayer reading
- The Justinian Code Comparison Reading and Activity
- CH 17 - Map of Europe in Charlemagne's Time.pdf
- CH 17 - Europe in Charlemagne's Time - Background Info.pdf
- CH 17 - Map of The Crusades.pdf
- CH 17 - The Crusades - Background Info.pdf
- Justinian Code Comparison - Critical Thinking Questions.pdf
- The Worlds of European Christendom (Strayer) - Cornell Notes.pdf
- Justinian Code Comparison - Resource Handout.pdf
Due:
Assignment
Wednesday 11/6
1) Students used the computers to briefly research one of four Sudanese Empires. They wrote down what they thought were the five most important facts about their empire.
2) Lecture notes - Sand Roads: Trans-Saharan Trade (see PPT lecture and notes below)
3) Students met in groups based on the empire they had researched. They shared their results and had to come to a conclusion as to the five most important facts about each. These facts were then written on the board to share with the rest of the class.
* There will be an open-note formative assessment at the end of class tomorrow *
HOMEWORK
1) Research and take brief notes on the six cities listed on the back page of your notes handouts.
2) Read the documents for "Travelers' Tales and Observations". As you read, complete the SOAPStone chart for each documents. When you have read all three, complete the second part of the handout where you are answering the "Using the Evidence" questions in one paragraph for each topic. (all handouts are attached below)
1) Students used the computers to briefly research one of four Sudanese Empires. They wrote down what they thought were the five most important facts about their empire.
2) Lecture notes - Sand Roads: Trans-Saharan Trade (see PPT lecture and notes below)
3) Students met in groups based on the empire they had researched. They shared their results and had to come to a conclusion as to the five most important facts about each. These facts were then written on the board to share with the rest of the class.
* There will be an open-note formative assessment at the end of class tomorrow *
HOMEWORK
1) Research and take brief notes on the six cities listed on the back page of your notes handouts.
2) Read the documents for "Travelers' Tales and Observations". As you read, complete the SOAPStone chart for each documents. When you have read all three, complete the second part of the handout where you are answering the "Using the Evidence" questions in one paragraph for each topic. (all handouts are attached below)
Due:
Assignment
Tuesday 11/5
We spent part of today's class time getting student binders organized. When we switched to binders during the last unit, it was with the understanding that students would keep them organized - that has not happened for the most part. Therefore, I will be monitoring their organization more closely this unit. If I don't see improvement, we will switch back to notebooks for the next unit. As college-bound students, it is very important that students find an organizational strategy that is efficient for their learning and studying needs.
After passing back papers and getting notebooks organized, students took notes on their own paper for the Crash Course World History for the Indian Ocean Trade Network (#18). When they finished that, I started lecturing on Indian Ocean Trade but was unable to finish.
* All students should have access to the Unit 3 Review Google Doc through their school email address today. *
HOMEWORK
Use the PPT notes below to finish today's lecture notes.
Due:
Assignment
Monday 11/4 (I am out sick today but all work below should be completed when I return tomorrow)
1) Thursday's homework assignment will be collected tomorrow.
2) Sand Routes: Trans-Saharan Trade - Using the handout in class of the textbook pages, students should complete the two-column notes for this section. I will lecture on all of the trade routes tomorrow.
3) When finished with the notes, students can use the rest of the class period to work on their key concepts for Unit 3.
HOMEWORK
Textbook Reading Guide for Chapter 14 - The Expansive Realm of Islam (section 1)
Due:
Assignment
Thursday 10/31
I gave students most of the class period to complete their Group Trade Routes Posters since many groups asked for more time. I will lecture on Tuesday instead.
HOMEWORK
Complete the two-column notes (see attached) for Indian Ocean Basin Trade Routes
Due:
Assignment
Wednesday 10/30
1) Students took their own notes while watching Crash Course World History - The Silk Roads (#9)
2) I lectured on The Silk Roads (the notes handout and PPT are attached below)
3) Students had the rest of the class period to work on their posters.
HOMEWORK
Two-Column Notes: Cultural Exchanges along the Silk Roads (handout attached below) using your textbook pages 294-300
1) Students took their own notes while watching Crash Course World History - The Silk Roads (#9)
2) I lectured on The Silk Roads (the notes handout and PPT are attached below)
3) Students had the rest of the class period to work on their posters.
