AP World History offers students the opportunity to earn college credit through examination. In addition to college credit, AP gives college-bound students an advantage when entering college, as they are more prepared for the rigorous expectations of post-secondary expectation. AP courses are graded on a 5.0 grade scale. 6th period is an additional AP Lab, which will give students extra time to complete readings and assignments with teacher assistance. Students will need to have a gmail account in order to access shared Google Docs for this course.
In this class we will also use www.socrative.com for many in-class activities. The course title is APWorldPVHS
In this class we will also use www.socrative.com for many in-class activities. The course title is APWorldPVHS
8-25-14: Objective: To utilize formal essay writing techniques in answering AP-type historical analysis questions.
Bellringer: What were some of the drawbacks of the "civilization" process in human history?
Activities:
Presentation on the Agrarian Revolution
Write thesis statement for "Hierarchies of Gender" on Socrative.com
Vote on thesis. Critique and fix theses statements.
Go over "How to Write an Expository Essay for AP"
Write an expository essay on the following: Analyze how the advent of urbanization/civilization affected social hierarchies.
8-26-14: Objective: To utilize formal essay writing techniques in answering AP-type historical analysis questions.
Bellringer: 3 positive and 3 negative effects of the Agricultural Revolution
Activities:
Peer edit and rewrite theses
8-27-14: Objective: To utilize formal essay writing techniques in answering AP-type historical analysis questions.
Objective: To utilize formal essay writing techniques in answering AP-type historical analysis questions.
Bellringer: None-begin your question posters immediately
Activities:
Write essay on gender hierarchies
8-28-14: Objective: Analyze a primary source document for purpose, audience, speaker, tone, subject.
Bellringer: define patriarchy
Activity:
SOAPStone-Hammurabi's Code
9-2-14: Objective: Analyze a primary source document and its historical impact
Bellringer: Why was Hammurabi's Code important, historically?
Activity:
Analyze Hammurabi's Code
9-3-14 Objective: We will discuss the rise of civilization in Egypt and Mesopotamia
Bellringer: How does Hammurabi's Code illustrate the social stratification of Mesopotamian society?
Activity:
1) Lecture/Notes on Mesopotamia/Egypt
2) Poster activity
9-4-14: Exam
9-8-14: Finish essay questions on exam
9-9-14: We will demonstrate an understanding of the rise of state and empire in Eurasia and North Africa
Bellringer: How did Alexander the Great influence the development of culture across southwest Asia and North Africa?
Activities:
1) Question posters-C. 3 notes due
2) lecture/notes on c. 3
9-10-14: We will demonstrate an understanding of the rise of state and empire in Eurasia and North Africa
Bellringer: What factors led to the collapse of the Roman Empire?
Activities:
1) Finish notes on chapter
2) Expand on bellringer (expository essay)
9-11-14: We will analyze the rise of state and empire in Eurasia and North Africa and its impact on the world.
Bellringer: NA Test today
Activity:
Exam-C. 3
9-15-14: We will analyze the development of traditional philosophy in ancient China and its effect on Chinese society, culture, and politics.
Bellringer: Who was Qin Shihuangdi?
Activity:
1) Work in 3 o-clock groups and peer edit your C. 4 notes (first half). Check for accuracy, completeness, and usefulness as a study guide.
2) Complete Chinese Philosophy Worksheet.
9-16-14: We will analyze the development of traditional philosophy in ancient China and its effect on Chinese society, culture, and politics.
Bellringer: How do the ancient Chinese concepts of yin and yang contribute to gender inequalities in Chinese society?
Activity:
1) Poster activity from note questions.
2) Finish worksheet on Chinese Philosophy.
9-17-14: We will learn how to write a compare and contrast essay.
Bellringer: Make a chart that analyzes the similarities and differences between Daoism and Confucianism.
Activity:
1) question posters & discussion of questions and answers.
2) Writing a compare and contrast essay for World History.
3) Grade an example essay comparison essay.
Prompt: In what ways did Buddhism reflect Hindu traditions, and in what ways did it challenge them?
9-18-14: We will write for a particular purpose and audience.
Bellringer: What is the difference between Theravada and Mahayana Buddhism?
Activity:
Write essay-40 minutes
9-22-14:
Rome lecture
9-23-14: We will analyze the importance of Rome in human history.
Bellringer: List 5 contributions Rome made to western civilization.
Activity:
1) Finish Rome review
2) poster activity and discussion
9-24-14: Students will be able to analyze and compare 4 primary source documents from the Second-Wave Civilization. Identifying purpose, making comparisons.
Bellringer: Which civilization had a greater impact on western civilization, the Greeks or the Romans? Justify your answer using historical and modern evidence.
Activity:
1) Read the 4 primary source documents that begin on p. 198 (Analects, Bhagavad Gita, Apology, Gospel of Matthew). Due to time constraints, you DO NOT have to do a SOAPStone for each of these documents, nor do you have to write down your answers to the questions that accompany each document. However, you should sketch out simple notes that answer those questions, to use on the assignment.
