04 05/05/09-05/08/09 AP WORLD HISTORY | Monday 04 May 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of : 1. Events following WWII and the international setting for the West during the Cold War. 2. the civil issues in Latin America after WWII 3. Africa, the Middle East, and Asia in the Era of Independence 4. nation-building in East Asia and the Pacific Rim 5. the end of the Soviet State and the reunification of Germany 6. the emerging world of religious and ethnic conflict and the importance of relating to current events in the world we live in Students will be evaluated on the above in an end-of-chapters/unit exam given during the class period. This grade will also count as the last 9weeks assessment for this course/school year. 50 Minutes | Journal Entry | None: Journals will be turned during this week for final grading. | Teacher Activities | 1. Take roll 2. Chapters 32-36 exam | Student Activities | 1. Take Ch. 32-36 exam | Assessment/Evaluation | Test Grade Worth 45% of total grade | Academic Vocabulary | Those key terms (listed in black) in Chapters 32-36 of the course mandated textbook | Additional Resources | 1. Thesis material 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Tuesday 05 May 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of AP World History in cumulative review. The class will be taking practice AP Exams in order to prepare for their May 14th test. | Journal Entry | None. | Teacher Activities | 1. Take roll 2. AP World History Review | Student Activities | 1. Participate in AP World History Review | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) of the course mandated textbook | Additional Resources | 1. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Wednesday 06 May 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of AP World History in cumulative review. The class will be taking practice AP Exams in order to prepare for their May 14th test. | Journal Entry | None. | Teacher Activities | 1. Take roll 2. AP World History Review | Student Activities | 1. Participate in AP World History Review | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) of the course mandated textbook | Additional Resources | 1. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Thursday 07 May 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of AP World History in cumulative review. The class will be taking practice AP Exams in order to prepare for their May 14th test. | Journal Entry | None. | Teacher Activities | 1. Take roll 2. AP World History Review | Student Activities | 1. Participate in AP World History Review | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) of the course mandated textbook | Additional Resources | 1. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | TGIF 08 May 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of AP World History in cumulative review. The class will be taking practice AP Exams in order to prepare for their May 14th test. | Journal Entry | None. | Teacher Activities | 1. Take roll 2. AP World History Review | Student Activities | 1. Participate in AP World History Review | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) of the course mandated textbook | Additional Resources | 1. Overhead Projector 3. Writing utensil |
NOTE: All lesson plans for Coach Hardie’s AP World History Classes are tentative and therefore subject to change due to unforeseen changes in the week’s activities. Such changes will be duly noted. /27/09-05/01/09 AP WORLD HISTORY | Monday 27 April 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the events following WWII and the international setting for the West during the Cold War. In this chapter, Ch. 32, we will discuss the resurgence of Western Europe and the question of political stability. We will also discuss the Cold War Allies, the making of NATO, and the Korean War. We will also discuss the competition between the U.S. and allies versus the U.S.S.R. and allies in regards to the space race and arms race. 50 Minutes | Journal Entry | None due to time restraints | Teacher Activities | 1. Take roll 2. Chapter 32 Cornell Notes/Discussion | Student Activities | 1. Participation in Discussion and Cornell Notes/Discussion Ch. 32 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 32 of the course mandated textbook | Additional Resources | 1. Thesis material 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Tuesday 28 April 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the civil issues in Latin America after WWII. In this chapter, Ch. 33, we will discuss the radical options in the 1950’s as well as the revolutionary art. We will cover the search for reform and the military option as well as the U.S. and U.S.S.R. involvement in influencing Latin American governments leading to the creation of the Cuban Communist state and the ensuing missile crisis. 50 Minutes | Journal Entry | None due to time restraints | Teacher Activities | 1. Take roll 2. Cornell Notes/Discussion Ch. 33 | Student Activities | 1. Journal Entry 2. Cornell Notes/Discussion Ch. 33 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 33 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Wednesday 29 April 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Africa, the Middle East, and Asia in the Era of Independence. In this chapter, Ch. 34, we will discuss the challenges each of these world social and political environments faces on the road to independence. We will discuss artificial nations and the rising tide of communal strife as well as the paths taken to economic growth and social justice. We will also discuss the Middle Eastern influence (both negative and positive) in its interactions with nations of the West and Israel. 