Download student syllabus, 2013-14 - travisseay.com › ALL THE HISTORY

Bronson High School
School Year 2013-2014
A.P. World History: Daily Assignments
Instructor: Travis L. Seay (B.Sci., Florida State University; M.A., Missouri State University),
352-486-5260, ext. 269. [email protected]
History is a complex topic. It is more complex than everyday people imagine it to be. From now on, you
are not “everyday people.” In this class, you will work to understand the insider's view of history, from
the perspective of an historian. Do not be discouraged. No one knows all the answers, not even the best
historians. During this course, you will search not just for the right answers about history, but also for
your own unique perspective on the past. You will become more comfortable with the uncertainty that
good questions conjure; at the same time, you will become more adept at describing and explaining the
past as it occurs to you through careful readings of various sources.
Required Reading. The textbook for this course is Traditions and Encounters (Bentley, et al), fourth
edition. There is also a supplemental, required, text: “Five Steps to a 5” for AP World History. I expect
you to keep up with the reading as detailed in this syllabus. Quizzes and tests will help to keep you
focused on, and on schedule with, your reading.
Grading policy. Most of your grades are based on homework and assessment scores. Class
participation—including in-class, written assignments—also counts. Essentially, scores are calculated
according to various point values. Different assignments count for different points, ranging from 20 to
100. Averages for each quarter are figured by dividing the total points earned for assignments by the total
points possible for those assignments. Skyward does this automatically as I enter assignments
electronically. I strongly encourage you to keep up with your grades via Skyward and talk to me about
any concerns you may have during each quarter. KEEP ALL OF YOUR WORK IN A BINDER.
More generally, I will evaluate you on your progress in reading, writing, and speaking; the assignments in
this syllabus reflect these categories.
Quizzes. Quizzes are assessments that count toward your grade. Pop quizzes may occur on days when
reading assignments are due. Quizzes may also be scheduled and announced in advance. Pop quizzes
will count for between 20 and 30 points; announced quizzes will count for 40 to 50 points. All quizzes
may not appear on the syllabus; I may schedule them with you as needed during the course of the year.
Study your Cornell notes for quizzes, including the vocabulary. Know the essential questions and how to
answer them.
Tests. Tests will count for between 70 and 100 points, depending on the volume and type of questions on
the test. To do well on tests, you must begin studying well in advance of the test (a week or more is
advisable for unit tests; more than a week in advance for the midterm and final). As review for tests,
practice the multiple-choice items at the end of each chapter in the 5 to 5; review your charts (discussed
later) and other class notes for the time preceding the test; study the key terms listed in this syllabus; and
be able to answer any questions that appear in this syllabus and pertain to the tested chapters. (You may
be tested or quizzed on key terms at any point during the course, once those terms appear on the syllabus.)
Tests will consist of about ten multiple-choice questions, and a writing prompt. Writing prompts may
vary in form from test to test and may ask you to compare two ideas, trends, places, or topics; to discuss
change and continuity; to discuss key terms from your reading; or to discuss the relationship between two
or more primary-source documents. Study your Cornell notes for tests, including the vocabulary. Know
the essential questions and how to answer them.
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Student Presentations: Toward the beginning of the semester, you will sign up to give a presentation
during that semester. This presentation will count as a test grade (80 points). I will give you a rubric that
shows you how to complete all of the requirements for an A. You may present individually or in pairs.
Prepare well in advance for the presentations, and practice several times before you do the real thing. As
with most things, the more you practice, the more comfortable you will feel when it is time to do the task
for real. Don't panic. Just prepare!
Other regular assignments. Other weekly assignments will vary and will range in point value between
25 and 50 points. Those assignments will include notes for lectures (Cornell notes—usually with 12-15
key ideas, plus supporting details, 8 questions, and 1 summary), reading charts (“SPICE-T,” which we
will discuss during the first couple weeks of class), graphic organizers, and short and extended essays.
Headings and other Formats. Each assignment turned in for credit MUST have a proper heading (First
AND last name, period, due date, and date on which the assignment is turned in). Effort will be made to
identify owners of unlabeled papers, but no credit will be given unless a proper heading appears on the
paper. Also, DO NOT throw away graded work, once it has been returned to you. Keep all work in a
binder, in order by date. Do yourself a huge favor, and stay organized in this way. This will make for
fewer headaches when it is time for a notebook check.
All work that is handed in on paper must be done in your handwriting. No typed assignments. The AP
test is administered not on a keyboard, but via pen and paper; that is exactly how we should practice it.
Missing and Late Work. You are responsible for contacting me and following up with me about any
and all missing work. Let me reiterate this: If you miss a day of class, you are responsible for asking for,
and making up, any work you miss . Late work that is excused (accompanies a copy of a medical excuse
given to the front office) will not be penalized, per handbook policy. Late work that is unexcused may be
counted for partial credit, provided you turn in complete assignments; the maximum points awarded for
late but otherwise completed and high-quality work will drop one letter grade for each day it is late. Late
work that is of low quality or that is incomplete will receive less credit. All late work must be clearly
labeled “LATE” at the top of the first page of the assignment.
Absences. I strongly urge you to miss as few days as possible. Missing a day of AP World History is not
like missing a day in any other kind of class. If you are not diligent about keeping up with your work,
you will rapidly fall behind. The best idea is to inform me before you miss a day—and only if it is
absolutely necessary to miss class—so that I can try and get you the work ahead of time. This includes
school-related absences such as field trips. (Remember that only excused absences will allow you to
count your late work for full credit.) As an added precaution, ask a classmate for help in getting caught
up when you’ve missed class; this will be especially helpful if you’ve missed things such as in-class
notes, discussions on a particular reading, or an important insight that comes up in class. Such absences
should happen only VERY RARELY. The bottom line is that the key to success is threefold—1) stay in
class, work hard on your own when you are not in class, and 2) communicate with me as well as with
your classmates.
Materials. For this class, you will need a pencil, blue or black pen, plenty of loose-leaf notebook paper, a
three-ring (metal rings) binder, highlighters, one package of regular printer paper, and at least five sets of
(100) index cards. You will also need something to keep your notecards (index cards) together—several
large metal binder clips or thick rubber bands will do. You may also want to get a flashdrive if you don’t
already have one.
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The schedule. The schedule below will be followed with as much fidelity as possible, given the
exigencies of being a student and teacher in a public high school. I will announce any changes to the
schedule as they occur, though, as I've said, I intend to stick to the calendar as much as possible.
Assignments MUST BE READ AND PREPARED FOR BEFORE THE DATE on which they appear.
Due dates, in other words, mean that the work listed for a particular date MUST be completed before the
date listed for the assignment. DO NOT fall behind on your reading. Do NOT fall behind on your
assignments.