HOMEWORK
Two-Column Notes: Cultural Exchanges along the Silk Roads (handout attached below) using your textbook pages 294-300
Due:
Assignment
Tuesday 10/29
Students started a group project on major trade networks of this unit (Key Concept 3.1). They are re-creating those maps and trade routes on poster which we will be adding to and referencing through the unit. They had the entire class period today to work and many of them got a very good start on them. I will be lecturing for at least part of the class period both tomorrow and Thursday so they won't have as much work time in class but they are due at the end of class on Thursday.
HOMEWORK
None
Students started a group project on major trade networks of this unit (Key Concept 3.1). They are re-creating those maps and trade routes on poster which we will be adding to and referencing through the unit. They had the entire class period today to work and many of them got a very good start on them. I will be lecturing for at least part of the class period both tomorrow and Thursday so they won't have as much work time in class but they are due at the end of class on Thursday.
HOMEWORK
None
Due:
Assignment
Monday 10/28
After collecting homework, I introduced our new unit - Regional and Transregional Interactions (600-1450 CE). Students received two extra credit enrichment assignments which are due Friday 11/8 and Tuesday 11/26. I showed the students how to navigate the website they will use for it.
In addition, students were introduced to the "Get a Five" review website (see the instructions in the introduction PPT included below). I had all students log in and join our class. They also completed the diagnostic test for the first unit just to see how it worked.
With the remaining time, students started working on their homework assignment.
HOMEWORK
1. State of the in 600 CE (handout and notes below). Students used paragraph shrinking to summarize key characteristics of the world in 600 CE and then had to draw illustrations related to those characteristics.
2. Watch the "Get a Five" video for Trade Networks 600 BCE-600 CE as a way to review content before we look at them in the next time period. Take the quiz when you have finished.
After collecting homework, I introduced our new unit - Regional and Transregional Interactions (600-1450 CE). Students received two extra credit enrichment assignments which are due Friday 11/8 and Tuesday 11/26. I showed the students how to navigate the website they will use for it.
In addition, students were introduced to the "Get a Five" review website (see the instructions in the introduction PPT included below). I had all students log in and join our class. They also completed the diagnostic test for the first unit just to see how it worked.
With the remaining time, students started working on their homework assignment.
HOMEWORK
1. State of the in 600 CE (handout and notes below). Students used paragraph shrinking to summarize key characteristics of the world in 600 CE and then had to draw illustrations related to those characteristics.
2. Watch the "Get a Five" video for Trade Networks 600 BCE-600 CE as a way to review content before we look at them in the next time period. Take the quiz when you have finished.
Due:
Assignment
Friday 10/25
We wrapped up our week and this unit with a fun activity that had students putting together a puzzle of the changes and continuities from the 2nd unit. Students were given the pieces/content that fit in to their chart but it was out of order. Their task was to cut it out and paste it in the correct location on their blank chart (or just re-write it if they didn't want to cut and paste). A key has been provided for them to check their work.
HOMEWORK
In preparation for starting Unit 3 on Monday, students are reading and taking notes on 1-page summaries (retrospectives) of Units 1 and 2 as well as the introductory essay for Unit 3. They can take notes in whatever style they prefer for this assignment.
We wrapped up our week and this unit with a fun activity that had students putting together a puzzle of the changes and continuities from the 2nd unit. Students were given the pieces/content that fit in to their chart but it was out of order. Their task was to cut it out and paste it in the correct location on their blank chart (or just re-write it if they didn't want to cut and paste). A key has been provided for them to check their work.
HOMEWORK
In preparation for starting Unit 3 on Monday, students are reading and taking notes on 1-page summaries (retrospectives) of Units 1 and 2 as well as the introductory essay for Unit 3. They can take notes in whatever style they prefer for this assignment.
Due:
Assignment
Thursday 10/24 (Minimum Day)
Students did the same activity they did yesterday group the documents but this time they used the other set of documents that we have been studying (Han and Roman attitudes toward technology)
HOMEWORK
Same as last night, complete a DBQ outline for the prompt that goes with this set of documents.
Students did the same activity they did yesterday group the documents but this time they used the other set of documents that we have been studying (Han and Roman attitudes toward technology)
HOMEWORK
Same as last night, complete a DBQ outline for the prompt that goes with this set of documents.
Due:
Assignment
Wednesday 10/23
We continued working through the process of writing a DBQ today. Students worked in groups to organize the documents that they have been analyzed the past couple of days. They are then using those groups to build an outline for a DBQ tonight as homework. We will practice this same process one more time in class tomorrow but they will need to work through it more quickly (partly due to the minimum day schedule and partly because they need to practice thinking through the process more quickly since they will need to do it in about 10 minutes for the AP test).
HOMEWORK
Complete the DBQ Essay Outline for the "Responses to the Spread of Buddhism in China" prompt.