50 Minutes | Journal Entry | None due to time restraints. | Teacher Activities | 1. Take roll 2. Cornell Notes/Discussion Ch. 34 | Student Activities | 1. Cornell Notes/Discussion Ch. 34 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 34 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Thursday 30 April 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of nation-building in East Asia and the Pacific Rim. In this chapter, Ch. 35, we will discuss East Asia and the postwar settlements as well as the rise of corporate Japan. We will also discuss U.S. foreign policy issues in this theater and the complexity of Asian diplomacy after WWII. We will discuss the Korean Conflict and the Vietnam conflict as well as issues in Laos and Cambodia. We will also discuss the Chinese cultural revolution and the beginning of a dominate Communist order in the East. 50 Minutes | Journal Entry | None due to time restraints | Teacher Activities | 1. Take roll 2. Cornell Notes/Discussion Ch. 35 | Student Activities | 1. Cornell Notes/Discussion Ch. 35 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 35 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | TGIF 01 May 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the end of the Soviet State and the reunification of Germany. In this chapter, Ch. 36, we will summarize the events of globalization, the great powers, and the New disputes of the 21st century. We will discuss the emerging world of religious and ethnic conflict and the importance of relating to current events in the world we live in. The students will understand the importance of history being made around them and their part in it. 50 Minutes | Journal Entry | None due to time restraints | Teacher Activities | 1. Take roll 2. Cornell Notes/Discussion Ch. 36 | Student Activities | 1. Cornell Notes/Discussion Ch. 36 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 36 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil |
NOTE: All lesson plans for Coach Hardie’s AP World History Classes are tentative and therefore subject to change due to unforeseen changes in the week’s activities. Such changes will be duly noted. DUE TO THE URGENCY OF PREPARATIONS FOR THE UPCOMING AP WORLD HISTORY EXAMINATION ON MAY 14 2009 ALL OF COACH HARDIE’S AP WORLD HISTORY CLASSES WILL FINISH THE TEXT THIS WEEK (4/27/09-5/1/09) AND BEGIN TWO WEEKS OF PREPARATION FOR SAID EVENT. WE WILL ACCOMPLISH THIS GOAL BY COVERING THE MOST IMPORTANT THEMES FROM EACH OF THE REMAINING CHAPTERS (32-36). WE WILL COVER ONE CHAPTER EACH DAY AND TEST ON MONDAY 5/4/09. 04/20/09-04/24/09 AP WORLD HISTORY | Monday 20 April 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the Great Depression ad the authoritarian response. In this chapter, Ch. 30, we will discuss the global effect of the Great Depression, economic and political changes in Latin America, the militarization of Japan, the rise of Fascism in Italy and Germany, and Stalin and Communism in Russia. 50 Minutes | Journal Entry | None due to time restraints | Teacher Activities | 1. Take roll 2. Chapter 30 Cornell Notes/Discussion | Student Activities | 1. Write thesis statement 2. Participation in Discussion | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 30 of the course mandated textbook | Additional Resources | 1. Thesis material 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Tuesday 21 April 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the Great Depression ad the authoritarian response. In this chapter, Ch. 30, we will discuss the global effect of the Great Depression, economic and political changes in Latin America, the militarization of Japan, the rise of Fascism in Italy and Germany, and Stalin and Communism in Russia. 50 Minutes | Journal Entry | None due to time restraints | Teacher Activities | 1. Take roll 2. Cornell Notes/Discussion Ch. 30 | Student Activities | 1. Journal Entry 2. Cornell Notes/Discussion Ch. 30 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 30 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Wednesday 22 April 2009 | Objective (Student will…) | 1. SWBA to identify the key people, vocabulary, and themes of the Great Depression ad the authoritarian response. In this chapter, Ch. 30, we will discuss the global effect of the Great Depression, economic and political changes in Latin America, the militarization of Japan, the rise of Fascism in Italy and Germany, and Stalin and Communism in Russia. 2. SWBA to identify the key people, vocabulary, and themes of the Second Global Conflict and the end of the European World Order. In this chapter, Ch. 31 we will discuss the old and new causes of the Second World War as well as the unchecked aggression and the war in the Pacific. The class will discus how the term “total war” is the theme for WWII. We will finish the chapter with the wars end and the emergence of the superpowers of the U.S. and U.S.S.R. and the beginning of the Cold War. 50 Minutes | Journal Entry | None due to time restraints. | Teacher Activities | 1. Take roll 2. Cornell Notes/Discussion Ch. 30/31 (finish Ch. 30 and begin Ch. 31) | Student Activities | 1. Cornell Notes/Discussion Ch. 30/31(finish Ch. 30 and begin Ch. 31) | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 30/31 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Thursday 23 April 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the Second Global Conflict and the end of the European World Order. In this chapter, Ch. 31 we will discuss the old and new causes of the Second World War as well as the unchecked aggression and the war in the Pacific. The class will discus how the term “total war” is the theme for WWII. We will finish the chapter with the wars end and the emergence of the superpowers of the U.S. and U.S.S.R. and the beginning of the Cold War. 50 Minutes | Journal Entry | None due to time restraints | Teacher Activities | 1. Take roll 2. Finish Ch. 31 and administer Ch. 30/31 Test Review | Student Activities | 1. Cornell Notes/Discussion Ch. 31; Ch. 30/31 Test Review | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 30/31 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | TGIF 24 April 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the Great Depression ad the authoritarian response. In this chapter, Ch. 30, we will discuss the global effect of the Great Depression, economic and political changes in Latin America, the militarization of Japan, the rise of Fascism in Italy and Germany, and Stalin and Communism in Russia. SWBA to identify the key people, vocabulary, and themes of the Second Global Conflict and the end of the European World Order. In this chapter, Ch. 31 we will discuss the old and new causes of the Second World War as well as the unchecked aggression and the war in the Pacific. The class will discus how the term “total war” is the theme for WWII. We will finish the chapter with the wars end and the emergence of the superpowers of the U.S. and U.S.S.R. and the beginning of the Cold War. This is measurable utilizing an end-of-chapter exam to be given in class. 50 Minutes | Journal Entry | None: Test Day | Teacher Activities | 1. Take roll 2. Administer Ch. 30/31 Test | Student Activities | 1. Take Ch. 30/31 Test | Assessment/Evaluation | Test Grade worth 45% of total grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 30/31 of the course mandated textbook | Additional Resources | 1. Journal 2. Ch. 30/31 Exam |