Reading. Sit down with a calendar or your planner and PLAN OUT the number of pages you should read
each day. Seriously. Trust me—this will make your life MUCH easier. Divide the total number of pages
in the assignment by the number of days you have left before the due date. Read that many pages each
day. Obviously, the earlier you start with your planning, the fewer pages you will need to read on any
given day. I do not kid when I say that this technique saved my bacon when I was in college and graduate
school. JUST DO IT. Don’t just think about it, or give yourself time to talk yourself out of it, or find
something more interesting to do. Before you do anything else, DO THE PLANNING. As the saying
goes, failing to plan is planning to fail.
The main thread of this syllabus is the succession of chapters in your textbook. Those chapters run
roughly chronologically through history. There will, however, be other assignments that call for review.
This is not meant to distract you from the momentum represented in our coverage of chapters, but is
meant to help you remember the information we have already discussed, as well as reinforce skills you
are learning through the medium of familiar information.
August
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-Introductions; packet on early civilizations: who, when, and where (Quiz Wednesday,
August 21); World map (due Friday, Aug 23)
RESUME UNIT 1: CHAPTERS 1-3 in Bentley, Chapters 5-7 in 5 to 5
Central Questions:
- What were the most significant positive and negative effects of the agricultural transition on human
society?
- Some historians refer to Mesopotamia as the “cradle of civilization.” Why is this? Do you agree that
“civilization” originated there? Why or why not?
Key Terms: Eurasia, Afro-Eurasia, Africa, Meso-America, Europe, Oceania/Australia,
Asia Minor, Asia, Middle-East, Mesopotamia, South Asia (India), Atlantic Ocean, Pacific
Ocean, Indian Ocean civilization, climate, cultural diffusion, independent, monsoon, steppe, Agricultural
Revolution, animism, artifact, foraging, Neolithic Age, Neolithic Revolution, Paleolithic Age,
pastoralism, slash-and-burn civilization, specialization of labor, covenant, cuneiform, diaspora,
hieroglyphics, mandate of heaven, matrilineal, monotheism, oracle bones, patriarchal, pharaoh,
polytheism, Quetzalcoatl, Ten Commandments, theocracy, Torah, untouchables, Varna, Vedas, Yahweh,
ziggurat
20
- Due: Turn in summer work; introductions; expectations/syllabus; discuss summer work
-Assign textbooks
-Cornell notes for lectures
-assign world map
21
- Quiz on early civilizations packet: map, exchanges between Mesopotamia and
Egypt, and early writing systems.
-Due: watch video excerpt at youtube.com: National Geographic video on Jared Diamond’s
Guns, Germs, and Steel (Watch 50 minutes). Class discussion.
22
- Due: Read Chapter 1 in Bentley; chapter 5 in 5 to 5
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-Asking good questions (Level 1, Level 2, Level 3—for Cornell notes. The “how” and “why” of
How? and Why?)
-applications of this skill: Cornell notes, studying for tests, asking questions in class
(especially after student presentations), recognizing question differences on tests
-Defining and studying key terms: I recommend note cards. Also: Who? What?
When? Where? Why important?
-video: “Perspective on the Past”
-World Map due;
-Discuss approaches to, and subfields of, history (SPICE-T)
-Discuss: Differences between primary and secondary sources
-lecture: Geography, Pre-history, Early Agriculture (Cornell notes)
-HW: questions and summary
Discussion of charts (SPICE-T)—how to, importance of
-WRITING LAB (What is a thesis? Acceptable and unacceptable theses; topic
sentences vs. theses)
-In-class: Chart, Chapters 1 and 2 (due Thursday, 8/29)
- Due: Essay—5 to 5, pp. 74-75: Write a paragraph (or two) that compares the political
and economic structures of Southwest Asia, Western Europe, and East Asia. (This
establishes a baseline.)
-Chart Chapter 3
- Due: Charts, Ch. 1 and 2
-WRITING LAB (DBQ essay formats—Reading the Prompt and making it understandable)
-Grouping exercise (types of groups—shoe exercise)
- Due: Read Chapter 3 in Bentley; chapters 6 & 7 in 5 to 5
-lecture: Mesopotamia and early civilizations (C-notes)
-HW: questions and summary
September
2
- No School (Labor Day); Review for test
3
- UNIT 1 TEST: Chapters 1-3 in Bentley, Chapters 5-7 in 5 to 5; World Map
4
- RESUME UNIT 2: Chapters 4, 5, 7, and 8 in Bentley.
Central Questions:
-How do the early societies of India compare and contrast with those of early China and the Americas on
the topics of religion, politics, gender, and economy?
-What were the advantages of the caste system to the development of Indian
societies during this period? Why do you believe this system managed to persist for
millennia?
-Many of the institutions and customs that emerged in East Asia during this era
persisted until the twentieth century or even the present. Why do you think this is
so? Why does there seem to be more continuity in East Asian history than in other
parts of the world?
-What are the advantages and disadvantages of a form of writing that is pictographic
and ideographic (like Chinese) versus one that is alphabetic?
-The authors refer to the Persian Empires as "cosmopolitan." What does this mean?
In what ways did the rulers promote this cosmopolitanism?
-What aspects of Zoroastrianism seem like modern religions? How do you think the
teachings of Zarathustra would influence the believers' behavior and attitudes at the
time?
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-Which aspects of Chinese culture during this period were most influenced by
Confucianism? By Daoism? or Legalism? Explain your responses.
-What factors during the Qin and the Han worked against political stability and
economic prosperity? How did these factors eventually contribute to the collapse of
the Han?
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Due: Chart Chapter 4 in Bentley.
-Lecture: South Asia (Harappans in India), East Asia (Patriarchy in China).
-HW: questions and summary
-Assign “Considering the Sources”
- Assign Anticipation Guide for Bentley, chapter 5 (T/F) (due Sept 9)
-WRITING LAB: Reading a document and Analyzing a document (two different activities)
-Reading and paraphrasing “in character”; Analyzing documents using APPARTS
-Four documents: Buch, Luther, King, Wiesel.
-Can the same document be interpreted in different ways? Why?
-Given a question, how does your character respond?
- Due: Chart Chapter 5
-Writing lab: vocabulary (context clues, word roots)--handbook
-text structure (handbook/helpful table)
-Periodization: B.C./A.D.; BCE/CE. Six periods of the course
-DBQ practice: Early Civilizations (DBQs strategies and practice, pp. 30-37)
-HW: (due 9/17)—What are the major periods (and rough years ) of world history, according to
AP?