We continued working through the process of writing a DBQ today. Students worked in groups to organize the documents that they have been analyzed the past couple of days. They are then using those groups to build an outline for a DBQ tonight as homework. We will practice this same process one more time in class tomorrow but they will need to work through it more quickly (partly due to the minimum day schedule and partly because they need to practice thinking through the process more quickly since they will need to do it in about 10 minutes for the AP test).
HOMEWORK
Complete the DBQ Essay Outline for the "Responses to the Spread of Buddhism in China" prompt.
Due:
Assignment
Tuesday 10/22
Today we continued our work on how to write a DBQ. After grading last night's homework, I had the students complete the two additional documents that I did not give them yesterday. Then we went through the process of taking notes on the additional documents, grouping, and context/point of view.
HOMEWORK
Complete the notes in all four corners of every document for both essay prompts. SOAPSTone in upper-left. Additional Doc/Info in bottom-left. Groupings in upper-right. Context/POV in bottom-right. This organizational analysis of the documents will help them significantly tomorrow when they will be writing one of the two essays in class.
They should NOT be doing extra research on the topics or looking at the past exam questions. It is very important that they put themselves in the same position they will face on the AP test as often as possible. It doesn't do them any good to take extra time to prep for these essays since they will not have that on the actual test.
Today we continued our work on how to write a DBQ. After grading last night's homework, I had the students complete the two additional documents that I did not give them yesterday. Then we went through the process of taking notes on the additional documents, grouping, and context/point of view.
HOMEWORK
Complete the notes in all four corners of every document for both essay prompts. SOAPSTone in upper-left. Additional Doc/Info in bottom-left. Groupings in upper-right. Context/POV in bottom-right. This organizational analysis of the documents will help them significantly tomorrow when they will be writing one of the two essays in class.
They should NOT be doing extra research on the topics or looking at the past exam questions. It is very important that they put themselves in the same position they will face on the AP test as often as possible. It doesn't do them any good to take extra time to prep for these essays since they will not have that on the actual test.
Due:
Assignment
Monday 10/21
Today our focus was on learning how to write a Document-Based Question (DBQ).
Class started with students doing a short reflection on quarter 1 grades - what is working, what is not, what can I do to help them, what do they need to do to improve.
After the reflection, I walked them through the "How to DBQ" handout that I had provided for them. As I explained each section, they highlighted key points, took notes in the margin, and asked questions. For the next few days, I will be taking them through the entire process of writing the DBQ essay using two different examples from past AP World exams. I cannot provide the actual documents online for them due to College Board copyright rules so if students are absent, they will need to get the handouts from me the next day.
Today, we went through steps 1 and 2 - reading and analyzing the prompt/question and the historical background.
HOMEWORK
Students received the documents for both essays. Their homework tonight is to take "BRIEF" notes related to the SOAPSTone categories for EACH document from BOTH prompts - that will be a total of 12 documents they are analyzing (I accidentally did not copy the last two documents of one essay so we will do those tomorrow in class). Notes should be taken in the upper-left corner of each document and they need to be quick and short. On the actual AP Exam, they need to be able to take notes on all of the documents in about 10 minutes so the sooner they practice quick reading and note-taking, the better they will do later on.
Today our focus was on learning how to write a Document-Based Question (DBQ).
Class started with students doing a short reflection on quarter 1 grades - what is working, what is not, what can I do to help them, what do they need to do to improve.
After the reflection, I walked them through the "How to DBQ" handout that I had provided for them. As I explained each section, they highlighted key points, took notes in the margin, and asked questions. For the next few days, I will be taking them through the entire process of writing the DBQ essay using two different examples from past AP World exams. I cannot provide the actual documents online for them due to College Board copyright rules so if students are absent, they will need to get the handouts from me the next day.
Today, we went through steps 1 and 2 - reading and analyzing the prompt/question and the historical background.
HOMEWORK
Students received the documents for both essays. Their homework tonight is to take "BRIEF" notes related to the SOAPSTone categories for EACH document from BOTH prompts - that will be a total of 12 documents they are analyzing (I accidentally did not copy the last two documents of one essay so we will do those tomorrow in class). Notes should be taken in the upper-left corner of each document and they need to be quick and short. On the actual AP Exam, they need to be able to take notes on all of the documents in about 10 minutes so the sooner they practice quick reading and note-taking, the better they will do later on.
Due:
Assignment
Friday 10/18 Agenda
Since we finished our mid-term yesterday and we had short class periods today due to the late-start schedule, I decided to use today to explain the new Common Core State Standards to students. The writing prompts and PowerPoint slides I used are below. The links to the videos are below as well.