NOTE: All lesson plans for Coach Hardie’s AP World History Classes are tentative and therefore subject to change due to unforeseen changes in the week’s activities. Such changes will be duly noted. 4/13/09-04/17/09 AP WORLD HISTORY | Monday 13 April 2009 | Objective (Student will…) | 1. SWBA to identify the key techniques of writing an effective thesis statement for a Compare and Contrast essay in preparation for essay writing on the AP Exam. 15-20 Minutes 2. SWBA to identify the key people, vocabulary, and themes of the World of the 1920s: Challenges to European Dominance. In this chapter, Ch. 29, we will discuss the disarray of Western Europe after the First World War; 1918-1929. We will also discuss industrial societies outside of Europe as well as the revolutionary phases across the globe as the world gets nearer to the Great Depression and the rise of dictatorships leading to World War Two. 40 Minutes | Journal Entry | Thesis statement | Teacher Activities | 1. Take roll 2. Introduction into thesis statements 3. Administer Assignment: Write a thesis statement 4. Chapter 29 Cornell Notes/Discussion | Student Activities | 1. Write thesis statement 2. Participation in Discussion | Assessment/Evaluation | Daily Grade/ | Academic Vocabulary | Those key terms (listed in black) in Chapter 29 of the course mandated textbook | Additional Resources | 1. Thesis material 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Tuesday 14 April 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the World of the 1920s: Challenges to European Dominance. In this chapter, Ch. 29, we will discuss the disarray of Western Europe after the First World War; 1918-1929. We will also discuss industrial societies outside of Europe as well as the revolutionary phases across the globe as the world gets nearer to the Great Depression and the rise of dictatorships leading to World War Two. 50 Minutes | Journal Entry | None: Short Week | Teacher Activities | 1. Take roll 2. Cornell Notes/Discussion Ch. 29 | Student Activities | 1. Journal Entry 2. Cornell Notes/Discussion Ch. 29 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 29 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Wednesday 15 April 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the World of the 1920s: Challenges to European Dominance. In this chapter, Ch. 29, we will discuss the disarray of Western Europe after the First World War; 1918-1929. We will also discuss industrial societies outside of Europe as well as the revolutionary phases across the globe as the world gets nearer to the Great Depression and the rise of dictatorships leading to World War Two. 50 Minutes | Journal Entry | None due to time restraints. | Teacher Activities | 1. Take roll 2. Cornell Notes/Discussion Ch. 29 | Student Activities | 1. Cornell Notes/Discussion Ch. 29 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 29 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Thursday 16 April 2009 | Objective (Student will…) | SWBA to participate in the school administered MAP testing. Students are advised to complete the test with a 227 or higher score. 50 Minutes | Journal Entry | None: MAP Testing | Teacher Activities | 1. Take roll 2. Go to Discovery Lab B for MAP testing | Student Activities | 1. Take 3rd MAP Test | Assessment/Evaluation | Test Grade used to evaluate reading comprehension | Academic Vocabulary | As required by the administered MAP test | Additional Resources | 1. Discovery Lab B | AP WORLD HISTORY | TGIF 17 April 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the World of the 1920s: Challenges to European Dominance. In this chapter, Ch. 29, we will discuss the disarray of Western Europe after the First World War; 1918-1929. We will also discuss industrial societies outside of Europe as well as the revolutionary phases across the globe as the world gets nearer to the Great Depression and the rise of dictatorships leading to World War Two. Today the students will be evaluated on their knowledge of Ch. 29 on an end-of-chapter test given during the class period. 50 Minutes | Journal Entry | None: Test Day | Teacher Activities | 1. Take roll 2. Administer Ch. 29 Test | Student Activities | 1. Take Ch. 29 Test | Assessment/Evaluation | Test Grade worth 45% of total grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 29 of the course mandated textbook | Additional Resources | 1. Journal 2. Ch. 29 Exam |
NOTE: All lesson plans for Coach Hardie’s AP World History Classes are tentative and therefore subject to change due to unforeseen changes in the week’s activities. Such changes will be duly noted. 04/06/09-04/10/09 AP WORLD HISTORY | Monday 06 April 2009 | Objective (Student will…) | 1. SWBA to identify the key techniques of writing an effective thesis statement for a Change over Time essay in preparation for essay writing on the AP Exam. 15-20 Minutes 2. SWBA to identify the key people, vocabulary, and themes of the First World War and the crisis of the European Global Order. In this chapter, Ch. 28, we will discuss the coming of the Great War, trench warfare, failed peace, and the lessons learned/mistakes made. 40 Minutes | Journal Entry | Thesis statement | Teacher Activities | 1. Take roll 2. Introduction into thesis statements 3. Administer Assignment: Write a thesis statement 4. Chapter 28 Cornell Notes/Discussion | Student Activities | 1. Write thesis statement 2. Participation in Discussion | Assessment/Evaluation | Daily Grade/ | Academic Vocabulary | Those key terms (listed in black) in Chapter 28 of the course mandated textbook | Additional Resources | 1. Thesis material 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Tuesday 07 April 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the First World War and the crisis of the European Global Order. In this chapter, Ch. 28, we will discuss the coming of the Great War, trench warfare, failed peace, and the lessons learned/mistakes made. 50 Minutes | Journal Entry | None: Short Week | Teacher Activities | 1. Take roll 2. Cornell Notes/Discussion Ch. 28 | Student Activities | 1. Journal Entry 2. Cornell Notes/Discussion Ch. 28 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 28 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Wednesday 08 April 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the First World War and the crisis of the European Global Order. In this chapter, Ch. 28, we will discuss the coming of the Great War, trench warfare, failed peace, and the lessons learned/mistakes made. 50 Minutes | Journal Entry | None due to time restraints. | Teacher Activities | 1. Take roll 2. Cornell Notes/Discussion Ch. 28 | Student Activities | 1. Cornell Notes/Discussion Ch. 28 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 28 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Thursday 09 April 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the First World War and the crisis of the European Global Order. In this chapter, Ch. 28, we will discuss the coming of the Great War, trench warfare, failed peace, and the lessons learned/mistakes made. Today this information will be evaluated utilizing an end-of-chapter exam worth 45% of total grade. 