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Page Last Updated May 25, 2012
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Welcome to Miss Padgett's AP World History Page 2011-2012 4th Quarter Progress Reports were distributed on THURSDAY 5/3/12 - As always grades change as new assignments are graded and old assignments are made up or revised. The FINAL EXAM REVIEW SHEET is attached / available for download from my ONCOURSE page. Here is the FINAL EXAM SCHEDULE: Friday 6/1/12: 6B (exam) and 7th (review) Monday 6/4/12: 1A (exam) and 2A (exam) Tuesday 6/5/12 4B (exam) and 5B (exam) Wednesday 6/6/12 3A (exam) and 7th (exam) Thursday 6/7/12 - make up day for exam (1A and 2A) OOPS - updates have been a little off - basically students finished reviewing for the AP test, took the AP test on Thursday May 17th, and have been working on an in-class collage project since then. Students have also worked on GEORGRAPHY - by completing CONTINENT maps for homeowork. Tuesday 5/8/12 (A Day) and Wednesday 5/9/12 (B Day) Students began reading content from Princeton Review for AP World. This information can also be obtained from the text.
Students began reading content from Princeton Review for AP World. This information can also be obtained from the text.
Wednesday 5/2/12 (A Day) & Thursday 5/3/12 (B Day)
Monday 4/30/12 (A Day) & Tuesday 5/1/12 (B Day) Warm-Up: test chapter 20-21 Lesson: “Changes in Latin America” - PowerPoint Chapter 23 -Transformations in Latin America
Independence Movements Chaos created by Napoleonic Wars opened door for independence movements
Portugal – King John VI fled to Brazil (later went home) but his son (Pedro) stayed in Brazil
Spain – King was kicked out by Napoleon – so colonies created a JUNTA to rule in the king’s absence
Spanish South America -1810-1825 1811 the JUNTA (led by creoles) declared independence Led by large landowning creoles – not supportive of slaves or mulattoes (MOTIVES???) Military leader – Simon Bolivar (educated in Enlightened ideas). He was able to gain support by building coalitions Agreed to abolish slavery Enlisted the help of British ex-soldiers Spanish armies were finally defeated in 1824 Bolivar along with Jose de San Martin tried to unite all of the colonies into 1 federation – but failed.
Mexico 1810-1823 The viceroy of Mexico was overthrown by wealthy Spanish - this created a weak colonial gov’t 1810 – the priest Miguel Hidalgo organized poor workers (many Amerindians and mestizos) to overthrow the wealthy rulers – by 1811 Hidalgo was arrested & executed. 1813 - Jose Maria Morelos (a student of Hidalgo) organized a better fighting force – he was executed (1815). 1821 – Colonel Agustin de Iturbide created an alliance between wealthy landowners and the rebels. He was crowned emperor - but overthrown in 1823…Mexico declared a republic. Brazil to 1831 The son of Portugal’s King (Prince Pedro) aligned himself with Brazilian colonists & declared independence in 1822 – created a constitutional monarchy Constitution of 1824: elected assembly & protected political opposition Slavery: Pedro opposed slavery & stopped the slave trade in Brazil (made enemies with large landowners) Long military conflict with Uruguay created discontent; Pedro I abdicated in 1831; his son Pedro II ruled until he was overthrown by a democratic movement in 1889. Personalist Leaders Modeled on Napoleon – very popular leader (usually military) – able to gain power by influencing the masses - because these leaders became the “voice” of the poor. Why was this able to happen? Weak constitutions, low literacy levels, poorly developed communication system Caudillo – Latin American personalist leader who rules without constitutional authority (that means they were dictators) Classwork: Short Response: pick 2 of the following categories (political, economic, social) and explain how Latin America CHANGED and STAYED THE SAME Homework: Read pg 610-619 – take Cornell Notes on social & economic movement s · Slavery · Immigration · women’s rights · developed vs. underdeveloped economies Test on Chapters 20 & 21 on Monday (A Day) and Tuesday (B Day) Thursday 4/26/12 & Friday 4/27/12 Mini-Lesson: Industrial Revolution · Population growth brought people into cities looking for work · Agricultural Revolution: produce more food being produced PLUS small landowners losing land · Shared information through trade · Britain leads the way: o Less rigid social class; political power not controlled by just 1 group o Excellent transportation: WITHIN Britain: rivers, roads & canals (gov’t funded) o Natural Resources - coal Student Work Period: Students will pick a section from CH. 22 (pg 574-581) & take brief notes on their assigned section (focus on innovation / problems). Students will then “scramble” to get with other students to complete their notes. Tuesday 4/24/12 & Wednesday 4/25/12 Classwork: Read 557-561 – take Cornell notes on the following: Why were the French willing to accept Napoleon Bonaparte as their leader? What changes did Napoleon bring? How did they benefit France or the ideas of the Enlightenment? How did they harm France or go against the ideas of the Enlightenment? What eventually led to the downfall of Napoleon? How does his downfall illustrate the concept of the BALANCE OF POWER?