HOMEWORK
None
Since we finished our mid-term yesterday and we had short class periods today due to the late-start schedule, I decided to use today to explain the new Common Core State Standards to students. The writing prompts and PowerPoint slides I used are below. The links to the videos are below as well.
HOMEWORK
None
Due:
Assignment
Tuesday 10/15 - Thursday 10/17
Students have three days to complete a group project. They have the time in class plus any additional time they need to put in outside of class. The projects are due at the end of class on Thursday.
Their task is to create a non-traditional representation (illustrated graphic organizer) of one of the AP World key concepts from the first two units. Their representation should NOT be a traditional chart, thinking map, or bubble diagram. It should be designed around a student-created symbol(s) that represents their assigned key concept and should include additional illustrations related to their topic. The project must:
- be on poster board
- be colorful
- be creative (using 3D where possible)
- all elements of your key concept must be included although it should be written in a simpler form than the complete paragraphs of the course description
- any examples listed in the course outline must be part of their project.
Due:
Assignment
Monday 10/14
Students had the class period today to continue their test corrections from Friday. This will be the last class time that they have to work on it. They are welcome to come in during lunch Tuesday-Thursday this week or after school on Tuesday to finish up any corrections or make-up work.
HOMEWORK
None - we will start a mid-term project tomorrow
Students had the class period today to continue their test corrections from Friday. This will be the last class time that they have to work on it. They are welcome to come in during lunch Tuesday-Thursday this week or after school on Tuesday to finish up any corrections or make-up work.
HOMEWORK
None - we will start a mid-term project tomorrow
Due:
Assignment
Friday 10/11
1) We reviewed common errors on the Unit Test.
2) Students had the remaining class time to make test corrections. If they need more time, they will need to come in next week (10/13-10/17) at lunch or Tuesday after school to complete their corrections.
HOMEWORK
None :)
1) We reviewed common errors on the Unit Test.
2) Students had the remaining class time to make test corrections. If they need more time, they will need to come in next week (10/13-10/17) at lunch or Tuesday after school to complete their corrections.
HOMEWORK
None :)
Due:
Assignment
Thursday 10/10
Unit Test
Key Concepts were turned in
HOMEWORK
Finish Silk Roads activity
Unit Test
Key Concepts were turned in
HOMEWORK
Finish Silk Roads activity
Due:
Assignment
Wednesday 10/9 Agenda
Today our focus was on the Silk Road trade network. Students worked in groups to research on the Internet and using handouts provided (see below). The purpose of the activity was for them to see the geography of the Silk Roads, the diversity of the climate and languages along the Silk Roads, as well as the history and significant contributions the Silk Roads had on globalization during this time period.
HOMEWORK
Today our focus was on the Silk Road trade network. Students worked in groups to research on the Internet and using handouts provided (see below). The purpose of the activity was for them to see the geography of the Silk Roads, the diversity of the climate and languages along the Silk Roads, as well as the history and significant contributions the Silk Roads had on globalization during this time period.
HOMEWORK
- Finish the Key Concepts packet for Unit 2 - You should have been working on this throughout the unit. It will be collected when you come in for the test.
- Your group Google Doc will be graded tomorrow as well.
- The Silk Roads packet will be collected on Friday.
Due:
Assignment
Friday 10/4 Agenda (super-late start)
Due to the very short class periods, I did not have the students take notes. Instead, I handed them the lecture slides and we discussed as we went through them.
HOMEWORK
Continue working on the review Google Doc for Thursday's test.
Due to the very short class periods, I did not have the students take notes. Instead, I handed them the lecture slides and we discussed as we went through them.
HOMEWORK
Continue working on the review Google Doc for Thursday's test.
Due:
Assignment
Thursday 10/3 Agenda
Students took a Formative Assessment on Rome today based on the work they have done in class the last couple of days. The remaining time was spent working on their Google Doc reviewing for next Thursday's unit test.
HOMEWORK
Chapter 6 Overview Questions and Mayan Primary Source Questions
Students took a Formative Assessment on Rome today based on the work they have done in class the last couple of days. The remaining time was spent working on their Google Doc reviewing for next Thursday's unit test.
HOMEWORK
Chapter 6 Overview Questions and Mayan Primary Source Questions
Due:
Assignment
Wednesday 10/2 Agenda
Today I introduced students to their new Google accounts and a new group review format we will be using for the Unit 2 test. Working in groups of 2-4, students will collaborate electronically to complete a Google Doc form with student learning outcomes and comparison prompts related to the time period we are studying. Much of today was spent getting them introduced to Google Docs and getting their new accounts and documents up and running. Any remaining time was spent working on tonight's homework assignment in preparation for tomorrow's formative assessment on Rome.