50 Minutes | Journal Entry | None: Test Day | Teacher Activities | 1. Take roll 2. Administer Ch. 28 Test | Student Activities | 1. Take Ch. 28 Test | Assessment/Evaluation | Test Grade worth 45% of total grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 28 of the course mandated textbook | Additional Resources | 1. Journal 2. Ch. 28 Exam | AP WORLD HISTORY | TGIF 10 April 2009 | Objective (Student will…) | Have a Happy Easter! | Journal Entry | None: Easter | Teacher Activities | 1. Take a Day Off | Student Activities | 1. Take a Day Off | Assessment/Evaluation | Have Fun | Academic Vocabulary | Easter, Easter Egg, Easter Bunny, Good Friday, Sunrise Service, Family Time | Additional Resources | Easter Egg Basket |
NOTE: All lesson plans for Coach Hardie’s AP World History Classes are tentative and therefore subject to change due to unforeseen changes in the week’s activities. Such changes will be duly noted. 03/30/09-04/03/09 AP WORLD HISTORY | Monday 30 March 2009 | Objective (Student will…) | 1. SWBA to identify the key techniques of writing an effective thesis statement for a Change over Time essay in preparation for essay writing on the AP Exam. 15-20 Minutes 2. SWBA to identify the key people, vocabulary, and themes of the decline of the Ottoman Empire, the Islamic Heartlands, and Qing China. In this chapter, Ch. 26, we will discuss the Ottoman retreat and the birth of Turkey, Western dominance and the Decline of Eastern Civilizations, the Western intrusions and the crisis that develops in the Arab Islamic Heartlands, and the Last Dynasty: the Rise and Fall of the Qing Empire in China. 40 Minutes | Journal Entry | Thesis statement | Teacher Activities | 1. Take roll 2. Introduction into thesis statements 3. Administer Assignment: Write a thesis statement 4. Chapter 26 Cornell Notes/Discussion | Student Activities | 1. Write thesis statement 2. Participation in Discussion | Assessment/Evaluation | Daily Grade/ | Academic Vocabulary | Those key terms (listed in black) in Chapter 26 of the course mandated textbook | Additional Resources | 1. Thesis material 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Tuesday 31 March 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the decline of the Ottoman Empire, the Islamic Heartlands, and Qing China. In this chapter, Ch. 26, we will discuss the Ottoman retreat and the birth of Turkey, Western dominance and the Decline of Eastern Civilizations, the Western intrusions and the crisis that develops in the Arab Islamic Heartlands, and the Last Dynasty: the Rise and Fall of the Qing Empire in China. 50 Minutes | Journal Entry | Look on Pg. 623; Who was the founder of the modern nation of Turkey? 10 Minutes | Teacher Activities | 1. Take roll 2. Journal Entry 3. Cornell Notes/Discussion Ch. 26 | Student Activities | 1. Journal Entry 2. Cornell Notes/Discussion Ch. 26 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 26 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Wednesday 01 April 2009 | Objective (Student will…) | 1. SWBA to identify the key people, vocabulary, and themes of the decline of the Ottoman Empire, the Islamic Heartlands, and Qing China. (Finish Ch. 26) 20 Minutes if necessary 2. SWBA to identify the key people, vocabulary, and themes of the Industrialization of Russia and Japan outside of major Western influences. In this chapter, Ch. 27, we will discuss Russia’s reforms and industrial advances, the Russian Revolution, and Japan’s transformation without revolution. We will also discuss the separate paths that Japan and China take in industrial and cultural transformation. 40-50 Minutes | Journal Entry | None due to time restraints. | Teacher Activities | 1. Take roll 2. Cornell Notes/Discussion Ch. 26/27 | Student Activities | 1. Cornell Notes/Discussion Ch. 26/27 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 26/27 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Thursday 02 April 2009 | Objective (Student will…) | 1. SWBA to identify the key people, vocabulary, and themes of the Industrialization of Russia and Japan outside of major Western influences. In this chapter, Ch. 27, we will discuss Russia’s reforms and industrial advances, the Russian Revolution, and Japan’s transformation without revolution. We will also discuss the separate paths that Japan and China take in industrial and cultural transformation. 50 Minutes 2. Begin Chapters 26 and 27 review if time. | Journal Entry | None due to time restraints. | Teacher Activities | 1. Take roll 2. Cornell Notes/Discussion Ch. 27 | Student Activities | 1. Cornell Notes/Discussion Ch. 27 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 27 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | TGIF 03 April 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the decline of the Ottoman Empire, the Islamic Heartlands, and Qing China as well as the key people, vocabulary, and themes of the Industrialization of Russia and Japan outside of major Western influences. The student will take a combined chapter test on Chapters 26 and 27 in class. 50 Minutes | Journal Entry | None: Test Day | Teacher Activities | 1. Take Roll 2. Ch. 26/27 Exam | Student Activities | 1. Take Ch. 26/27 Exam | Assessment/Evaluation | Exam Grade worth 100 points and 45% of student’s grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 26/27 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil 4. Ch. 26/27 Exam |
