AP World History (Period 6) Assignments

Students turned in Chapter 32 and the Socratic Seminar packet.

 

Today was an in-class DBQ which students had the entire class period to work on.

 

The Unit 5 Test is tomorrow. Google Docs and Key Concepts are due when they come in to take the test.

 

Period 4 Extra Credit Art History is due on Friday, April 4.

Google Doc, Key Concepts, and STUDY FOR THE TEST!!!

Students turned in their Chapter 31 work. I announced to the class that Mrs. Irvin and I are moving the Unit Test back one day to Tuesday 4/1. Chapter 32 will still be due on Monday but the Google Doc and Key Concepts will now be due on Tuesday. Students will write the first of their three essays for the week on Monday (the other two will be on Wednesday and Thursday). I also gave students updated grade reports now that ALL grades are complete. Students will receive the review study guide for Period 5 tomorrow but I have also attached it below.

 

I gave students a handout of the AP Test Review Opportunities so students could plan accordingly. Mrs. Irvin and I are providing about 24 hours of test review which we encourage students to take advantage of if possible. However, there is no extra credit and the review sessions are not tied to student grades. They are designed to help students achieve the best possible score on the AP World test on May 15.

 

The rest of the period was devoted to a lecture on Imperialism. The handout and lecture notes are posted below. We will finish the lecture tomorrow and conclude the week with a Socratic Seminar (the reading handout was given to students today).

 

Continue working on Chapter 32, the Key Concepts, and the Google Doc.

Prepare for Friday's Socratic Seminar

Students turned in their Chapter 31 work. I announced to the class that Mrs. Irvin and I are moving the Unit Test back one day to Tuesday 4/1. Chapter 32 will still be due on Monday but the Google Doc and Key Concepts will now be due on Tuesday. Students will write the first of their three essays for the week on Monday (the other two will be on Wednesday and Thursday). I also gave students updated grade reports now that ALL grades are complete. Students will receive the review study guide for Period 5 tomorrow but I have also attached it below.

 

I gave students a handout of the AP Test Review Opportunities so students could plan accordingly. Mrs. Irvin and I are providing about 24 hours of test review which we encourage students to take advantage of if possible. However, there is no extra credit and the review sessions are not tied to student grades. They are designed to help students achieve the best possible score on the AP World test on May 15.

 

The rest of the period was devoted to a lecture on Imperialism. The handout and lecture notes are posted below. We will finish the lecture tomorrow and conclude the week with a Socratic Seminar (the reading handout was given to students today).

 

Continue working on Chapter 32, the Key Concepts, and the Google Doc.

Prepare for Friday's Socratic Seminar

After taking a quick glance at the Period 5 Google Docs yesterday and because my copies did not arrive from the copy center, students had today to complete Key Concept 5.2 and then work on their Google Docs with their partners. Although the students have had two and a half weeks to work on the Google Docs, very few of them had even gotten started. They are due on Monday along with the Key Concepts and Chapter 32.

 

The formative assessment from yesterday as well as the Winter Break Timeline Project were added to grades today. Students that did not complete the timeline project have until the end of Spring Break to get it turned in.

 

The Unit 5 Test is on Monday.

Students will be writing essays on Tuesday, Wednesday, and Thursday of next week so they have practice with all three types and so I can get them graded over Spring Break. The essays will cover periods 4 and 5. Students will not know the topics ahead of time. Homework next week will cover World War I.

 

Chapter 31 is due tomorrow (there will NOT be a formative assessment for this chapter)

I apologize for not posting on Friday. In the rush to get out on Friday afternoon to start the weekend and with my focus being on getting grades done, I simply forgot.

 

Students today took a formative assessment that was a combination of Chapters 29 and 30 (they had already taken one on chapter 29 but I wanted to re-test them since the scores were low). Prior to the FA, they had about 20-25 minutes to review some additional chapter content I gave them to add to their notes on Chapter 30. The FA they took was open note but because of that they will not have the option to do corrections.

 

We will be working on Imperialism all week which will culminate with Socratic Seminars are Thursday and Friday. Chapter 31 is due on Wednesday. Chapter 32 along with the key concepts and the Google Doc are due on Monday 3/31 when they come in to take the Unit 5 Test. Students are responsible for reading chapters 31 and 32 on their own so we can focus on imperialism this week.

 

Art History Extra Credit Enrichment for the 4th and 5th time periods are available in class and on the main AP World webpage. The period 4 enrichment is due on Thursday, April 3. Period 5 is due on Thursday, April 17.

 

Continue to work on Chapter 31 which is due on Monday (all students received this on Friday). Continue to work on the Google Doc and Chapter 32 (both of which are due on Monday). We will continue to work on the Key Concepts in class.

Students had the first 15 minutes of class to work in groups to complete Key Concept 5.1 which one of the group members should have been sharing with the others. If you were absent, please make sure you complete this one on your own or get it from someone else in class. Key Concepts are due, along with the Google Doc, on Monday, March 31 (the day of the Unit 5 test).