Opportunities for formative assessment corrections continue at lunch tomorrow and then again next week. Corrections on formative assessments are for full credit so they can have a significant impact on grades and success on the unit test. Students are also welcome to improve past essays if they meet with me before doing re-writes.
I am hosting a 4-hour power session for intervention on the Monday of Fall Break (10/7) from 10:30-2:30. Students are welcome to come in during this time to do corrections as well.
HOMEWORK
Rome Review Questions and Primary Source Questions (due tomorrow; attached below)
Today I introduced students to their new Google accounts and a new group review format we will be using for the Unit 2 test. Working in groups of 2-4, students will collaborate electronically to complete a Google Doc form with student learning outcomes and comparison prompts related to the time period we are studying. Much of today was spent getting them introduced to Google Docs and getting their new accounts and documents up and running. Any remaining time was spent working on tonight's homework assignment in preparation for tomorrow's formative assessment on Rome.
Opportunities for formative assessment corrections continue at lunch tomorrow and then again next week. Corrections on formative assessments are for full credit so they can have a significant impact on grades and success on the unit test. Students are also welcome to improve past essays if they meet with me before doing re-writes.
I am hosting a 4-hour power session for intervention on the Monday of Fall Break (10/7) from 10:30-2:30. Students are welcome to come in during this time to do corrections as well.
HOMEWORK
Rome Review Questions and Primary Source Questions (due tomorrow; attached below)
Due:
Assignment
Tuesday 10/1 Agenda
1) Formative Assessment on Greece in Datawise (students will be able to do corrections)
2) Rome - use the PowerPoint lecture notes provided below to complete the notes handout provided.
View the Crash Course on Classical Rome (link below) for additional support on this topic.
HOMEWORK
Finish the Rome lecture notes - we will discuss in class tomorrow.
1) Formative Assessment on Greece in Datawise (students will be able to do corrections)
2) Rome - use the PowerPoint lecture notes provided below to complete the notes handout provided.
View the Crash Course on Classical Rome (link below) for additional support on this topic.
HOMEWORK
Finish the Rome lecture notes - we will discuss in class tomorrow.
Due:
Assignment
Thursday - Monday (9/26 - 9/30)
I apologize for the delay in not posting sooner. I had a sub on Thursday and Friday but due to outside circumstances was not able to update my webpage. There was some confusion when the sub was here so this posting covers all of what the students should have been completing over those few days.
Greek Politics and Culture - attached below are a number of handouts/graphic organizers that the students completed in class using the keys provided and their textbook. All handouts include the page numbers they came from but I've also provided the key for some of them. By the time they come to class on Tuesday, all of the handout on Greece should be complete.
In addition, there was a handout on the Greek Philosophers that was homework on Thursday night. That should also be done before they come to class on Tuesday. They will have a formative assessment on Greece on Tuesday before we move on to Rome.
- Greece - Graphic Organizers of Hellenstic Greece and Society.pdf
- Greece Graphic Organizers - KEY.pdf
- Greece - Graphic Organizers of Early Greek Politics.pdf
- Greece - Early Greek Politics _textbook reading_.pdf
- Greek Philosophers _handout and key_.pdf
- Greece - Economy_Society_Philosophy_Religion _textbook reading_.pdf
Due:
Assignment
Wednesday 9/25 Agenda
Today our focus was India. Students started the class by reading and annotating a summary/review of Chapter 4 which is where they were first introduced to the subcontinent of India. This also provided them some foundation for their study of religion in India.
Notes were taken but not completed for politics and society in India - see handout and PowerPoint.
HOMEWORK
Use the PowerPoint handout below to finish the notes (including daily like and the Golden Age of Gupta India) from class. Watch the Crash Course Video link to get a brief overview. Formative Assessment tomorrow at the start of class.
Today our focus was India. Students started the class by reading and annotating a summary/review of Chapter 4 which is where they were first introduced to the subcontinent of India. This also provided them some foundation for their study of religion in India.
Notes were taken but not completed for politics and society in India - see handout and PowerPoint.
HOMEWORK
Use the PowerPoint handout below to finish the notes (including daily like and the Golden Age of Gupta India) from class. Watch the Crash Course Video link to get a brief overview. Formative Assessment tomorrow at the start of class.
Due:
Assignment
Tuesday 9/24 Agenda
Students took a group formative assessment on China/Chapter 8 today based on the work they did in class yesterday and their homework from last night.