NOTE: All lesson plans for Coach Hardie’s AP World History Classes are tentative and therefore subject to change due to unforeseen changes in the week’s activities. Such changes will be duly noted. 3/23/09-03/27/09 AP WORLD HISTORY | Monday 23 March 2009 | Objective (Student will…) | SWBA hopefully have a great Spring Break! | Journal Entry | None: SPRING BREAK J | Teacher Activities | 1. TAKE A BREAK | Student Activities | 1. TAKE A BREAK | Assessment/Evaluation | Have a good time! | Academic Vocabulary | Fun, no homework, get up late etc. | Additional Resources | 7 Days of R&R | AP WORLD HISTORY | Tuesday 24 March 2009 | Objective (Student will…) | SWBA hopefully have a great Spring Break! | Journal Entry | None: SPRING BREAK J | Teacher Activities | 1. TAKE A BREAK | Student Activities | 1. TAKE A BREAK | Assessment/Evaluation | Have a good time! | Academic Vocabulary | Fun, no homework, get up late etc. | Additional Resources | 7 Days of R&R | AP WORLD HISTORY | Wednesday 25 March 2009 | Objective (Student will…) | SWBA hopefully have a great Spring Break! | Journal Entry | None: SPRING BREAK J | Teacher Activities | 1. TAKE A BREAK | Student Activities | 1. TAKE A BREAK | Assessment/Evaluation | Have a good time! | Academic Vocabulary | Fun, no homework, get up late etc. | Additional Resources | 7 Days of R&R | AP WORLD HISTORY | Thursday 26 March 2009 | Objective (Student will…) | SWBA hopefully have a great Spring Break! | Journal Entry | None: SPRING BREAK J | Teacher Activities | 1. TAKE A BREAK | Student Activities | 1. TAKE A BREAK | Assessment/Evaluation | Have a good time! | Academic Vocabulary | Fun, no homework, get up late etc. | Additional Resources | 7 Days of R&R | AP WORLD HISTORY | TGIF 27 March 2009 | Objective (Student will…) | SWBA hopefully have a great Spring Break! | Journal Entry | None: SPRING BREAK J | Teacher Activities | 1. TAKE A BREAK | Student Activities | 1. TAKE A BREAK | Assessment/Evaluation | Have a good time! | Academic Vocabulary | Fun, no homework, get up late etc. | Additional Resources | 7 Days of R&R |
NOTE: All lesson plans for Coach Hardie’s AP World History Classes are tentative and therefore subject to change due to unforeseen changes in the week’s activities. Such changes will be duly noted. 03/16/09-03/20/09 AP WORLD HISTORY | Monday 16 March 2009 | Objective (Student will…) | 1. SWBA to identify the key techniques of writing an effective thesis statement in preparation for essay writing on the AP Exam. 20 Minutes 2. SWBA to identify the key people, vocabulary, and themes of the consolidation of Latin America during the period of 1830-1920. In this chapter, Ch. 25, we will discuss the change from foreign operated colonies to independent nations. We will also discuss the Latin American Economies and World Market influences form 1820-1870. 40 Minutes | Journal Entry | Thesis statement | Teacher Activities | 1. Take roll 2. Introduction into thesis statements 3. Administer Assignment: Write a thesis statement 4. Chapter 25 Vocabulary 1-29 | Student Activities | 1. Write thesis statement 2. Ch. 25 Vocabulary 1-29 | Assessment/Evaluation | Daily Grade/ | Academic Vocabulary | Those key terms (listed in black) in Chapter 25 of the course mandated textbook | Additional Resources | 1. Thesis material 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Tuesday 17 March 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the consolidation of Latin America during the period of 1830-1920. In this chapter, Ch. 25, we will discuss the change from foreign operated colonies to independent nations. We will also discuss the Latin American Economies and World Market influences form 1820-1870. 50 Minutes | Journal Entry | Look on Pg. 590; draw a timeline utilizing the data on the page given. 10 Minutes | Teacher Activities | 1. Take roll 2. Journal Entry 3. Administer Vocabulary Quiz 1 4. Cornell Notes/Discussion Ch. 25 | Student Activities | 1. Journal Entry 2.Vocabulary Quiz 1 3. Cornell Notes/Discussion Ch. 25 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 25 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Wednesday 18 March 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the consolidation of Latin America during the period of 1830-1920. In this chapter, Ch. 25, we will discuss the change from foreign operated colonies to independent nations. We will also discuss the Latin American Economies and World Market influences form 1820-1870. 50 Minutes | Journal Entry | By 1854 slavery had been abolished in all of Mexico, Central, and South America except Spain’s remaining colonies. What colonies will still have slavery? Use Pg. 594 | Teacher Activities | 1. Take roll 2. Journal Entry 3. Administer Vocabulary Quiz 2 4. Cornell Notes/Discussion Ch. 25 | Student Activities | 1. Journal Entry 2.Vocabulary Quiz 2 3. Cornell Notes/Discussion Ch. 23 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 25 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Thursday 19 March 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the consolidation of Latin America during the period of 1830-1920. In this chapter, Ch. 25, we will discuss the change from foreign operated colonies to independent nations. We will also discuss the Latin American Economies and World Market influences form 1820-1870. 50 Minutes | Journal Entry | Peru exploited this substance from birds. Name it and its use. Use Pg. 599 | Teacher Activities | 1. Take roll 2. Journal Entry 3. Administer Vocabulary Quiz 3 4. Cornell Notes/Discussion Ch. 25 | Student Activities | 1. Journal Entry 2.Vocabulary Quiz 3 3. Cornell Notes/Discussion Ch. 23 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 25 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | TGIF 20 March 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the consolidation of Latin America during the period of 1830-1920. In this chapter, Ch. 25, we will discuss the change from foreign operated colonies to independent nations. We will also discuss the Latin American Economies and World Market influences form 1820-1870. This will be measured through the use of an assessment. Students will have a 10 question multiple-choice question test and a DBQ (document based question) essay to complete during the class period. 59 Minutes | Journal Entry | None: Test Day | Teacher Activities | 1. Take Roll 2. Ch. 25 Exam | Student Activities | 1. Take Ch. 25 Exam | Assessment/Evaluation | Exam Grade worth 100 points and 45% of student’s grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 25 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil 4. Ch. 23 Exam |