- Due: Read Chapter 5 in Bentley
-Due: anticipation guide for Bentley, chapter 5
-Read “The Big Picture: After the First Civilizations”
-Discuss
-Due: Chart Chapter 7;
-Lecture: Classical Civilizations (Empires of Persia)
-HW: Questions and summary
-Handout: “Life and Afterlife in Mesopotamia and Egypt”
EARLY RELEASE
-Due: Chart Chapter 8
-Due: Read Chapter 7 in Bentley;
-Due: (Reading primary source documents: “Considering the Evidence: Life and Afterlife in
Mesopotamia and Egypt” (pre-read))
-WRITING LAB: Comparing Documents (APPARTS—context and sources)
-What themes or ideas arise when you read these documents together? Similarities? Differences?
-How did our four sources from different periods compare?
-Choose two documents and compare them, using APPARTS (two columns, seven rows)
-Discussion: Context and sources
-Writing lab, continued—Reading primary source documents: “Life and Afterlife”
-Identify phrases/expressions that demonstrate social difference. What is the author’s tone or
attitude regarding those topics? What can we say about the author based on such tone/attitudes?
In what context is the document written (social, economic, cultural, political, technological)
-Epic of Gilgamesh
-Code of Hammurabi
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13
-Egyptian Book of the Dead
-Essay: Classical Chinese History Timeline: Write each topic (“key moment”) from
the timeline. Then, identify (from Bentley) and paraphrase at least one fact
that supports (as a subtopic) each event (“key moment”) in the timeline.
-Use Core Structure Scoring Rubric; analyze it with a partner; share out findings
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NO STUDENT ATTENDANCE
-Read Chapter 8 in Bentley
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- Due: Chart Chapter 9 (Bentley)
-Due: Major periods (and rough years) of world history
-Discussion: Daoism, Confucianism, Legalism: Compare and Contrast purposes and
functions.
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- Lecture: Classical India, Social hierarchy, Hinduism, and early Buddhism
-HW: Questions and summary
19
- WRITING LAB (Thesis Statements, taking a stand, and supporting yourself).
-Discuss the qualities of thesis statements. How daring or
interesting are they? How supportable are they? Do they pass the substance test (by not being
vague or too general)?
-Use Core Structure Scoring Rubric; analyze it with a partner; share out findings.
HW (due tomorrow): Form a thesis statement that compares classical Indian social and cultural
ideas to those of EITHER ancient Mesopotamia OR classical China. Supply two
subtopics (and supporting evidence) on which your thesis will stand. Compare your thesis to our
list of do’s and don’t’s.
20
Due: thesis statement and two subtopics on Indian society and culture (see yesterday's prompt)
- WRITING LAB: Grouping (for DBQs). Recall shoe exercise. Recall our four sources from
different periods. How to group them, according to the question? Recall “Life and Afterlife.” Group
documents to answer the following: How did ancient belief systems relate to social organization?
Brainstorm, identify group themes/ideas. Be ready to share out.
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- Due: Read: Chapter 9 in Bentley; Chapters 8 and 9 in 5 to 5.
-Quiz?
- Snapshot: “Social Life and Duty in Classical India”
- In how many ways is Indian life stratified? (How many categories of
social/political/cultural difference can you develop using these tables?)
EARLY RELEASE. WRITING LAB (Answering the question; the checklist concept:
-DBQs—DOs and DON’Ts...Always put the time period in the introduction, for example)
- Due: Chart Chapter 10
-DBQ practice
-Analyzing primary source documents (APPARTS)
- WRITING LAB—PRIMARY SOURCES
-Snapshot: “Thinkers and Philosophies of the Classical Era”
-“Considering the Evidence: The Good Life in Classical Eurasia.” What is “filial piety,” and why
is it important to Confucius’s understanding of a good society? Does Confucianism count as a
religion? (Support your answer with evidence.) How does the Bhagavad Gita differ from the
Analects? How is it similar? How might Jesus and Confucius have responded to each other’s
teachings? In what ways was each of the texts we’ve discussed reacting against the conventional
wisdom of their times? How was each shaped by the social and political circumstances in which
they were composed? (These are context questions!)
-Due: Read: Chapter 10 in Bentley
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-Lecture: Classical Greece
-HW: Questions and summary
October
1
- WRITING LAB (Supporting a thesis)
-Outline: Write and support a thesis for the following:
A. Compare the expansion and appeal of Buddhism, Hinduism, and Christianity
B. Compare the political, economic, and social characteristics of the empires of
Rome, Han China, and Gupta India.
-Use Core Structure Scoring Rubric.
-Due: Chart Chapter 11 in Bentley
2
-REVIEW: Multiple-choice exam clinic: Subtle wording, “Rule of 2”
3
- UNIT 2 TEST: Chapters 4, 5, 7 & 8 in Bentley
4
-RESUME UNIT 3: Chapters 9-12 in Bentley; chapters 8, 9, & 10 in 5 to 5
Central Questions:
-Even though the Maurya and Gupta empires were highly influential, Indian history
largely is characterized by small regional kingdoms. Why do you think large empires
did not "take hold" in India as they did in other parts of the world we have studied?
What is unusual or different about Indian culture in this respect?
-Many of the contributions made by Athens during the classical age have continued
to influence European and American society up to the present day. First, what are
the enduring contributions? Where can you observe them in modern American
culture? What was it about Athens at the time that nurtured these developments?
Why were these contributions so enormously influential?
-Alexander of Macedon created one of the largest empires in the world in less than
thirteen years. What was the significance of the feat? Have you studied any other
conquerors that were as successful?
-Even though classical Greece seemed to be an enlightened culture, it still supported
slavery and the oppression of women. How do you reconcile this dichotomy?
-Why did Christianity spread so much more rapidly than other religions of salvation?
-The book refers to Augustus's government as "a monarchy disguised as a republic."
What does this phrase mean? Does this disguise continue throughout the empire
period?
-In what ways did the network of trade routes called the silk roads make life during
the classical era a significantly different from life in the pre-classical world?
Consider all the different effects and the various cultures involved.
-How did the nomadic peoples of Eurasia impede and/or contribute to the
development of the silk roads?
Jainism, Buddhism, and Hinduism all emerged in India in this period. How did each
one appeal to people? Did each one appeal to different groups of people? Why? How
did their popularity develop through this period?
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Key terms: democracy, monarchy, tyranny, Alexander the Great, aristocracy, Aristotle, artisan,
democracy, dynasty, geocentric theory, Hellenistic Age, Indo-Europeans, mystery religion, Pax Romana,
kingdom, republic, empire, polis, sati, Silk Roads, stoicism, Twelve Tables, Zoroastrianism, Analects,
animism, bodhisattvas, Brahmin, dharma, disciple, Edict of Milan, filial piety, karma, Messiah, moksha,
New Testament, nirvana, pope, reincarnation, shamanism, yin and yang Silk roads, White huns,
latifundia, Huns
- Due: Read: Chapter 11 in Bentley, and Chapter 10 in 5 to 5.