 

After the key concepts, I reviewed upcoming important dates for AP review sessions which I will be handing out to students tomorrow.

 

Then we began our study of the Industrial Revolution. Students should complete the first page of their notes packet on their own. I will be lecturing on two sections of Chapter 30 while students are responsible for doing their own reading on the other two sections (see complete packet below). The PPT from today's notes is attached.

 

Work on the Chapter 30 ready notes.

Tuesday and Wednesday 3/18-19 (block schedule due to CAHSEE)

In an effort to keep things fairly relaxed after two long days of testing, students worked on their own or in groups to complete the map activity related to the Congress of Vienna which was part of the packet they received on Monday. In addition, I had them use the Mod Civ textbook to review some basic content on nationalistic movements in Europe. We don't need much depth on this topic but they do lead the way in to the causes of World War I so it can't be skipped entirely.

 

I'm giving students until tomorrow to complete test corrections for the Chapter 29 formative assessment (the corrections form is attached).

 

I have also posted two extra credit art history assignments on the main AP World page and below. The one for the 4th time period is due on the Thursday before Spring Break. The one for the 5th time period is due on Thursday 4/17. Students can earn 2-3% on their grade for each one.

 

The date for the multiple choice unit test has been moved to Monday 3/31 which will be the new due date for the Google Docs.

 

Finish nationalism packet. It is due at the beginning of class on Thursday if it has not already been turned in.

After being out at a conference for a few days last week we are back in business. Students completed their study of the age of revolutions last week and completed a formative assessment on Chapter 29 last Friday (students that were absent need to get this made up ASAP if they want to do test corrections.

 

We started today with a focus on the issue of nationalism that arose as a result of the Atlantic revolutions. We started by trying to define nationalism simply based on the word itself and then looked at some images that portrayed both positive and negative examples of nationalism. Students took notes based on a PPT lecture and then began working on a map activity that they will finish in the next class period.

 

Two-column notes on Nationalism (textbook pages 805-811)

We started class by watching the Crash Course on the French Revolution (#29). Students completed their viewing guide while watching. I also provided them with a handout on the Stages and Legacy of the French Revolution to help them understand its complexity.

 

After the video, students took notes on a French Revolution PowerPoint (see attached) that provided an additional overview of the key events.

 

Finally, students had the last 15 minutes to annotate the Declaration of the Rights of Man and Citizen. The were tasked with annotating while also comparing the terminology and context to the Declaration of Independence which they had annotated yesterday.

 

* Today was the last day for test corrections. All scores have been added to the grades.

* The formative assessment for Chapter 29 will be on Thursday so all work will be due then. The FA will not include the section on "nationalism" at the end of the chapter as we will cover that when we study imperialism.

 

Continue working on the Revolutions Chart. Make sure the annotating is complete for both the Declaration of Independence and the Declaration of the Rights of Man and Citizen.

 

Today began by getting past work returned to students. I have almost all grading completed at this point and the last day for test corrections is tomorrow. All grades will be done before I leave on my trip tomorrow.

 

Students watched the Crash Course World History on the American Revolution (#28 - see link below) and completed the attached viewing guide. Once complete, we talked briefly about how to annotate (see handout) and then students spent the rest of the class period annotating the Declaration of Independence. This needs to be completed when you come to class tomorrow and will be used as a comparison as we annotate other revolutionary documents in the next couple of days.

 

The formative assessment for Chapter 29 on the Age of Revolutions will be moved to Thursday so we can have an appropriate amount of time with the revolutions and the documents this week. Therefore the Revolution packet that was handed out on Friday will be due on Thursday 3/13.

 

HOMEWORK: Finish annotating the Declaration of Independence and continue working on the Revolutions notes packet.

Friday 3/7 (super late-start)

Students finished the last three parts of their document work on The Enlightenment (Beccaria, women, and impact on government). With the short periods, this is all we had time for.

 

All students have had the Google Doc for this unit shared with them. They are working in partners this unit and it is due on Wednesday, March 26.

 

HOMEWORK: Revolutions 1750-1914 (use the textbook and additional resources to complete the notes for this packet by Wednesday 3/12 which will be the formative assessment for this topic - chapter 29)

WASC is finally over!!! This means that I should be able to get back to some of the items that I have been neglecting as this semester started. AP World students recently completed Unit 4 and have begun their study of "Industrialization and Global Integration (1750-1900 CE)". This unit will cover the key ideas of revolution, industrialization, nationalism, and imperialism while it brings us to the dawn of the 20th century.

 

Students have been working in groups the past two days on the Key Concepts for this unit (see attached handouts). In addition, we began our study of the Age of Revolutions by looking at the Enlightenment today. After a brief introductory lecture, students began analyzing the work of Hobbes, Locke, Montesquieu, and Voltaire. They have been tasked with completing their analysis of these men by the time class begins tomorrow.