Homework: rd 563-565 – take Cornell notes 1. Explain the purpose and outcomes of the Congress of Vienna 2. What were the “demands” of the revolutionaries following Napoleon? 3. In what areas / countries were more rights granted? Give specific examples. In what areas / countries were the revolutions unsuccessful? Give specific examples. Friday 4/20/12 (A Day) & Monday 4/23/12 (B Day) 1. Use a copy of the orange colored book “The Human Record” – it is important that the book does not leave class.
· Read the introductory information for the French Revolution that starts on pg 184 (bottom) “A Program for Revolutionary Change in France” o define the following terms: First Estate, Second Estate, Third Estate & Cahier - then read the “Cahiers” ( they are on pages 186-187) – and answer Analysis Questions #1-6 ( skip the second part of questions 1)
· Read the introductory information for the “Declaration of the Rights of Man of the Citizen” on pg 188. o (on the same paper as the previous assignment) – What movements inspired the writers of the Declaration of the Rights of man and Citizens? o Read the excerpt from the “Declaration…” and answer Analysis Questions #1-3
· Classwork / Homework: (from the textbook) o Read pg 561-563 (stop @ Congress of Vienna) – take Cornell Notes on the following § What were the issues leading up to the Haitian Revolution § How did the slave rebellion start? Who led the rebellion and how was he successful? § How did the island of Haiti eventually gain its independence? Overall, was Haiti better or worse off after the war for independence? Wednesday 4/18/12 (A Day) & Thursday 4/19/12 (B Day) 1. Last class students took notes on China, Russia and Japan. Use these notes - -BUT not the textbook. a. Assignment: Write 1 paragraph COMPARING 2 of these 3 societies and 1 paragraph CONTRASTING 2 of these 3 societies. b. Include the following in EACH paragraph: i. Direct Comparative Statement ii. Multiple Specific Examples iii. Analytical Statement
2. Chapter 21 – Read pg 542 – 546 (stop @ Folk Cultures) – take notes on the following – a. Specifically identify the ideas & contributions of Denis Diderot, John Locke, Jean-Jacques Rousseau and Voltaire i. **Some of these people have been mentioned in PREVIOUS chapters - -go back and find more than just what is provided in ch. 21 b. Specifically identify which rulers supported the ideas of the Enlightenment – i. Why did they support these new ideas ii. What ideas did they tend to NOT support c. What role did women and the middle class play in the Enlightenment? – give specific examples
3. Classwork / Homework: Read “The American Revolution” pg 547-552 (stop @ French Revolution) a. What were the problems that led to the Revolution b. What were the major events of the Revolution: i. Actions by colonists ii. Actions by England or Loyalists (people loyal to England in the colonies) iii. How did France affect the war? What was their motive? c. How did the Constitutional Convention improve the government of the United States? – Be Specific i. What groups of people were left out of the new government. Monday 4/16/12 (A Day) & Tuesday 4/17/12 (B Day)**Altered schedule due to FCAT testing** - No 7th period Classwork: Students completed taking notes based on the posters created last time.