NOTE: All lesson plans for Coach Hardie’s AP World History Classes are tentative and therefore subject to change due to unforeseen changes in the week’s activities. Such changes will be duly noted. 03/9/09-03/13/09 AP WORLD HISTORY | Monday 9 March 2009 | Objective (Student will…) | 1. SWBA to identify the key techniques of writing an effective thesis statement in preparation for essay writing on the AP Exam. 20 Minutes 2. SWBA to identify the key people, vocabulary, and themes of Industrialism and Imperialism in the making of the European Global order. In this chapter, Ch. 24, we will discus the shift of land empires to Asia, Western education and the Rise of an African and Asian middle class, and industrial rivalries that attribute to the partition of the World in the period of 1870-1914. We will also discuss the various patterns of dominance, continuity and change. 40 Minutes | Journal Entry | Thesis statement | Teacher Activities | 1. Take roll 2. Introduction into thesis statements 3. Administer Assignment: Write a thesis statement 4. Chapter 24 Vocabulary 1-29 | Student Activities | 1. Write thesis statement 2. Ch. 24 Vocabulary | Assessment/Evaluation | Daily Grade/ | Academic Vocabulary | Those key terms (listed in black) in Chapter 24 of the course mandated textbook | Additional Resources | 1. Thesis material 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Tuesday 10 March 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Industrialism and Imperialism in the making of the European Global order. In this chapter, Ch. 24, we will discus the shift of land empires to Asia, Western education and the Rise of an African and Asian middle class, and industrial rivalries that attribute to the partition of the World in the period of 1870-1914. We will also discuss the various patterns of dominance, continuity and change. 50 Minutes | Journal Entry | Look on Pg. 590; draw a timeline utilizing the data on the page given. 10 Minutes | Teacher Activities | 1. Take roll 2. Journal Entry 3. Administer Vocabulary Quiz 1 4. Cornell Notes/Discussion Ch. 24 | Student Activities | 1. Journal Entry 2.Vocabulary Quiz 1 3. Cornell Notes/Discussion Ch. 24 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 24 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Wednesday 11 March 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Industrialism and Imperialism in the making of the European Global order. In this chapter, Ch. 24, we will discus the shift of land empires to Asia, Western education and the Rise of an African and Asian middle class, and industrial rivalries that attribute to the partition of the World in the period of 1870-1914. We will also discuss the various patterns of dominance, continuity and change. 50 Minutes | Journal Entry | None. | Teacher Activities | 1. Take roll 2. Journal Entry 3. Administer Vocabulary Quiz 2 4. Cornell Notes/Discussion Ch. 24 | Student Activities | 1. Journal Entry 2.Vocabulary Quiz 2 3. Cornell Notes/Discussion Ch. 24 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 24 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Thursday 12 March 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Industrialism and Imperialism in the making of the European Global order. In this chapter, Ch. 24, we will discus the shift of land empires to Asia, Western education and the Rise of an African and Asian middle class, and industrial rivalries that attribute to the partition of the World in the period of 1870-1914. We will also discuss the various patterns of dominance, continuity and change. This is measurable through a review given during the class period. 50 Minutes | Journal Entry | None: Review Day. | Teacher Activities | 1. Take roll 2. Cornell Notes/Discussion Ch. 24 3. Ch. 24 review | Student Activities | 1. Journal Entry 2.Vocabulary Quiz 3 3. Cornell Notes/Discussion Ch. 24 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 24 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | TGIF 13 March 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Industrialism and Imperialism in the making of the European Global order. In this chapter, Ch. 24, we will discus the shift of land empires to Asia, Western education and the Rise of an African and Asian middle class, and industrial rivalries that attribute to the partition of the World in the period of 1870-1914. We will also discuss the various patterns of dominance, continuity and change. This is measurable through a test given during the class period. 50 Minutes | Journal Entry | None: Test Day | Teacher Activities | 1. Take Roll 2. Ch. 24 Exam | Student Activities | 1. Take Ch. 24 Exam | Assessment/Evaluation | Exam Grade worth 100 points and 45% of student’s grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 24 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil 4. Ch. 24 Exam |
NOTE: All lesson plans for Coach Hardie’s AP World History Classes are tentative and therefore subject to change due to unforeseen changes in the week’s activities. Such changes will be duly noted. 02/23/09-02/27/09 AP WORLD HISTORY | Monday 23 February 2009 | Objective (Student will…) | 1. SWBA to identify the key techniques of writing an effective thesis statement in preparation for essay writing on the AP Exam. 20 Minutes 2. SWBA to identify the key people, vocabulary, and themes of the Asian transactions in an age of global change. In this chapter, Ch. 22, we will discuss the Asian trading world and the entrance of Europeans into that market system. We will include a look back into the religious and cultural aspects that influence the Asian countries in global trade. This will be measurable in an exam. Students will be given 40 minutes to complete their Ch. 22 Exam from Friday. 40 Minutes | Journal Entry | None: Test Day | Teacher Activities | 1. Take roll 2. Introduction into thesis statements 3. Administer Assignment: Write a thesis statement 4. Finish Ch. 22 Test | Student Activities | 1. Write thesis statement 2. Finish Ch. 22 Test | Assessment/Evaluation | Daily Grade/Test Grade worth 45% of total grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 22 of the course mandated textbook | Additional Resources | 1. Thesis material 2. Overhead Projector 3. Writing utensil 4. Ch. 22 Exam | AP WORLD HISTORY | Tuesday 24 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the emergence of industrial society in the West from 1750-1914. During this chapter students will be introduced to the consolidation of the Industrial Order, Women in the Industrial Revolution and the Impact of the United States in World History. Finally we will get to the good stuff: the diplomatic tensions leading to WWI, the “Great War” or “war to end all wars.” 45 Minutes | Journal Entry | Look on Pg. 539; read the instructions given and write your summary of the cartoon. We will also discuss this in class. 