When they were done, they started working on tonight's homework.
HOMEWORK
Religion in India Chart and Primary Source Analysis for Chapter 9
Students took a group formative assessment on China/Chapter 8 today based on the work they did in class yesterday and their homework from last night.
When they were done, they started working on tonight's homework.
HOMEWORK
Religion in India Chart and Primary Source Analysis for Chapter 9
Due:
Assignment
Monday 9/23 Agenda
Today we started a regional review of the classical era. Each day we will summarize the main points students need to know for each region. That will be followed with a homework assignment related to the religion and culture of that region. The next day they will have a formative assessment on the work of the previous day. This will help with an overall review of the unit and will allow me to make some vital connections between regions as we move forward.
Today our focus was China. The PowerPoint notes and handout are attached. I've also provided the link to the Crash Course World History episode about China which may be helpful for some students to review.
HOMEWORK
Religions of China Chart and Primary Source Analysis of Chapter 8
Today we started a regional review of the classical era. Each day we will summarize the main points students need to know for each region. That will be followed with a homework assignment related to the religion and culture of that region. The next day they will have a formative assessment on the work of the previous day. This will help with an overall review of the unit and will allow me to make some vital connections between regions as we move forward.
Today our focus was China. The PowerPoint notes and handout are attached. I've also provided the link to the Crash Course World History episode about China which may be helpful for some students to review.
HOMEWORK
Religions of China Chart and Primary Source Analysis of Chapter 8
Due:
Assignment
Friday 9/20 Agenda
1) Practice Grading - Using the essay prompt from yesterday which is the real prompt for the 2010 AP World History exam, students had an opportunity to grade some student samples and compare to the scores those samples actually earned. This gave them a chance to get a clearer understanding of how their own essays are graded by the AP readers.
2) Peer Grading - After seeing some actual essay scores, students then had two peers grade their essays from yesterday and then also had a chance to self-grade before turning it in. Any time we peer grade in class, I will always look at the essays as well before actually assigning a score.
HOMEWORK
One more break before we jump in to the content for the 2nd part of this unit on Monday. No homework - ENJOY!
1) Practice Grading - Using the essay prompt from yesterday which is the real prompt for the 2010 AP World History exam, students had an opportunity to grade some student samples and compare to the scores those samples actually earned. This gave them a chance to get a clearer understanding of how their own essays are graded by the AP readers.
2) Peer Grading - After seeing some actual essay scores, students then had two peers grade their essays from yesterday and then also had a chance to self-grade before turning it in. Any time we peer grade in class, I will always look at the essays as well before actually assigning a score.
HOMEWORK
One more break before we jump in to the content for the 2nd part of this unit on Monday. No homework - ENJOY!
Due:
Assignment
Thursday 9/19 Agenda
In-class COMP essay.
HOMEWORK
None :)
In-class COMP essay.
HOMEWORK
None :)
Due:
Assignment
Wednesday 9/18 Agenda
1) Organized binders. We are making a switch from notebooks to binders for better organization and more space. I provided binders and dividers for all students. We spent some time organizing their work for this unit so everyone is on the right track.
2) Formative Assessment Corrections - students had the opportunity to improve their scores on yesterday's formative assessment. They took home their quiz as well as a correction form to complete as homework.
In-Class Essay on Thursday focusing on Political Control in Classical Empires
HOMEWORK
Formative Assessment Corrections
1) Organized binders. We are making a switch from notebooks to binders for better organization and more space. I provided binders and dividers for all students. We spent some time organizing their work for this unit so everyone is on the right track.
2) Formative Assessment Corrections - students had the opportunity to improve their scores on yesterday's formative assessment. They took home their quiz as well as a correction form to complete as homework.
In-Class Essay on Thursday focusing on Political Control in Classical Empires
HOMEWORK
Formative Assessment Corrections
Due:
Assignment
Tuesday 9/17 Agenda
1) Constitution Day Activity (if you were absent, the two-sided handout students completed in class is attached below)
2) Formative Assessment - Classical Empires (students will have the opportunity to make corrections for full credit on FAs so they know their mistakes before seeing similar questions on a unit test)
HOMEWORK
Considering the Evidence - Political Authority in Classical Civilizations (Strayer)
Use the handout provided or the one attached below to answer the questions in the chart related to each document. Extra credit opportunity if you complete the questions at the end of the documents.