Thursday 4/12/12 (A Day) & Friday 4/13/12 (B Day) Classwork: Quiz Chapter 19 Group Work: Students collaborated based on their assigned reading from Chapter 20 to create a poster. Tuesday 4/10/12 (A Day) / Wednesday 4/11/12 (B Day) Classwork: Students wrote an AP Comparative Essay. If any student was absent they will have to make up the essay in tutoring. The essay prompt will not be revealed before hand. Homework: Students were assigned to read 1 of the following sections from chapter 20 and take Cornell Notes: 1. Japanese Reunification 2. The Late Ming and Early Qing Empires 3. The Russian Empire Wednesday 4/4/12 (A Day) & Monday 4/9/12 (B Day) Classwork: worked on writing an AP style thesis statement and supporting paragraph - students who missed this assigment must complete it during a tutoring session. QUIZ next class on chapter 19 (and a mystery essay) Homework: Read the Mughal Empire (pg 500-503) – take Cornell notes that respond to the following questions… How did the Mughal Empire come to power? Monday 4/2/12 (A Day) & Tuesday 4/3/12 (B Day) Classwork: Notes on the Ottoman Empire (follows the homework) Homework: Read pg 495 – 500 – then identify SPECIFIC comparisons and contrasts between the Safavid and Ottoman Empires (based on government, military, economy, and society). • The Ottoman Empire Rise and Decline (but not Fall) • Overview • Ottoman Empire: 1299-1922 • Largest Islamic empire since the caliphates of the 7th century • Government administration resembled the new monarchs of England, Spain & France • Early Success and Growth • Good rulers – Suleiman the Magnificent (r. 1520-1566) • Excellent Location – the Dardanelles Strait – Link between Europe and Asia; the Mediterranean and Black Seas • Army – Cavalrymen & Janissaries • The Birth of an Empire • By 1402 they conquered the Christian kingdom of Serbia (Balkans) • In 1453 Sultan Mehmed II defeated the Byzantine Empire after laying siege to Constantinople (renamed ISTANBUL) • North Africa & Syria were added to the Empire by 1517
• Shortcomings • The Ottomans never developed a powerful navy – fought w/ Venice for control of the Med. but allowed them to continue trading in exchange for tribute payments – fought the Portuguese for control of areas close to the Red Sea – but did not take on the Portuguese for control of the Indian Ocean • The Ottomans were content as long as trade was not disrupted
• The Army • Original army consisted of mounted horsemen with bow & arrow • Christian p.o.w.’s were added after the war with the Balkans – JANISSARY: Christian males were converted to Islam & trained as infantrymen (with guns) • Trained all year, not allowed to hold other jobs or marry • Once the Balkans were subdued the devshirme was imposed
– Christian villages were required to supply a certain # of Christian boys each year to the Ottomans for training as janissaries
• Promising boys were trained in the sultan’s palace: taught the language, liberal arts & military training. They became generals, gov’t administrators even vizier.
• The Military State • LAND GRANT SYSTEM: The powerful members of the cavalry governed the rural areas of the empire – Establish order, collect taxes, plus provide military service each summer • Eventually the cavalry lost preeminence and land – Tax collection was turned over to tax farmers (who did not help maintain order) • The Janissaries became a hereditary position & were now allowed to marry & hold jobs – Their jobs often got in the way of their military training and readiness (some even hired substitutes to fight for them) – As the # of janissaries grew the gov’t needed more money • Mercenaries were hired to help the janissaries
• Rebellion & Decline • Dissatisfied cavalrymen & others led to a period of rebellion between 1590-1610 – Afterwards the role of the sultan changed • Sultan was less involved in the gov’t – no longer led the army personally
– Grand Vizier was the administrator of the government
• European Contact • Ottoman power on the Euro. front was weak – this opened the door for Austria & Russia to make a move • lands in close proximity to Europe grew cash crops (cotton & tobacco) to trade w/ Euro. • Elite copied Euro. dress, books, and culture
• 1730 – revolt by a group of conservative Janissary led to the abdication of the sultan – Eventually the sultanate was restored • Mid-1700’s Ottoman provinces (like Egypt, Iran & central Arabia) are not officially independent but the central gov’t wielded less power than local governors and wealthy landowners
Thursday 3/29/12 (A Day) & Friday 3/30/12 (B Day) Classwork: Test Chapters 17 & 18 Classwork: Complete DBQ Rewrites *Students who do not complete the DBQ in class MUST complete it in TUESDAY tutoring. Tuesday 3/27/12 (A Day) and Wednesday 3/28/12 (B Day) Classwork: Silver DBQ Rewrites Homework: Study for Chapter 17-18 Test Friday 3/16/12 (A Day) & Monday 3/26/12 (B Day) Warm Up: Read 452-454 – · What problems existed in the Spanish colonies o How did the Spanish gov’t deal with the problems – explain the reasons for their success or failure · What groups of people supported the uprising of Tupac Amaru II o Inference – why would these groups support an uprising against the Spanish? · How did the governing of the English colonies change over time? Classwork: Assessing sample DBQ's Wednesday 3/14/12 (A Day) & Thursday 3/15/12 (B Day) 1A, 3A & 6B Warm-Up: Read 440-445 in the text and take Cornell notes on the following… Discuss the new ethnicities that came from the interactions of peoples between the Old and New World? (Include Creoles, Mestizos and Mulattos).