10 Minutes | Teacher Activities | 1. Take roll 2. Journal Entry 3. Administer Vocabulary Quiz 1 4. Grade Ch. 21 and Ch. 22 Tests 5. Cornell Notes/Discussion Ch. 23 | Student Activities | 1. Journal Entry 2.Vocabulary Quiz 1 3. Grade Ch. 21 and Ch. 22 Tests 4. Cornell Notes/Discussion Ch. 23 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 23 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Wednesday 25 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the emergence of industrial society in the West from 1750-1914. During this chapter students will be introduced to the consolidation of the Industrial Order, Women in the Industrial Revolution and the Impact of the United States in World History. Finally we will get to the good stuff: the diplomatic tensions leading to WWI, the “Great War” or “war to end all wars.” 45 Minutes | Journal Entry | Define socialism. What must take place in order for it to work? Who was the German theorist who advocated socialism? Use Pg. 548 | Teacher Activities | 1. Take roll 2. Journal Entry 3. Administer Vocabulary Quiz 2 4. Cornell Notes/Discussion Ch. 23 | Student Activities | 1. Journal Entry 2.Vocabulary Quiz 2 3. Cornell Notes/Discussion Ch. 23 | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 23 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Thursday 26 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the emergence of industrial society in the West from 1750-1914. During this chapter students will be introduced to the consolidation of the Industrial Order, Women in the Industrial Revolution and the Impact of the United States in World History. Finally we will get to the good stuff: the diplomatic tensions leading to WWI, the “Great War” or “war to end all wars.” 55 Minutes. This is measurable through an end-of-chapter review in preparation for tomorrow’s exam. | Journal Entry | None: Review Day | Teacher Activities | 1. Take Roll 2. Ch. 23 Cornell Notes/Discussion 3. Begin Ch. 23 Review | Student Activities | 1. Participation in Review | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 23 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | TGIF 27 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of the emergence of industrial society in the West from 1750-1914. During this chapter students will be introduced to the consolidation of the Industrial Order, Women in the Industrial Revolution and the Impact of the United States in World History. Finally we will get to the good stuff: the diplomatic tensions leading to WWI, the “Great War” or “war to end all wars.” 55 Minutes. This is measurable through an end-of-chapter exam. | Journal Entry | None: Test Day | Teacher Activities | 1. Take Roll 2. Ch. 23 Exam | Student Activities | 1. Take Ch. 23 Exam | Assessment/Evaluation | Exam Grade worth 100 points and 45% of student’s grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 23 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil 4. Ch. 23 Exam |
NOTE: All lesson plans for Coach Hardie’s AP World History Classes are tentative and therefore subject to change due to unforeseen changes in the week’s activities. Such changes will be duly noted. 02/16/09-02/17/09 AP WORLD HISTORY | Monday 16 February 2009 | Objective (Student will…) | None Holiday | Journal Entry | None: | Teacher Activities | None | Student Activities | None | Assessment/Evaluation | None | Academic Vocabulary | None | Additional Resources | None | AP WORLD HISTORY | Tuesday 17 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Asian transitions in an age of global change. In this chapter, Ch. 22, we will discuss the Asian Trading World and the coming of the Europeans. We will include a look back into the religious and cultural aspects that influence the Asian countries in global trade. 55 Minutes | Journal Entry | None this week. | Teacher Activities | 1. Take roll 2. Finish Ch. 21 Test 3. Assign Ch. 22 Vocabulary | Student Activities | 1. Finish Ch. 21 Test 2. start Ch. 22 Vocabulary | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 22 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Wednesday 18 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Asian transitions in an age of global change. In this chapter, Ch. 22, we will discuss the Asian Trading World and the coming of the Europeans. We will include a look back into the religious and cultural aspects that influence the Asian countries in global trade. 55 Minutes | Journal Entry | None this week. | Teacher Activities | 1. Take roll 2. Cornell Notes/Lecture/Discussion | Student Activities | 1. Journal Entry 2. Cornell Notes/Participate in Lecture/Discussion | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 21 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Thursday 19 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Asian transitions in an age of global change. In this chapter, Ch. 22, we will discuss the Asian Trading World and the coming of the Europeans. We will include a look back into the religious and cultural aspects that influence the Asian countries in global trade. 55 Minutes | Journal Entry | None: Test Day | Teacher Activities | 1. Take Roll 2. Ch. 21 Cornell Notes/Discussion 3. Begin Ch. 21 Review | Student Activities | 1. Journal Entry 2. Participation in Review | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 21 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | TGIF 20 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Asian transitions in an age of global change. In this chapter, Ch. 22, we will discuss the Asian Trading World and the coming of the Europeans. We will include a look back into the religious and cultural aspects that influence the Asian countries in global trade. 55 Minutes | Journal Entry | None: Test Day | Teacher Activities | 1. Take Roll 2. Ch. 21 Exam | Student Activities | 1. Take Ch. 21 Exam | Assessment/Evaluation | Exam Grade worth 100 points and 45% of student’s grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 21 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil 4. Ch. 20 Exam |
NOTE: All lesson plans for Coach Hardie’s AP World History Classes are tentative and therefore subject to change due to unforeseen changes in the week’s activities. Such changes will be duly noted. 02/09/09-02/13/09 AP WORLD HISTORY | Monday 09 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Muslim Empires. In this chapter, Ch. 21, we will discuss the Gunpowder Empires and the Shifting Balance of Global Power as well as the Mughals and the Apex of Muslim Civilization in India. 55 Minutes | Journal Entry | None: Grading Notebooks | Teacher Activities | 1. Take roll 2. Administer Assignment: Ch. 21 Vocabulary | Student Activities | 1. Journal Entry 2. Group work: Ch. 21 Vocabulary | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 21 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Tuesday 10 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Muslim Empires. In this chapter, Ch. 21, we will discuss the Gunpowder Empires and the Shifting Balance of Global Power as well as the Mughals and the Apex of Muslim Civilization in India. 