-Lecture: Classical Rome
-HW: Questions and summary
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- WRITING LAB (Thesis and support):
-Outline: Write and support a thesis statement for each of the following:
A. Compare the Trans-Saharan and Silk Roads trade
B. Compare the decline and fall of Han China, Rome, and Gupta India.
-Use Core Structure Scoring Rubric.
-Due: Chart Chapter 12
- Quiz?
-Sign up for Student Presentations/Rubrics for presentations
-Essay: How were the Romans so successful in conquering and holding such a vast territory?
-Index cards: Topic sentences; theses
-Notebook check
-Handout: “Travelers’ Tales and Observations” (read by tomorrow)
-PRIMARY SOURCES, PERSPECTIVE AND “THE OUTSIDER”:
-Due: Read “Travelers’ Tales and Observations”: A Chinese Buddhist in India, A European
Christian in China, An Arab Muslim in West Africa.
-Use APPARTS. What different postures toward the various foreign cultures are evident in the
sources? How did the travelers’ various religions shape their perception of places they visited?
How did they view the women of their host societies? Were these travelers more impressed by the
similarities or by the differences between their home cultures and the ones they visited? What
motivated the men who wrote these documents? How did they define themselves in relationship
to the societies they observed? What information in these sources would be most valuable for
historians seeking to understand India, China, and West Africa in the post-classical period? What
statements in these sources might be viewed with the most skepticism? What are the advantages
and limitations for historians in drawing on the writings of foreign observers?
- Finish discussion of primary sources.
- Read: Chapter 12 in Bentley
-Student presentation: Silk Roads
- WRITING LAB (The DBQ): Rome, China, and the Silk Roads (or Afro-Eurasian
Exchange). Sources: Pliny the Elder, “Natural History,” and “Chronicle of the Western Regions.”
(both in A. Overfield's book of sources) Explain the nature of economic exchange between the
Romans and the Chinese around the turn of the first millennium C.E.. Attend to any differences in
viewpoints about the nature of the exchange between the authors of these sources.
-Use Core Structure Scoring Rubric.
-Due: Chart Chapter 13
-DBQ: Rise and Fall of Roman Empire (from DBQs strategies and practice, pp. 16-23)
-Due: Read: Chapter 13 in Bentley
-student presentation: Byzantine Empire
END OF FIRST QUARTER.
-In class: Read “Eastern Christendom: Building on the Roman Past.” Answer the
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Continuity and Change question.
-Read excerpt about Byzantine Icons. What are the main ideas from the passage (at
least two)? Write them on one side of an index card. Switch cards, and write
a thesis on the back, using only another person’s main ideas as guidance.
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-TEACHER WORKDAY (REVIEW FOR TEST)
-WRITING LAB: ESSENTIAL ESSAY STRUCTURE
-use Core Structure Scoring Rubric
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-EARLY RELEASE
24
- UNIT 3 TEST: Chapters 9-12 in Bentley; chapters 8, 9, & 10 in 5 to 5
25
-RESUME UNIT 4: Chapters 13-16 in Bentley; 11 & 12 in 5 to 5
Central Questions:
-The book states that Byzantium was the only classical empire to survive. Why did it
survive when all the others did not?
-Even though the Byzantine Empire fell in 1453 and was in decline for centuries
before that, it left a strong legacy behind. What was the most important contribution
that Byzantium made to world history? Why is that the most important?
-Compare and contrast the beliefs (including the treatment of women) of the major
world religions: Judaism, Christianity, Islam, Hinduism, and Buddhism.
-Islam spread more rapidly than any other major world religion. Why do you think
this was? What aspects of the religion made it appealing? How was the cultural
climate conducive to the rapid expansion of Islam?
--The book refers to China and the Byzantine and Abbasid empires as "the political
and economic anchor[s] of the postclassical world." What does this phrase mean?
What did all three of those powers have in common? How did those factors
contribute to their political and economic effectiveness?
-The Chinese population underwent rapid growth from 600 to 1200. What developments during this
period promoted that growth? What were the economic advantages of having such a large population?
What are the potential disadvantages?
-Was the caste system in India during the postclassical era fundamentally a rigid social system or a
flexible one? Be able to defend your position.
-How did Islam become so prevalent and entrenched in Indian society during this period?
Key terms: Allah, arabesque, astrolabe, Battle of Tours, caliph, Dar al-Islam, Five Pillars, Hadith,
hajj, harem, hijrah, jihad, minaret, mosque, Muslim, People of the Book, Quran (Koran),
Ramadan, shariah, Shi’ite, Sunni, Sufis, umma, abacus, bushido, daimyo, footbinding, Grand
Canal, junks, kowtow, Neo-Confucianism, samurai, scholar-gentry, serf, Shinto, shogun,
shogunate, tribute
-Due: Chart Chapter 14
- WRITING LAB (Grouping documents): Romans and Barbarians. Socratic Seminar format: 1.
read documents/prompt; 2. brainstorm ideas for different groups (at least three); 3. gather evidence from
sources that support each group's claim; 4. report that evidence to class; 5. HW: Write a thesis statement
that incorporates the class's discussion.
-Use APPARTS.
28
- Due: Read: Chapter 14; Chapter 11 in 5 to 5.
- Lecture: Islam
-HW: Questions and summary
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-Handout: “Islam and Unbelievers” (Reading and writing with primary sources)
-Due: Read “Islam and Unbelievers” (Background, “The Sources,” “The Pact of Ibn
Muslama,” “The Pact of Umar,” “Al-Nawawi,” “Benjamin of Tudela,” and “The
Deeds of Sultan Firuz Shah.”) Also due: answer, in writing, number 1 under “Questions
for Analysis”
-Answer and discuss questions 2 & 3 from reading packet.
-Due: Essay based on number 6 from “Questions for Analysis”
- use Core Structure Scoring Rubric
-Discuss thesis statements and supporting evidence from primary sources
- WRITING LAB (Supporting a thesis with documents)
-Critique one another’s essays on Islam; use Core Structure Scoring Rubric
-Due: Chart Chapter 15
- Due: Read: Chapter 15 in Bentley; Chapter 12 in 5 to 5.
November
1
-Student presentation: Empire in East Asia—Sui, Tang, and Song Dynasties
-Discuss using Cornell notes
4
- Due: Chart Chapter 16
-Chronology: Six major periods for AP Exam; combine with “internal timeline” (major
periods and events to remember)
5
- WRITING LAB (Football DBQ)
6
- EARLY RELEASE
-What is historiography?