2) Answer the 4 questions on p. 207, comparing the 4 primary source documents. Make sure your answers are thorough and complete, and well-supported with evidence from the documents and your knowledge of history.
9-25-14: Students will demonstrate their knowledge and understanding of the historical and cultural significance of the Second-Wave Civilizations.
Bellringer: List 3 similarities and 3 differences between Buddha and Jesus of Nazareth.
Activity:
C. 4 Exam
9-29-14: Students will take notes and synthesize information for a purpose.
Bellringer: Upfront article summary
Activity:
Get to the Point-How to Take Notes effectively (Cornell Notes)
9-30-14: Students will analyze the complexity of events in world history.
Bellringer: How were the patriarchies of Sparta and Athens different?
Activity:
1) Question Posters-C. 5
2) Finish the 4 question analysis of C. 4 PS documents.
3) NOTES & QUESTIONS DUE
10-1-14: Students will evaluate issues of unity and diversity in world history.
Bellringer: Describe the social hierarchy of China during the second-wave era.
10-7-14: Students will evaluate issues of unity and diversity in world history.
Bellringer: What distinguishes the ancient American civilizations from other ancient civilizations?
Activity:
1) Question posters
2) Finish notes on ancient African and American civilizations
10-8-14: Students will evaluate issues of unity and diversity in world history.
Bellringer: How were the caste systems of the Nigerian civilizations similar to those of India?
Activity:
Finish lecture on African and American 2nd-wave civilizations
10-9-14: Students will evaluate issues of unity and diversity in world history.
Bellringer: List 3 similarities and 6 differences between the 2nd-wave African civilizations and Mesoamerican civilizations.
Activity:
Write a compare and contrast essay.
Prompt: Analyze similarities and differences between one of following 2nd-wave African civilizations and the Maya of Mesoamerica.
Meroe Niger River Civilization Axum Maya
10-13-14: Students will write for an intended audience and purpose.
Bellringer: The Maya were similar to the Greeks, and Teotihuacán was similar to the Roman Empire. Justify this statement using historical evidence.
Activity:
Finish C&C essay
10-14-14: Students will utilize their understand of history and higher-order thinking skills to analyze a question from the 2nd Wave Civilizations.
Bellringer: None-begin question posters immediately
Activity:
1) Question Posters
2) Peer edit and score C&C essays
10-15-14: Students will analyze a primary source (Maya art) and determine its historical and cultural significance.
Bellringer: None-begin activity immediately
Activity:
Read pp. 299-305, look at the Maya elite art and answer the questions on p. 305
Homework: Study for C. 6 test!
10-16-14:
Bellringer: None-test day
C. 6 Exam
Bellringer: What were some of the drawbacks of the "civilization" process in human history?
Activities:
Presentation on the Agrarian Revolution
Write thesis statement for "Hierarchies of Gender" on Socrative.com
Vote on thesis. Critique and fix theses statements.
Go over "How to Write an Expository Essay for AP"
Write an expository essay on the following: Analyze how the advent of urbanization/civilization affected social hierarchies.
8-26-14: Objective: To utilize formal essay writing techniques in answering AP-type historical analysis questions.
Bellringer: 3 positive and 3 negative effects of the Agricultural Revolution
Activities:
Peer edit and rewrite theses
8-27-14: Objective: To utilize formal essay writing techniques in answering AP-type historical analysis questions.
Objective: To utilize formal essay writing techniques in answering AP-type historical analysis questions.
Bellringer: None-begin your question posters immediately
Activities:
Write essay on gender hierarchies
8-28-14: Objective: Analyze a primary source document for purpose, audience, speaker, tone, subject.
Bellringer: define patriarchy
Activity:
SOAPStone-Hammurabi's Code
9-2-14: Objective: Analyze a primary source document and its historical impact
Bellringer: Why was Hammurabi's Code important, historically?
Activity:
Analyze Hammurabi's Code
9-3-14 Objective: We will discuss the rise of civilization in Egypt and Mesopotamia
Bellringer: How does Hammurabi's Code illustrate the social stratification of Mesopotamian society?
Activity:
1) Lecture/Notes on Mesopotamia/Egypt
2) Poster activity
9-4-14: Exam
9-8-14: Finish essay questions on exam
9-9-14: We will demonstrate an understanding of the rise of state and empire in Eurasia and North Africa
Bellringer: How did Alexander the Great influence the development of culture across southwest Asia and North Africa?
Activities:
1) Question posters-C. 3 notes due
2) lecture/notes on c. 3
9-10-14: We will demonstrate an understanding of the rise of state and empire in Eurasia and North Africa
Bellringer: What factors led to the collapse of the Roman Empire?