55 Minutes | Journal Entry | What was the largest of the three Muslim Empires? At its peak in the 17th century what where the defining boundaries of said empire? What dynasty would challenge its authority? Use pg. 473 | Teacher Activities | 1. Take roll 2. Cornell Notes/Lecture/Discussion | Student Activities | 1. Journal Entry 2. Cornell Notes/Participate in Lecture/Discussion | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 21 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Wednesday 11 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Muslim Empires. In this chapter, Ch. 21, we will discuss the Gunpowder Empires and the Shifting Balance of Global Power as well as the Mughals and the Apex of Muslim Civilization in India. 45 Minutes | Journal Entry | What was the doctrine preached by the “Red Heads” in the mid-15th century? Use pg. 483 | Teacher Activities | 1. Take roll 2. Cornell Notes/Lecture/Discussion | Student Activities | 1. Journal Entry 2. Cornell Notes/Participate in Lecture/Discussion | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 21 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Thursday 12 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Muslim Empires. In this chapter, Ch. 21, we will discuss the Gunpowder Empires and the Shifting Balance of Global Power as well as the Mughals and the Apex of Muslim Civilization in India. 55 Minutes Today’s lesson is measurable through the use of an end-of-chapter review | Journal Entry | None: Review Day | Teacher Activities | 1. Take Roll 2. Ch. 21 Cornell Notes/Discussion 3. Begin Ch. 21 Review | Student Activities | 1. Journal Entry 2. Participation in Review | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 21 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | TGIF 13 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Muslim Empires. In this chapter, Ch. 21, we will discuss the Gunpowder Empires and the Shifting Balance of Global Power as well as the Mughals and the Apex of Muslim Civilization in India. 55 Minutes Today’s lesson is measurable through the use of an end-of-chapter exam | Journal Entry | None: Test Day | Teacher Activities | 1. Take Roll 2. Ch. 21 Exam | Student Activities | 1. Take Ch. 21 Exam | Assessment/Evaluation | Exam Grade worth 100 points and 45% of student’s grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 21 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil 4. Ch. 20 Exam |
NOTE: All lesson plans for Coach Hardie’s AP World History Classes are tentative and therefore subject to change due to unforeseen changes in the week’s activities. Such changes will be duly noted. 02/02/09-02/06/09 AP WORLD HISTORY | Monday 02 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Africa and the Africans in the age of the Atlantic Slave Trade. In this chapter Ch. 20, we will discuss slavery and human society as well as the African Diaspora. We will begin our story with the origins of the Atlantic Stave Trade and the global repercussions to follow as slavery becomes an accepted part of worldwide colonial economies and a standard for many years in the Americas. 45 Minutes | Journal Entry | Look on pg. 454 under “African Societies, Slavery, and the Slave Trade”. Paraphrase the events that formed the slave trade. 10 Minutes | Teacher Activities | 1. Take roll 2. Administer Assignment: Ch. 20 Vocabulary; 25 Words & Packet | Student Activities | 1. Journal Entry 2. Group work: Ch. 20 Vocabulary | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 20 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Tuesday 03 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Africa and the Africans in the age of the Atlantic Slave Trade. In this chapter Ch. 20, we will discuss slavery and human society as well as the African Diaspora. We will begin our story with the origins of the Atlantic Stave Trade and the global repercussions to follow as slavery becomes an accepted part of worldwide colonial economies and a standard for many years in the Americas. 45 Minutes | Journal Entry | What is an abolitionist movement and what do they do? | Teacher Activities | 1. Take roll 2. Administer Assignment: Ch. 20 Vocabulary (Cont.) | Student Activities | 1. Journal Entry 2. Group work: Ch. 20 Vocabulary Due at the end of class | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 20 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Wednesday 04 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Africa and the Africans in the age of the Atlantic Slave Trade. In this chapter Ch. 20, we will discuss slavery and human society as well as the African Diaspora. We will begin our story with the origins of the Atlantic Stave Trade and the global repercussions to follow as slavery becomes an accepted part of worldwide colonial economies and a standard for many years in the Americas. 40 Minutes | Journal Entry | Describe the awful conditions of slave life in one paragraph. Ensure to include specific details. Use pg. 466. | Teacher Activities | 1. Take Roll 2. Ch. 20 Cornell Notes/Discussion | Student Activities | 1. Journal Entry 2. Participation in group discussion | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 20 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | Thursday 05 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Africa and the Africans in the age of the Atlantic Slave Trade. In this chapter Ch. 20, we will discuss slavery and human society as well as the African Diaspora. We will begin our story with the origins of the Atlantic Stave Trade and the global repercussions to follow as slavery becomes an accepted part of worldwide colonial economies and a standard for many years in the Americas. 45 Minutes This is measurable through the use of an in-class review. | Journal Entry | None: Review Day | Teacher Activities | 1. Take Roll 2. Ch. 20 Cornell Notes/Discussion 3. Begin Ch. 20 Review | Student Activities | 1. Journal Entry 2. Participation in Review | Assessment/Evaluation | Daily Grade | Academic Vocabulary | Those key terms (listed in black) in Chapter 20 of the course mandated textbook | Additional Resources | 1. Journal 2. Overhead Projector 3. Writing utensil | AP WORLD HISTORY | TGIF 06 February 2009 | Objective (Student will…) | SWBA to identify the key people, vocabulary, and themes of Africa and the Africans in the age of the Atlantic Slave Trade. In this chapter Ch. 20, we will discuss slavery and human society as well as the African Diaspora. We will begin our story with the origins of the Atlantic Stave Trade and the global repercussions to follow as slavery becomes an accepted part of worldwide colonial economies and a standard for many years in the Americas. 45 Minutes This is measurable through the use of an end-of-chapter exam. | Journal Entry | None: Test Day | Teacher Activities | 1. Take Roll 2. Ch. 20 Exam | Student Activities | 1. Take Ch. 20 Exam | Assessment/Evaluation | Exam Grade worth 100 points and 45% of student’s grade | |
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