7
- Read: Chapter 16 in Bentley
-Student presentation: Hinduism and Islam in India, the caste system, and geography in
India and the Indian Ocean basin
8
-Chart Chapter 17 (finish for HW)
-Notebook check
-What is historiography?
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VETERANS DAY
12
- Read: Chapter 17 in Bentley; chapter 13 in 5 to 5
-Lecture: Christian Society in Western Europe
-HW: Questions and summary
13
- WRITING LAB (Mongol DBQ)
14
-Chart Chapter 18
15
-Finish Mongol DBQ
-Assign “Byzantium and the West in the Age of the Crusades” (from Overfield)
-Assign “Ibn Battuta, A Gift to Those Who Contemplate the Wonders of Cities and the
Marvels Encountered in Travel” (from Overfield)
18
-Due: Read: Chapter 18 in Bentley and Chapter 14 in 5 to 5.
-Due: Read: “Byzantium and the West in the Age of the Crusades”
-Student presentation: Nomadic Empires, including the Mongols
19
- UNIT 4 TEST: Chapters 13-16 in Bentley; 11 & 12 in 5 to 5
20
-EARLY RELEASE
21
- RESUME UNIT 5: chapters 17-20 in Bentley; 13 and 14 in 5 to 5
-Central Questions:
-How did the feudal states of medieval Europe slowly evolve into absolute monarchies?
-What were the advantages and disadvantages of the highly decentralized political
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system that developed in Europe during this period?
-The economy of Europe underwent sharp constriction after the fall of the Roman
Empire. What was the nature of that constriction? Where and how was the economy
still functioning? What were the impediments to economic development?
-Why do you think the nomadic peoples of Asia were so successful and influential
during this period? What was different from earlier centuries? What were the limits
of their success?
- Why do you think we have so few names to associate with sub-Saharan African
history in this period? How did the nature of the societies contribute to this
phenomenon? How did their cultural traditions contribute?
-The Roman Catholic Church encountered many challenges during this period. What
were they? How did the Church manage to meet each challenge and still thrive?
What do you predict will happen to the church after this period?
-Some historians believe that the institutional foundations of modern Europe (and by
extension North America) first appeared during this period. What political,
economic, and social institutions can you see emerging of during this period?
Explain their beginnings.
22
-Key terms: chivalry, excommunication, feudalism, fief, Gothic architecture, investiture, Magna
Carta, manorialism, medieval, Middle Ages, parliament, vassal, astrolabe, Bantu-speaking
peoples, Black Death, caravel, griots, Hanseatic League, kamikaze, Khan, lateen sail,
metropolitan, Middle Kingdom, Mongol Peace, perspective, Renaissance, stateless society, steppe
diplomacy, syncretism, Yuan dynasty
-Due: Chart Chapter 19
-Chronology: Major periods and events to remember in the “internal” timeline
-Begin DBQ on medieval church and Crusades (DBQs strategies and practice, pp. 44-51)--due
11/22.
- Due: DBQ on medieval church and Crusades
-Assign DBQ on plague (DBQs strategies and practice, pp. 58-65)--due December 2nd.
Due: read “Ibn Battuta on Muslim Society at Mogadishu” (primary source) on p. 495 of
Bentley
-Due: read “Ibn Battuta, A Gift to Those Who Contemplate the Wonders of Cities and the
Marvels Encountered in Travel” (from Overfield)
-Discuss:
-Who was Ibn Battuta?
-What does Ibn Battuta tell us about the roles of foreigners in Calicut, and specifically which
foreigners?
-How does Ibn Batutta's account of travel in Calicut compare and contrast with his account on
Mogadishu? What might account for the similarities? For the differences?
THANKSGIVING HOLIDAY (November 25-29)
December
2
3
4
- Due: Read Chapter 19 in Bentley
-student presentation: Sub-Saharan Africa
-Due: DBQ on bubonic plague
-WRITING LAB (DBQ issues)
-Due: Chart Chapter 20
-Due: Read p. 491 in Bentley (“Sundiata and the Reconstruction of Niani”)
-To what extent was Sundiata's support for Islam an issue in the shaping of his reputation?
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5
6
9
10
11
12
13
16
17
18
19
20
- WRITING LAB (Thesis construction)
-Due: Read key comparisons on p. 145 of 5 to 5.
-Choose a key comparison on p. 145 of the 5 to 5. On a piece of paper, write a thesis statement
that successfully fulfills the requirements of the comparison topic. Then, on an index card, write
three main ideas (subtopics) that support the thesis. Exchange main idea cards. You should be
able to write a clear thesis using only the main ideas on the card. Write a thesis that makes a
compelling argument and that is supported by those ideas. REMEMBER: A thesis is NOT a list
of subordinate ideas.
-Due: Read Chapter 20 in Bentley
-Lecture: Europe during the High Middle Ages
-HW: Questions and summary
- Essay: “Byzantium and the West in the Age of the Crusades: The Dividing of
Christendom?”
(from Overfield). Discuss the following (due: answers in writing/ ready for discussion)
-Compare Innocent III's letter of August/September 1205 with Nicetas's account. What
conclusions do you reach?
-Despite Urban II's hopes and idealism, the Age of the Crusades witnessed a growing
estrangement between the societies of Western Europe and Byzantium. Judging from Anna's
account, what do you think contributed to that rift?
-Due: Charts Chapter 21
-Due: Read p. 528 in Bentley (“Thomas of Celano on St. Francis of Assisi”)
-In what ways did St. Francis's life experiences—his dissolute youth and his later concern for
the poor—reflect the social and economic conditions of medieval Europe?
-Does the Prayer of St. Francis fit into Thomas of Celano's account of St. Francis? Provide
textual support for your claims.
- WRITING LAB (Reviewing it all)
-Assign DBQ for exam; discuss parameters and rubric/instructions
- What is modernity?
-Essay: Some historians believe that the institutional foundations of modern Europe (and by
extension North America) first appeared during this period. What political, economic, and
social institutions can you see emerging of during this period? Explain their beginnings.
-Review for exam on UNIT 5 (chapters 17-20 in Bentley; 13 and 14 in 5 to 5)
-Notebook check
-Review for exam
- SEMESTER EXAMS—UNIT 5 (chapters 17-20 in Bentley; 13 and 14 in 5 to 5)
-SEMESTER EXAMS
-SEMESTER EXAMS
-Due: Read Chapters 21 & 22 by 1/7/2014
January
6
7
-NO School; Chart Chapters 21 and 22
- RESUME UNIT 6: Chapters 21-24 in Bentley; 15, 16, & 19 in 5 to 5
-Central Questions:
-How did Martin Luther’s beliefs change the views of the Catholic Church, and how did those challenges
change the Catholic Church?