Discuss the position of Africans in the New World (both free and slave) · Include treatment, freedom, jobs and cultural exchanges Notes: English Colonies Assessment: Short response – Compare and contrast the different colonial regions in British North America. Support with at least 3 specific examples. 4B & 7th: AP DBQ Essay Monday 3/12/12 (A Day) and Tuesday 3/13/12 (B Day) 1A, 3A and 6B: Wrote an in-class DBQ. Any student who missed this assignment must make it up during tutoring. 4B and 7th: Reviewed the Ch. 16 DBQ - as a class went through the analysis and then individually rewrote the THESIS statement 4B Homework: Read 437-440 and take notes on the positive and negative effects of mining and sugar plantations in the New World (consider effects on the environment, labor, economy and population growth). 7th - Read 440-445 in the text and take Cornell notes on the following… Discuss the new ethnicities that came from the interactions of peoples between the Old and New World? (Include Creoles, Mestizos and Mulattos).
Discuss the position of Africans in the New World (both free and slave)
Thursday 3/8/12 (A Day) & Friday 3/9/12 (B Day) 1A, 3A & 6B Reviewed the Ch. 16 DBQ - as a class went through the analysis and then individually rewrote the THESIS statement Homework: Read 437-440 and take notes on the positive and negative effects of mining and sugar plantations in the New World (consider effects on the environment, labor, economy and population growth). 4B - Chapter 14-16 Test Homework: read pg 431-434 and create a flow chart of the Columbian Exchange 7th (Thursday) - completetd test - in class assignment read pg 431-434 and create a flow chart of the Columbian Exchange (Friday) - Notes: Spanish Colonial Rule Homework: read 437-440 and take notes on the positive and negative effects of mining and sugar plantations in the New World (consider effects on the environment, labor, economy and population growth). Wednesday 3/7/12 (B Day) No class for 4B or 7th due to FCAT Reading Benchmark 6B - Test - Chapters 14-16 Classwork / Homework - read pg 431-434 and make a flow chart of the exchange of plants, animals and diseases between the Old and New Worlds. Tuesday 3/6/12 (A Day) Test - Chapters 14-16 Classwork / Homework - read pg 431-434 and make a flow chart of the exchange of plants, animals and diseases between the Old and New Worlds. Friday 3/2/12 (A Day) / Monday 3/5/12 (B Day) Warm Up: (Except 7th & 4B) Write a thesis statement based on the DBQ prompt on pg 429 of chapter 16 Classwork: Work on study guide for test chapters 14-16 (attached to OnCourse page) Thursday 3/1/12 (B Day) 4B: Warm up: Graded Discussion on Ebglish Civil War & Louis XIV Classwork: Read 423-428 – Cornell Notes should focus on: o Explain how the European military continued to evolve o Explain the OVERALL concept of balance of power and SPECIFICALLY how it was applied in the 18th century o What effects did the wars and other crises have on the economy of European countries (provided specific examples from Spain, England and the Netherlands)? 6B Warm Up: Graded Discussion based on assigned reading (pg 423-428). Mini-Lesson: Review DBQ expectations on “groupings” Work Period #1: Chapter 16 DBQ (pg 429) Students will create their own DBQ Planning Sheet to analyze the 7 documents as they relate to the prompt: · Analyze the ideas that shaped the political change in early modern Western Europe. Wednesday 2/29/12 (A Day) 1st & 3rd Warm Up: Graded Discussion based on assigned reading (pg 423-428). Mini-Lesson: Review DBQ expectations on “groupings” Work Period #1: Chapter 16 DBQ (pg 429) Students will create their own DBQ Planning Sheet to analyze the 7 documents as they relate to the prompt: · Analyze the ideas that shaped the political change in early modern Western Europe.