Activities:
1) Finish notes on chapter
2) Expand on bellringer (expository essay)
9-11-14: We will analyze the rise of state and empire in Eurasia and North Africa and its impact on the world.
Bellringer: NA Test today
Activity:
Exam-C. 3
9-15-14: We will analyze the development of traditional philosophy in ancient China and its effect on Chinese society, culture, and politics.
Bellringer: Who was Qin Shihuangdi?
Activity:
1) Work in 3 o-clock groups and peer edit your C. 4 notes (first half). Check for accuracy, completeness, and usefulness as a study guide.
2) Complete Chinese Philosophy Worksheet.
9-16-14: We will analyze the development of traditional philosophy in ancient China and its effect on Chinese society, culture, and politics.
Bellringer: How do the ancient Chinese concepts of yin and yang contribute to gender inequalities in Chinese society?
Activity:
1) Poster activity from note questions.
2) Finish worksheet on Chinese Philosophy.
9-17-14: We will learn how to write a compare and contrast essay.
Bellringer: Make a chart that analyzes the similarities and differences between Daoism and Confucianism.
Activity:
1) question posters & discussion of questions and answers.
2) Writing a compare and contrast essay for World History.
3) Grade an example essay comparison essay.
Prompt: In what ways did Buddhism reflect Hindu traditions, and in what ways did it challenge them?
9-18-14: We will write for a particular purpose and audience.
Bellringer: What is the difference between Theravada and Mahayana Buddhism?
Activity:
Write essay-40 minutes
9-22-14:
Rome lecture
9-23-14: We will analyze the importance of Rome in human history.
Bellringer: List 5 contributions Rome made to western civilization.
Activity:
1) Finish Rome review
2) poster activity and discussion
9-24-14: Students will be able to analyze and compare 4 primary source documents from the Second-Wave Civilization. Identifying purpose, making comparisons.
Bellringer: Which civilization had a greater impact on western civilization, the Greeks or the Romans? Justify your answer using historical and modern evidence.
Activity:
1) Read the 4 primary source documents that begin on p. 198 (Analects, Bhagavad Gita, Apology, Gospel of Matthew). Due to time constraints, you DO NOT have to do a SOAPStone for each of these documents, nor do you have to write down your answers to the questions that accompany each document. However, you should sketch out simple notes that answer those questions, to use on the assignment.
2) Answer the 4 questions on p. 207, comparing the 4 primary source documents. Make sure your answers are thorough and complete, and well-supported with evidence from the documents and your knowledge of history.
9-25-14: Students will demonstrate their knowledge and understanding of the historical and cultural significance of the Second-Wave Civilizations.
Bellringer: List 3 similarities and 3 differences between Buddha and Jesus of Nazareth.
Activity:
C. 4 Exam
9-29-14: Students will take notes and synthesize information for a purpose.
Bellringer: Upfront article summary
Activity:
Get to the Point-How to Take Notes effectively (Cornell Notes)
9-30-14: Students will analyze the complexity of events in world history.
Bellringer: How were the patriarchies of Sparta and Athens different?
Activity:
1) Question Posters-C. 5
2) Finish the 4 question analysis of C. 4 PS documents.
3) NOTES & QUESTIONS DUE
10-1-14: Students will evaluate issues of unity and diversity in world history.
Bellringer: Describe the social hierarchy of China during the second-wave era.
10-7-14: Students will evaluate issues of unity and diversity in world history.
Bellringer: What distinguishes the ancient American civilizations from other ancient civilizations?
Activity:
1) Question posters
2) Finish notes on ancient African and American civilizations
10-8-14: Students will evaluate issues of unity and diversity in world history.
Bellringer: How were the caste systems of the Nigerian civilizations similar to those of India?
Activity:
Finish lecture on African and American 2nd-wave civilizations
10-9-14: Students will evaluate issues of unity and diversity in world history.
Bellringer: List 3 similarities and 6 differences between the 2nd-wave African civilizations and Mesoamerican civilizations.
Activity:
Write a compare and contrast essay.
Prompt: Analyze similarities and differences between one of following 2nd-wave African civilizations and the Maya of Mesoamerica.
Meroe Niger River Civilization Axum Maya
10-13-14: Students will write for an intended audience and purpose.
Bellringer: The Maya were similar to the Greeks, and Teotihuacán was similar to the Roman Empire. Justify this statement using historical evidence.
Activity:
Finish C&C essay
10-14-14: Students will utilize their understand of history and higher-order thinking skills to analyze a question from the 2nd Wave Civilizations.
Bellringer: None-begin question posters immediately
Activity:
1) Question Posters
2) Peer edit and score C&C essays
10-15-14: Students will analyze a primary source (Maya art) and determine its historical and cultural significance.
Bellringer: None-begin activity immediately
Activity:
Read pp. 299-305, look at the Maya elite art and answer the questions on p. 305
Homework: Study for C. 6 test!
10-16-14:
Bellringer: None-test day
C. 6 Exam