1) Constitution Day Activity (if you were absent, the two-sided handout students completed in class is attached below)
2) Formative Assessment - Classical Empires (students will have the opportunity to make corrections for full credit on FAs so they know their mistakes before seeing similar questions on a unit test)
HOMEWORK
Considering the Evidence - Political Authority in Classical Civilizations (Strayer)
Use the handout provided or the one attached below to answer the questions in the chart related to each document. Extra credit opportunity if you complete the questions at the end of the documents.
Due:
Assignment
Monday 9/16 Agenda (I had a sub today due to multiple medical appointments)
1) Collected Key Concepts for Unit 2 Packet (they only had to complete section 2.2)
2) Conrad-Demarest Model of Empires (Classical Era) - Posted around the room were the correct “answers” to the chart. Students worked their way around the room to figure out where the “answers” fit in their chart and then wrote them in the appropriate place. When they were finished, they should have had a completed and accurate chart.
HOMEWORK = Eurasian Empire Notes
Make sure you read the instructions at the beginning because it tells you about a test tomorrow and an in-class essay on Wednesday!!!
Due:
Assignment
Friday 9/13 Agenda (late-start rally schedule)
Thursday 9/12 Agenda
The last day of working in class on their classical empire Persian charts. Their task today was to have India notes complete along with their own "Drawing Conclusions" statements. Greece, Rome, and India were collected at the end of the period.
HOMEWORK
Finish Key Concept 2.2 which is due on Monday.
Thursday 9/12 Agenda
The last day of working in class on their classical empire Persian charts. Their task today was to have India notes complete along with their own "Drawing Conclusions" statements. Greece, Rome, and India were collected at the end of the period.
HOMEWORK
Finish Key Concept 2.2 which is due on Monday.
Due:
Assignment
Thursday 9/12 Agenda
Students worked in groups on their classical empire Persian charts. Their task today was to have Greece and Rome notes complete but each student needed to write the "Drawing Conclusions" statements on their own. To supplement the research they had completed the day before, we watched two Crash Course World History videos on Greece (the links are below). Students simply added key information to their Persian charts using Post-It notes if necessary.
HOMEWORK
Both the Greece and Rome Persian charts should be complete when you get to class tomorrow. There will be a quiz on them. In addition, students should be continuing to work on Key Concept 2.2 which is due on Monday.
Students worked in groups on their classical empire Persian charts. Their task today was to have Greece and Rome notes complete but each student needed to write the "Drawing Conclusions" statements on their own. To supplement the research they had completed the day before, we watched two Crash Course World History videos on Greece (the links are below). Students simply added key information to their Persian charts using Post-It notes if necessary.
HOMEWORK
Both the Greece and Rome Persian charts should be complete when you get to class tomorrow. There will be a quiz on them. In addition, students should be continuing to work on Key Concept 2.2 which is due on Monday.
Due:
Assignment
Wednesday 9/11 Agenda
Students worked in groups of 3 today to continue their work on the classical empires PERSIAN charts (The China one was turned in at the beginning of class). Each person in the group completed one of the charts on Greece, Rome, or India. Tomorrow they will share their charts with the other people in their groups.
HOMEWORK
Complete YOUR Persian Chart for the classical empire you and your group decided on.
Key Concept 2.2 Focus Questions and Evidence are due on Monday (we will work on Key Concept 2.1 at a different time)
Students worked in groups of 3 today to continue their work on the classical empires PERSIAN charts (The China one was turned in at the beginning of class). Each person in the group completed one of the charts on Greece, Rome, or India. Tomorrow they will share their charts with the other people in their groups.
HOMEWORK
Complete YOUR Persian Chart for the classical empire you and your group decided on.
Key Concept 2.2 Focus Questions and Evidence are due on Monday (we will work on Key Concept 2.1 at a different time)
Due:
Assignment
Tuesday 9/10 Agenda
Having made a mistake in regards to the end of the progress reporting period (I thought it was this week but it is next week) and my ability to host intervention at lunch this week (I already committed to participating in the Grizzly X-Games), I allowed the students the class period today to make test corrections on their Unit 1 test using their notes and the textbook outlines. I will re-grade the test with the corrections and take the average of the two scores.
In addition, students could pick up their Reading Quizzes from the first unit. Although they could not make corrections on the multiple choice, they CAN re-write the short answer portion but it must be turned back in by the end of this week.
HOMEWORK
PERSIAN Chart on Classical China using their textbook (CH 8) or the internet
Having made a mistake in regards to the end of the progress reporting period (I thought it was this week but it is next week) and my ability to host intervention at lunch this week (I already committed to participating in the Grizzly X-Games), I allowed the students the class period today to make test corrections on their Unit 1 test using their notes and the textbook outlines. I will re-grade the test with the corrections and take the average of the two scores.