7th Warm up: Graded Discussion on Ebglish Civil War & Louis XIV Classwork: Read 423-428 – Cornell Notes should focus on: o Explain how the European military continued to evolve o Explain the OVERALL concept of balance of power and SPECIFICALLY how it was applied in the 18th century o What effects did the wars and other crises have on the economy of European countries (provided specific examples from Spain, England and the Netherlands)?
Tuesday 2/28/12 (B Day) 7th period did not meet due to FCAT Writes Warm Up: review the Magna Carta in chapter 14 Classwork (4B) notes on Holy Roman Empire & the Religious Policies in Europe Classwork / Homework: Read “Monarchies in England and France” pg 422-423 · Quick outline of English Civil War & the Louis XIV Court of Versailles · Short Response: In your opinion (based on common sense, logic and an intelligent understanding of history), why did the English refuse an absolute monarch while the French accepted one. (Consider recent political and social events). Homework (6B only): Read 423-428 – Cornell Notes should focus on: o Explain how the European military continued to evolve o Explain the OVERALL concept of balance of power and SPECIFICALLY how it was applied in the 18th century o What effects did the wars and other crises have on the economy of European countries (provided specific examples from Spain, England and the Netherlands)? Monday 2/27/12 (A Day) Warm Up: retake Chapter 15 Quiz Graded Discussion: reading pg 422-423 Classwork / Homework: Read pg 423-428: Cornell Notes should focus on: o Explain how the European military continued to evolve o Explain the OVERALL concept of balance of power and SPECIFICALLY how it was applied in the 18th century o What effects did the wars and other crises have on the economy of European countries (provided specific examples from Spain, England and the Netherlands)? Short Response: Explain the role religion, trade and politics played in “world affairs” during this time period. Use specific examples to explain your point. Friday 2/24/12 (B Day) 4th period only Warm Up: The Scientific Revolution Article / Handout
o Big Ideas o How Challenged Old Ideas o Problems / Opposition Faced Classwork / Homework: Read 412-418 – Cornell Notes should focus on: · Early ideas of the Enlightenment & how it relates to religious changes · Bourgeoisie: o describe their social and economic role in European life o explain the development of joint-stock companies & stock exchanges and how they help improve trade o how does the gentry class differ from the merchant bourgeoisie · Women and Family: describe the expoeri4ences of women in the 17th & 18th century - -differentiate between the social classes Thursday 2/23/12 (A Day) Warm Up: Reading Quiz Lesson: State and Religion in Europe · Habsburg Empire o Ottoman Empire o Wars of Religion · Religious Policies o Spanish Inquisition o French Wars of Religion o English Protestant Movement
Work Period: PSD – Machiavelli’s The Prince pg 420-421 Explain in your own words: Did Machiavelli think it was better to be loved or feared? What support does Machiavelli offer for his position?
Homework: Read “Monarchies in England and France” pg 422-423 · Quick outline of English Civil War & the Louis XIV Court of Versailles · Short Response: In your opinion (based on common sense, logic and an intelligent understanding of history), why did the English refuse an absolute monarch while the French accepted one. (Consider recent political and social events). Wedenesday 2/22/12 (B Day) Quiz: Chapter 15
Mini-Lesson: Reformation · Causes o Luther o Calvin · Catholic Reformation · Effects (Witch Hunts)
(4th Period did not get to)Work Period: The Scientific Revolution Article / Handout
o Big Ideas o How Challenged Old Ideas o Problems / Opposition Faced Tuesday 2/21/12 (A Day) Chapter 15 Quiz. Classwork #1: Read pg 406-409 together (stop @ Witch-Hunts)
· Catholic Reformation o Ideas that DID NOT change o Reforms made o Jesuits – role in the Reformation
Classwork #2: The Scientific Revolution · Read the article on the Scientific Revolution · Each student must read their handout and then fill out the appropriate information for each figure.