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-What technological and economic changes affected Europe’s contacts with other world regions from
1500 to 1750 CE?
-How would you describe the major ideas of the Enlightenment, and how did those ideas affect European
government, education, and society?
-How can one era produce both witch trials and Galileo?
Key terms: Anasazi, Inca, Mexica, Mississippians, Toltecs, absolute monarchy, Cossacks, creoles, divine
right, encomienda, Enlightenment, Estates-General, Glorious Revolution, Hagia Sophia, Jesuits,
mercantilism, mestizos, mulatto, nation-state, parliamentary monarchy, Reconquista, sovereignty, Taj
Majal, Tokugawa Shogunate, Treaty of Tordesillas, viceroyalty, Protestant Reformation, Catholic
Reformation (Counter-Reformation), commercial revolution, Deism, empirical research,
excommunication, heliocentric theory, indulgence, laissez-faire economics, natural laws, Ninety-Five
Theses, Northern Renaissance, philosophes, predestination, Scientific Revolution, Society of Jesus
-Due: Chart Chapters 21 and 22
-Due: Read Chapter 23 in Bentley; chapters 15 and 16 in 5 to 5
-student presentation: European Exploration and the Columbian Exchange
8
- WRITING LAB (Review: Thesis statements)
9
- Chart Chapter 24
10
- Timed Writing (Bentley, Chapter 19)
-Compare and contrast the development of the Swahili city-states with the West African
empires in the years from the eleventh to the fifteenth centuries.
13
14
15
16
17
20
21
22
23
- Due: Read Chapter 24 in Bentley
-Lecture: Protestant Reformation, Catholic Reformation, Capitalism and the emergence of
the (early-) modern middle class
-HW: Questions and summary
-Due: Chart Chapter 25
-WRITING LAB (Supporting a thesis with evidence)
-(In class): Anticipation Guide for chapter 25—“New Worlds: The Americas and Oceania”—
Finish for HW
- EARLY RELEASE
- Timed Writing (Bentley, Chapter 20)
-What is modernity, and when did it start?
-Consider the northern Italian city-states that emerged during this period. How did they become
so successful and prosperous? Compare and contrast them with the early cities of Mesopotamia.
- Due: Read Chapter 25 in Bentley; chapter 17 in 5 to 5.
-Captain James Cook (p. 690 in Bentley) and Christopher Columbus (p. 607 in Bentley). How do
the accounts of these European explorers’ encounters with indigenous peoples compare and
contrast? Thesis with textual support (two subtopics, minimum).
MARTIN LUTHER KING, JR. DAY –REVIEW FOR TEST
-Gallery DBQ: Romans and Barbarians. DBQs in stations. Three rotations. Respond to
questions and prompt. Take a stand/form a thesis.
-Form three sub-arguments (subtopics) for the DBQ
-Hone your thesis statement using the sub-arguments as support
- Use Core Structure Scoring Rubric.
-WRITING LAB: Romans and Barbarians DBQ
-Finish DBQ
-Notebook check
-Due: Chart chapter 26
-Chronology exercise: Put the following events in a logical order, from which you will construct
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24
a story that links each event to the one that precedes and follows it: European feudalism,
Muhammed, Arabia, Roman Republic, Crusades, classical Athens, Persia, European Renaissance
-Assign “Ending the Slave Trade” (Overfield)
-UNIT 6 TEST: Chapters 21-24 in Bentley; 15, 16, & 19 in 5 to 5
27
-RESUME UNIT 7: chapters 25-28; chapters 16, 17, and 18 in 5 to 5
Central Questions:
-What characterized the rise of the Netherlands in the seventeenth and eighteenth centuries, and how did
Dutch policies compare and contrast with those of the other European powers?
-How did the Columbian Exchange affect both the Old and New Worlds?
-How did the racial and social makeup of colonial Latin America change after 1530?
-How did the various economic institutions in the systems of capitalism and mercantilism contribute to
the development of the Atlantic system and the slave trade?
-How did the global trade network change from 1500 to 1800 CE?
-Compare and contrast slavery and other coercive labor systems used in the Americas.
Key Terms: capitalism, caravel, Columbian Exchange, northwest passage, impressment, indentured
servitude, Middle Passage, triangular trade
-Due: Read “Ending the Slave Trade” (Overfield)
-Use APPARTS
-Consider the arguments of slavery’s detractors—Wesley and the author representing the Society
of the Friends of Blacks. On what do they agree and disagree? What are their reasons for
opposing the slave trade and slavery? What can be inferred about the intended audience for their
writings? How do they try to appeal to that audience?
-Obviously van Ryneveld and Osei Bonsu both oppose the arguments of Wesley and the French
abolitionists. On what other matters do this African king and this wealthy European agree and
disagree?
-On the basis of these four excerpts, what conclusions can you draw about the reasons that the
abolitionists, not the defenders of slavery, were successful in attaining their goals?
28
-Due: Read Chapter 26 in Bentley; chapter 18 in 5 to 5.
-Lecture: Atlantic slave trade
-HW: Questions and summary
29
-EARLY RELEASE
-Chronology: The internal timeline and major periodization for the AP exam
30
-Assign DBQ: Enlightenment and Slavery
-Discuss instructions, checklist; pre-read documents; plan writing
31
-Write DBQ on Enlightenment and Slavery
February
3
4
5
6
-NO STUDENT ATTENDANCE
-Chart chapter 27
-Due: Chart chapter 27
-Assign “The Reunification of Japan” primary sources
-Student comments/critiques on Slavery and Enlightenment DBQ (use Core Structure
Scoring Rubric)
-MULTIPLE-CHOICE PRACTICE
Due: Read chapter 27 in Bentley
-Student presentation: The Patriarchal family in East Asia; Neo-Confucianism;
Christianity in China; Tokugawa Shogunate
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7
-Due: Read “The Reunification of Japan Under . . . the Tokugawa Clan” (Overfield): “Edicts on
Christianity”; “Edict on the Collection of Swords”; “Edict on Change of Status”
-What reasons does Hideyoshi provide to justify his move against Christianity in 1587? How are
his views of Christianity shaped by his experience with Japan’s Buddhist sects?
-How are the Sword Collection Edict and the Edict on Change of Status related? What are their
implications for the structuring of Japanese society?
10
11
-Due: Chart chapter 28
-Chronology: The internal timeline and major preiodization for AP exam.
-Multiple-choice practice
-DBQ: Write in class
-Finish DBQ
-Due: Read Chapter 28 in Bentley; chapter 16 in 5 to 5
-Student presentation: Ottoman Empire, Safavid Empire, Mughal Empire,
12
13
14
17
18
19
20
21
-PRESIDENTS DAY
-Notebook check
-Due: Chart chapter 29
-EARLY RELEASE
-MULTIPLE-CHOICE PRACTICE
-Begin planning out your comprehensive review for the final exam in May. Study every night,
and stick to your schedule.