 

Test corrections are available today, tomorrow, Monday, and Tuesday at lunch. The Google Doc for this unit will be completed individually or in partners and will be shared with students by the end of the week.

 

HOMEWORK: Finish the first four Enlightenment Thinkers. Answers should be in complete sentences.

Today students participated in their first Socratic Seminar of the semester. On Monday, they were given three documents to read, annotate, and analyze using a handout provided in class. This pre-seminar work will account for 60 of the 100 points they earn overall for the seminar. Their participation in today's seminar will account for another 20 out of the 100 points. The remaining 20 points will be based on their completion of the debriefing and reflection that makes up their homework tonight.

 

Overall, students did an excellent job with this new style of text-based discussion. The seminar resulted in an intellectual conversation regarding the documents themselves and the treatment of native peoples by the Europeans (in this case the Spanish). Hopefully students gained a greater understanding of the topic and the documents themselves through their shared learning process. The goal will be to have 1-2 of these per unit as we continue through the remaining three units. Nice job everyone!!!

 

HOMEWORK: Seminar De-Briefing Questions and Student Grade Sheet

Time to get back on track! The WASC report which has been taking up so much of my time lately is finally complete and now I can refocus on teaching :)

 

Listed below are all of the papers that were included in the Week 2 (Chapter 23) packet that was turned in today prior to the formative assessment. If you need anything, just print it out. If you don't have access to a printer, just come in to see me at school and I'll print it for you.

 

Today in class students took a 15-question formative assessment that was strictly focused on their reading comprehension. The questions were not of the complexity that is typical of AP questions but they were based on the reading and I wanted to see how students are responding to the note-taking now that we have a more structured routine for it. As I grade the Week 1 and Week 2 packets, I'll be making suggestions for improvements on note-taking to help students be more successful. However, if you are not actively engaged in your reading and note-taking, you're not going to get as much out of it. You will be able to do corrections for full credit on these first two formative assessments but remember that if you are doing poorly on them, it is probably a reflection of your reading and note-taking so come in to see me individually to get some help.

 

Here is the link for the Crash Course World History #23 on the Columbian Exchange: https://www.youtube.com/watch?v=HQPA5oNpfM4&list=PLBDA2E52FB1EF80C9&index=23

 

HOMEWORK: Preparation for Wednesday's Socratic Seminar

Students received three documents and three of the preparation worksheets necessary to get ready for Wednesday's discussion. You have the next two nights to do what you need to do in order to be prepared but keep in mind that the success of the seminar, and your participation in it, will be based on your ability to use the documents in your discussion so read carefully and plan good questions!

Due to some technical difficulties with last night homework assignment (some students could not open the PDF file at home because it was so large), I gave students time in the computer lab to pull up the file as a PPT so they could complete the work. Those students that were already done used the time to work on tonight's homework assignment. During the last 20 minutes of class, students watched the remaining part of the Crash Course World History on Russia (#20 - https://www.youtube.com/watch?v=etmRI2_9Q_A&list=PLBDA2E52FB1EF80C9&index=20). We concluded class by wrapping up the notes from yesterday related to the Renaissance (the PPT is posted on yesterday's homework).

 

 

HOMEWORK: The Reformation Reading and Map Activity (see handout below)

We started class with a warm-up/discussion regarding organization and time management. These are two of the areas that MANY students struggle with so I will be working with everyone to try to lower stress levels and learn ways to maximize time. After the warm-up, I lectured on recovery in China and Europe after the Middle Ages. Typically we would start a new unit with a large overview but this chapter in the textbook is actually considered part of Period 3 so we are using it as transition from one time period to the next. Upon completion of the lecture notes (see PPT and notes handout below), students took notes on the back of their packet for the Crash Course World History Video #20 on Russian history (https://www.youtube.com/watch?v=etmRI2_9Q_A&list=PLBDA2E52FB1EF80C9&index=20).

 

HOMEWORK: Use the Renaissance Resource below to take notes on the handout provided in class. One side focuses on the intellectual and cultural developments of the Renaissance while the other focuses on specific works of art which need to be described and/or sketched.

 

Welcome back! Today in class students started with a reflection from last semester both on the content of the course as well as the writing. This reflection will help me plan for this semester and better meet students need in the class. After the reflection, students put their Winter Break Assignments to use! Groups of 3 or 4, completed a matching assignment on "Must Know Dates" from the first three time periods. The group that complete the assignment the fastest with the most accuracy, earned a special treat for class tomorrow. Once completed, students turned in their Winter Break Assignment for grading.

 

HOMEWORK: Complete the Change Analysis Chart Puzzle for Period 3. Students were given a blank handout of the chart as well as a completed chart with all of the topics located in the wrong place. The homework assignment is to cut and paste (or re-write) the topics in the correct location on their blank chart. This is a good review coming back from Winter Break as well as a bridge in to the next time period which we will start tomorrow.