Homework: Read 412-418 – Cornell Notes should focus on: · Early ideas of the Enlightenment & how it relates to religious changes · Bourgeoisie: o describe their social and economic role in European life o explain the development of joint-stock companies & stock exchanges and how they help improve trade o how does the gentry class differ from the merchant bourgeoisie · Women and Family o describe the experiences of women in the 17th & 18th century - -differentiate between the social classes no school Monday 2/20/12 Thursday 2/16/12 (A Day) & Friday 2/17/12 (B Day) Warm-Up: Primary Source Document – Students will read pg 396-397 “Kongo’s Christian King” and answer the analysis questions
Lesson #1: Notes comparing & contrasting the Portuguese experiences in East & West Africa.
Assessment: Write a comparative thesis statement based on the following: Compare and contrast the Portuguese interactions in East and West Africa.
Classwork: Read pg 391-393 “Indian Ocean States” then using a map of the Eastern Hemisphere students will annotate the areas that came under the control of the Portuguese (include methods of control).
Homework: Read pg 393 – 399 & complete the European Exploration chart – students will focus on the effects on local people of European Exploration. Tuesday 2/14/12 (A Day) & Wednesday 2/15/12 (B Day) In-Class: Timed writing Essay. Any student who missed this assignment must make it up in tutoring.
Wed. 2/8/12 (A Day) & Fri. 2/10/12 (A Day) / Thurs. 2/9/12 (B Day) & Mon. 2/13/12 ( B Day) Warm-Up: Day #1 - Short Response: How did the political relationships among monarchs, nobles, and the church change from 1200 to 1500? Day #2 - Label Eastern Hemisphere map to illustrate the Portuguese voyages Mini-Lesson: Introduction to Exploration notes · Groups involved in exploration?
· Where are they going?
· What are they looking for?
· Consequences (positive and negative)
Classwork #1: Read the article on Polynesian Migration · Take notes on the means and motives of migration · Annotate a Eastern Hemisphere map to illustrate the voyages of this group
Mini-Lesson #2: China - take notes on motives, means and where China was going
Assessment: Graded Discussion based on Chaper 14 reading pg 368-373.
Homework: Day #1: Read pg 382-389 & complete the Graphic Organizer on Portuguese and Spanish Exploration. Day #2: ESSAY PREP - prep for essay for following prompt - Discuss the changes the political, economic and social changes that occurred in Western Europe between 1200-1500. Monday 2/6/12 (A Day) & Tuesday 2/7/12 (B Day) Warm-Up: Analyzing Art from the Black Plague Quiz: Chaper 14 Part 1 Classwork: Renaissance Notes (including slides on art) The Renaissance
· Universities & Scholasticism o Universities dedicated to the study of law, medicine & THEOLOGY increased. § Most were operated by the Catholic Church o Scholasticism was an attempt to reconcile the beliefs of Christian Europe with the teaching of pre-Christian Greek Philosophers (i.e. Aristotle)
§ Humanism - o Humanists were interested in the rediscovery of Greco-Roman civilization § Studied the humanities - Grammar, rhetoric, poetry, history, & ethics o Interest in Humanism led to new styles of art – using themes / ideas from the Greco-Roman world § Philosophy & Mythology § Architecture and Statue Design
§ Growth of Secularism - not related to religion o The Catholic Church is STILL important and powerful but it is not “all that” o This led to new styles of art § Portraits of people that were not religious figures OR royalty § Other Renaissance Art Characteristics: Perspective / Vanishing Point § Northern Renaissance Art o Focused more on religion than Italian Renaissance o Artists less advanced in perspective o Use of symbolism Homework: Read pg 368-373: Read about the growth of monarchs and take Cornell notes on the following. 1) What impact did the Great Western Schism have on papal authority and why (be detailed!!)? 2) How did the Hundred Year War mark a turning point with regards to military technology? 3) How were the “new monarchies” in France and England distinct (different) from the earlier predecessors in the Middle Ages? Would you say that the power of the monarch was greater or less than before? Explain / Support your response. 4) How did Christian religious zeal impact Spain and Portugal during the Late Middle Ages? Thursday 2/2/12 (A Day) & Friday 2/3/12 (B Day) Warm Up: Short Response - Explain the changes that occurred in cities, trade, and the environment in Western Europe during the Middle Ages.