-Due: Read chapter 29 in Bentley; chapter 23 in 5 to 5.
-Lecture: The Enlightenment, American Revolution, French Revolution, Napoleon
-HW: Questions and summary
24
-Finish lecture on Revolutions and National States in the Atlantic World
-HW: Questions and summary
-Assign the three Declarations
25
-FCAT WRITES
-Due: Chart chapter 30 (Industrialization)
26
-FCAT WRITES
27
-UNIT 7 TEST: chapters 25-28; chapters 16, 17, and 18 in 5 to 5
28
-RESUME UNIT 8: chapters 29-32 in Bentley; 20-23 in 5 to 5
Central Questions:
-What were the social and political effects of the French Revolution?
-How did the Jesuits attempt to modernize China? How did the Chinese react?
-Why was Russia more successful than China in modernizing itself?
-How did the role the common people played in revolutions contrast among the American Revolution, the
French Revolution, and the Revolution in Saint Domingue?
-How did the concept of nationalism develop from the beginning of the Enlightenment through 1850?
-How did women’s lives change during the “Age of Revolutions”?
-How did industrialization change urban life? Was it more positive or negative?
-Compare and contrast industrialism’s development in Britain during the 18th and 19th centuries with that
of different areas of the world during the same period.
-What are the key ways in which modern industrial capitalism and modern communism clashed?
-How did rural peasants and the urban working class respond to the economic and political conditions of
the Industrial Revolution?
-What did the Opium Wars demonstrate about European imperialism?
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-How did countries justify imperialism?
Key Terms: capital, domestic system, economic liberalism, entrepreneurship, enclosure movement,
factors of production, gold standard, Industrial Revolution, laissez-faire economics, limited liability
corporation, Meiji Restoration, Opium Wars, Russo-Japanese War, Second Industrial Revolution, SinoJapanese War, stock market, zaibatsu, pogrom, quantum physics, romanticism, theory of natural selection,
theory of relativity, extraterritoriality, Monroe Doctrine, spheres of influence, Suez Canal, Wahhabi
rebellion, Young Turks, Bill of Rights, bourgeoisie, Boxer Rebellion, Code Napoleon, communism,
Congress of Vienna, conscription, conservatism, Declaration of Independence, Declaration of the Rights
of Man and of the Citizen, Declaration of the Rights of Woman and of the Female, estates, EstatesGeneral, feminism, Jacobins, liberalism, natural rights, proletariat, radicalism, Reign of Terror,
Revolutions of 1848, separation of powers
-Read Chapter 30 in Bentley; chapter 20 in 5 to 5
-Lecture: Industrial Society—Massive Changes; social upheaval; Socialism vs.
Capitalism
-HW: Questions and summary
-Assign DBQ on imperialism in Africa (DBQs, strategies and practice, pp. 88-95). Due March
4th.
March
3
-Primary sources (use APPARTS): Declaration of Independence, Declaration of the
Rights of Man and of the Citizen, Declaration of the Rights of Women and of the Female.
In what ways do these documents reflect values of the Enlightenment? In what ways do
they differ? Based on your knowledge of the public response to these documents, as well
as of the authors who wrote them, how successful was the Enlightenment as a set of
political and social principles?
4
-Due: Chart chapter 31
-Due: DBQ on imperialism in Africa
-Assign DBQ on “Working Class and Middle Class in Nineteenth-Century Europe”(due 3/7)
-Student presentation (Industrialization): The factory system, the spread of
industrialization, industrial capitalism
-Assign “The Gates Should No Longer Be Left Unguarded” (from Overfield)
5
-EARLY RELEASE
6
-Due: Read chapter 31 in Bentley; chapter. 21 in 5 to 5.
-Lecture: The United States—Westward Expansion and Civil War; theory of
natural selection; science in society; Social Darwinism
-HW: Questions and summary
-Assign Marx and Carnegie
7
-Due: Read “Working Class and Middle Class in Nineteenth-Century Europe,”
background, plus five documents.
-DBQ: “Working Class and Middle Class in Nineteenth-Century Europe.” Using the
documents provided, analyze the role of class in the discussion of poverty during mid- to late-19th
century Europe. Be sure also to attend to the topic of gender as you discuss class. Group your
documents into as many groups as you can. Provide a compelling thesis statement, and support it
with evidence from the primary sources.
10
11
-Student presentation: Latin American Fragmentation and Experimentation
-Due: Chart chapter 32
-“The Gates Should No Longer Be Left Unguarded.” Read Henry Cabot Lodge’s 1896 speech to
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12
13
14
the U.S. Congress. Answer 1 & 2 on p. 274. Read “U.S. Immigration in Political Cartoons”
(starts p. 276), study the four cartoons. Answer 1 & 2 on p. 279.
-Primary sources (use APPARTS): Karl Marx vs. Andrew Carnegie (“Communist
Manifesto” vs. “The Gospel of Wealth”—introduction to each)
-Why did Marx’s ideas about socialism receive such strong support from workers during
the late 19th century?
-In “The Gospel of Wealth,” Carnegie appears to rebut a premise given by Marx in the
“Manifesto.” Why did Carnegie take the position he took?
-Write a thesis statement that explains the key difference between Marx and Carnegie, based on
these texts. Support your claim with the texts.
-MULTIPLE-CHOICE PRACTICE
-Due: Read chapter 32 in Bentley; chapter 22 in 5 to 5.
-Student presentation: Britain, China, and the Opium Wars
17
18
-REVIEW
-Due: Chart chapter 33
-REVIEW
19
-UNIT 8 TEST: chapters 29-32 in Bentley; 20-23 in 5 to 5
20
-RESUME UNIT 9: chapters 33-36 in Bentley; chapters 24 & 25 in 5 to 5
Central Questions:
-How did women’s status in Russia, China, and the Ottoman Empire change in the nineteenth century?
-Choose one of the following empires and chronicle how its relationship with western Europe developed
from 1750 to 1914: Ottoman, Chinese, or Russian.
-Compare and contrast the success of reform efforts in the Ottoman Empire, Russia, and China before
1914.
-How did the end of the Atlantic slave trade by the British navy during the nineteenth century impact
Africa’s overall demography?
-How did colonization before 1914 affect both the colony’s and mother country’s sense of nationalism?
-How does Great Britain’s relationship with India and Africa reflect or contradict the overall trend toward
industrialization and imperialism during the nineteenth century?