In addition, students could pick up their Reading Quizzes from the first unit. Although they could not make corrections on the multiple choice, they CAN re-write the short answer portion but it must be turned back in by the end of this week.
HOMEWORK
PERSIAN Chart on Classical China using their textbook (CH 8) or the internet
Due:
Assignment
Monday 9/9 Agenda
After using the Conrad-Demarest Model to learn about Persia on Friday, we went in to further detail on Persian Empire since it forms the basis for other cultures we will be learning about later. In a rare day of lecture, students took notes from a PowerPoint presentation. Both the handout for the notes and the PPT are attached below.
HOMEWORK
Zorastrianism Bubble Map (attached - follow the instructions on the page)
After using the Conrad-Demarest Model to learn about Persia on Friday, we went in to further detail on Persian Empire since it forms the basis for other cultures we will be learning about later. In a rare day of lecture, students took notes from a PowerPoint presentation. Both the handout for the notes and the PPT are attached below.
HOMEWORK
Zorastrianism Bubble Map (attached - follow the instructions on the page)
Due:
Assignment
Friday 9/6 Agenda
1) Discussion of grades - everything is graded and will be posted to IC this weekend. I apologize for the confusion with missing assignments posted on the student and parent portals. This is new to IC this year and I wasn't aware of the update. I will try to avoid this in the future.
2) Intervention next week - I will be available Tuesday, Wednesday, and Thursday at lunch as well as Tuesday after school until 4:00 for any students that want to make test corrections or improve assignments.
3) Collected last night's homework assignment (Introduction to Empires and Rulers of Empires Chart)
4) Conrad-Demarest Model for Empires - Persia Example (using a PPT - see attached, students took notes on the two-column handout provided - see attached).
HOMEWORK
Use the PPT listed below to finish your Conrad-Demarest Two-Column notes on Persia. I will grade this on Monday.
1) Discussion of grades - everything is graded and will be posted to IC this weekend. I apologize for the confusion with missing assignments posted on the student and parent portals. This is new to IC this year and I wasn't aware of the update. I will try to avoid this in the future.
2) Intervention next week - I will be available Tuesday, Wednesday, and Thursday at lunch as well as Tuesday after school until 4:00 for any students that want to make test corrections or improve assignments.
3) Collected last night's homework assignment (Introduction to Empires and Rulers of Empires Chart)
4) Conrad-Demarest Model for Empires - Persia Example (using a PPT - see attached, students took notes on the two-column handout provided - see attached).
HOMEWORK
Use the PPT listed below to finish your Conrad-Demarest Two-Column notes on Persia. I will grade this on Monday.
Due:
Assignment
Thursday 9/5 Agenda
I was out today but the sub, Mr. Harris, kept the students moving forward.
1) Students worked on a comparison chart of civilizations and empires in order to reflect the differences between them.
2) Students used resources in the classroom to complete a chart of the key rulers of the classical empires that we will be studying this unit.
* Both handouts are part of the attachment below.
HOMEWORK
Complete both charts that were started in class. They will be collected tomorrow.
I was out today but the sub, Mr. Harris, kept the students moving forward.
1) Students worked on a comparison chart of civilizations and empires in order to reflect the differences between them.
2) Students used resources in the classroom to complete a chart of the key rulers of the classical empires that we will be studying this unit.
* Both handouts are part of the attachment below.
HOMEWORK
Complete both charts that were started in class. They will be collected tomorrow.
Due:
Assignment
Wednesday 9/4 Agenda (Minimum Day)
Students completed a Continuity and Change Over Time chart for Unit 1. The completed chart and the handout provided in class are posted below.
HOMEWORK
Introductory Essay (Stearns handout in class) - take notes in the style that you like using the most
Due:
Assignment
Tuesday 9/3 Agenda
1) Explanation of Friday's Unit Test - After analyzing the results (which were not at all unusual for the first test), I decided to take 8 questions out of the test and only score it out of 40 points. I selected 8 questions that more than 50% of the students got incorrect and that perhaps caused misunderstanding. There were other questions that more than 50% of the students got incorrect but after analyzing them I felt that students should have been able to respond to them either through proper preparation or critical thinking. Final test scores will be posted tonight or tomorrow. Students will have the opportunity to make test corrections next week for 1/2 credit.
2) Explanation of Comparison Essay (see handout below)
3) Work time for planning and writing their first COMP essay.
HOMEWORK
Students need to complete their hand-written essay and turn it in tomorrow at the beginning of class.