Graded Discussion: Based on homework from previos class - see syllabus for make up procedures.
Mini-Lesson: Introduce the Black Death: Causes and Spread - view video & take notes Classwork: Read pg 353 – 354 to determine the effects of the Black Death. Tuesday 1/31/12 (A Day) & Wednesday 2/1/12 (B Day)Warm-Up: Brainstorming – besides increased birthrate – what factors (environmental, political, etc) may have led an increase in European population in the 12th century. Mini-Lesson #1: Review of Social & Labor System of Western Europe · Serfdom · Fruits of Labor go to Lord · Male / Female working · Reasons for population increase: o Temperature warmed up § Fewer deaths o Fewer diseases Classwork #1: Students will read pg 353 & write down the different ways the European population increased their food production capacity. Mini-Lesson #2: Introduce the mines and mills technology of Western Europe · Techniques · Tools etc created Classwork #2: Students will read 355-356 & write down the negative effects on the environment. **Students will infer what the positive effects would be on the labor force** Homework: Read pg 356-364 and take Cornell notes based on the following focus questions · Explain the role Italian city-states played in the Mediterranean trade · Explain the role the northern European cities played in trade · Explain what industries were developed and changed as a result of this increased trade · Explain the relationship between guilds and government. Inference – why were Gothic cathedrals so important to medieval towns? Friday 1/27/12 (A Day) & Monday 1/30/12 (B Day) Warm-Up: Complete Ibn Battuta PSD reading (#1-4 on pg 448-452 of The Human Record) Assessment: Graded Discussion based on part 2 of chapter 13 Mini-Lesson: AP Regions introduction – how regions are determined & why they are important in AP Classwork: Students will use a chart to begin filling in countries / empires we have studied and match them to their correct AP region Homework: Students will complete revisions from writing assignments Wednesday January 25, 2012 (A Day) & Thursday January 26, 2012 (B Day) Quiz: Chapter 13 In-Class Reading: The Human Record pg 448-452 answer analysis questions 1-4 Homework: Students should complete make up / revisions of work from 3rd quarter Monday January 23, 2012 (A Day) & Tuesday January 24, 2012 (B Day) "A Day" students participated in the 1,000,000 Minute Reading Initiative by the State of Florida. Graded Discussion: Questions based on chapter 13 part 1 (see syllabus addendum) Class Notes: Indian Ocean Trade · No 1 government was in charge; it was tied together by monetary interests · Traded in luxury & food items o Gold from East Africa (and inland Africa) o Horses and other goods from Arabian Peninsula (and parts of Middle East, Mediterranean & Eastern Europe) · Ocean trade picked up after the collapse of the Mongol Empire o WHY?? · 2 main “legs” of the journey…from Africa to Arabia to India / from India to China to SE Asia o The dhow carried goods between Africa and India o The junk carried goods between China & India Classwork / Homework: complete reading chapter 13 & take Cornell notes. Students were given specific information to look for in the 1st section - they should use that as a guide for the remainder of the chapter. · Explain how the city of Kilwa benefitted from trade; give specifics · Explain where the trade goods from Kilwa came from · Explain how the civilization of Great Zimbabwe benefitted from trade; give specifics o Explain why Great Zimbabwe lost its prestige Wednesday January 18, 2012 (A Day) & Thursday January 19, 2012 (B Day) Semester 2 Syllabus Addendum given to students to be signed & returned DBQ's returned. Students were given notes as well as samples to read to help improve their own essays. REVISIONS ARE EXPECTED AND SHOULD BE TURNED IN ASAP. Friday January 13, 2012 (A Day) & Tuesday January 17, 2012 (B DAY) In class timed writing: Mongol DBQ
Homework: Read chapter 13 part 1 (pg 325-338) - take Cornell Notes based on chapter preview (1st / 3rd received this assignment on Wednesday 1/18/12) |