Key terms: Boer War, Boers, economic imperialism, Indian National Congress, Manifest Destiny, Sepoy
Rebellion, Social Darwinism, Spanish-American War, Allied Powers, Anschluss, appeasement, Central
Powers, Duma, fascism, Great Depression, Holocaust, League of Nations, mandate, Mexican Revolution,
Pan-Slavic movement, reparations, Revolution of 1905, Russo-Japanese War, Russification, Spanish Civil
War, Treaty of Brest-Litovsk, Treaty of Versailles, United Nations, Yalta Conference
-Due: Read chapter 33 in Bentley; chapter 24 in 5 to 5.
-Notebook check
-Assign Treitschke and Germany
21
-END OF THIRD QUARTER
SPRING BREAK (March 22-28)—HW: ____________
31
-Chart chapter 34
April
1
-Due: Read chapter 34 in Bentley; chapter 25 in 5 to 5.
-Lecture: World War I (The Great War): Causes and Aftermath
-HW: Questions and summary
2
EARLY RELEASE
3
-DBQ:
4
-Due: chart chapter 35
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-Chronology exercise: Put the following events and terms in a logical order, from which you
will construct a story that links each event to the one that precedes and follows it:
Industrialization, The Great War, Marxism, Enlightenment, British East India Company
-MULTIPLE-CHOICE PRACTICE
(4/7-11 FCAT RETAKES)
7
8
9
10
11
14
15
16
17
18
-Due: Read chapter 35 in Bentley
-Lecture: Anxiety, Depression, Communism in Russia, Fascism in Italy and
Germany
-HW: Questions and summary
-Due: Read Treitschke and Germany (from Overfield) (bottom of p. 291 to top of p. 295)
-Answer 1-3 on p. 292
-Due: Chart chapter 36
-MULTIPLE-CHOICE PRACTICE
-REPORT CARDS
-Due: Read chapter 36 in Bentley
-Student presentation: Imperialist Japan, African nationalism, neocolonialism in
Latin America
-Due: chart chapter 37
-DBQ:
-Due: Read chapter 37 in Bentley
-Lecture: World War II, the Holocaust, and the World on Fire
-HW: Questions and summary
-Notebook check
-UNIT 9 TEST: chapters 33-36 in Bentley; chapters 24 & 25 in 5 to 5
-GOOD FRIDAY
(4/21-5/7: FCAT EXAMS)
21
-MULTIPLE-CHOICE PRACTICE
22
-Comparison Essay
23
-RESUME UNIT 10: chapters 37-40 in Bentley; chapters 26, 27, 28, 29, & 30 in 5 to 5
- What factors led to the American decision to drop the atomic bomb on
Hiroshima and Nagasaki? What were the results of this decision, both long- and
short-term?
-How did U.S.-Soviet relations change over the course of the war, from the lendlease program in 1941 to the Potsdam Conference in 1945? What were the sources
of tensions between the two allies?
-Would the Vietnam War be more accurately described as a cold war engagement or
a struggle against colonialism? What facts would argue for each description?
-Why did the French fight so tenaciously to hold onto Vietnam and Algeria, when
other French colonies gained their independence with relative ease? What did these
struggles cost France?
-How did the logic of the Cold War shape American foreign policy in Central
America? What kinds of regimes were supported because of this policy? What were
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the results?
-Why has it been so difficult to define terrorism? In what ways might modern
terrorism be considered an aspect of globalization?
-What have been the significant successes and disappointments of the United
Nations since its founding in 1945? Why has the UN been more effective in
addressing issues of health and human rights than in maintaining international peace
and security?
-Compare the goals of western feminists with the goals of women in Asia and
Muslim countries. To what extent does culture shape the goals of feminist leaders?
-Compare the official American responses to the Hungarian revolution, the Berlin Wall, and the Cuban
missile crisis. Why did the situation in Cuba provoke such a strong reaction and not the others?
-Explain how the concept of containment shaped American foreign policy after 1945, with specific
reference to Korea and Vietnam. How successful was this policy?
-Explain the differences between American capitalism and Soviet communism in terms of the daily life,
work, and choices of average citizens. How did the life of a typical Soviet citizen change between the
1920s and the 1950s? How did the life of a typical American or European citizen change in the same
period?
Key Terms: Afrikaners, apartheid, ayatollah, Berlin Wall, brinkmanship, Cold War, collectivization,
containment, Cuban Missile Crisis, Cultural Revolution, Five Year Plans, Geneva Conference, genocide,
glasnost, Great Leap Forward, Iron Curtain, Korean Conflict, kulaks, Marshall Plan, New Economic
Policy, nonalignment, Al-Quaeda, cartels, International Monetary Fund, Persian Gulf War, World Bank,
euro, European Union, McDonaldization, North American Free Trade Agreement, Organization of
Petroleum Exporting Countries (OPEC), World Trade Organization (WTO), deoxyribonucleic acid
(DNA), Helsinki Accords, Hubble Space Telescope, International Space Station, Sputnik, cubism,
evangelical, fundamentalism, mass consumerism, National Organization for Women (NOW), New Deal,
welfare state
-Due: chart chapter 38
24
-DBQ
25
-Due: Read chapter 38 in Bentley; chapter 26 in 5 to 5
-Lecture: Cold War
-HW: Questions and summary
28
-Student presentation: Arms race, space race, Korea, Cuba, Vietnam, and China
29
-Due: chart chapter 39
30
-Due: Read chapter 39 in Bentley; chapter 27 in 5 to 5
-Student presentation: Nationalist Movements During and After the Cold War
May
1
2
-Due: chart chapter 40 in Bentley; read chapters 28, 29, and 30 in 5 to 5.
-Student Presentation: Global Problems Since the Cold War
-UNIT TEST: chapters 37-40 in Bentley; chapters 26, 27, 28, 29, & 30 in 5 to 5
5
-REVIEW: MULTIPLE-CHOICE ITEMS
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6
7
8
9
12
13
14
15
16
19
-REVIEW: ESSAY COMPONENTS/RUBRICS
-DBQ practice
-REVIEW
-EARLY RELEASE
-8 a.m.: A.P. WORLD HISTORY EXAM
-Q and A
23
-Begin research for final research presentation proposal (proposal due Thursday, May 22)
-Required: presentation format; sources (3 secondary, 1 primary); central research
question(s); individual or pair (limit 2 people per presentation)
-RESEARCH
-RESEARCH
-Notebook check
-Final research presentation proposal due
-Rubrics for final research presentations
26
27
28
29
30
-MEMORIAL DAY
-RESEARCH
-RESEARCH
-RESEARCH
-RESEARCH
20
21
22
June
2
3
4
5
6
-FINAL DAY OF RESEARCH
-BEGIN FINAL RESEARCH PRESENTATIONS
FINAL EXAMS
FINAL EXAMS
FINAL EXAMS
20