Agenda: Feb 29 - March 4, 2015

Advanced Placement World History with Mr. Duez
Unit 5 - European Moment, 1750-1914
Chapter 19 - China, Ottomans, Japan: Internal Trouble, External Threats
Chapter 20 - Colonial Encounters (Africa, India, Asia)
WEEK AT A GLANCE:
MON - Quiz CH 20; Review CH 20 Quiz - Discuss Colonial Encounters
TUE - Impact of Imperialism: Education, Religion, Race/Tribe
WED/THU - TEST CH 19, 20; DBQ - African Scramble or Silver Trade (flip)
FRI - Ferguson's The War of the World, Episode I
A Quiet Little Game. Caption: "CHORUS: I wonder what card Uncle Sam has in his hand?"
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LEARNING TARGETS:
Chapter 20 Targets:
•  To examine the ways in which Europeans created their nineteenth-century empires
•  To consider the nineteenth-century development of racism as an outcrop of European feelings of superiority and to investigate the ways in which subject peoples were themselves affected by European racial categorization
•  To consider the extent to which the colonial experience transformed the lives of Asians and Africans
•  To define some of the distinctive qualities of modern European empires in relationship to earlier examples of empire 

ESSENTIAL QUESTIONS:
Chapter 20 Essential Questions:
1. Why were Asian and African societies incorporated into European colonial empires later than those of the Americas? How would you compare their colonial experiences?
2. In what ways did colonial rule rest upon violence and coercion, and in what ways did it elicit voluntary cooperation or generate benefits for some people?
3. Was colonial rule a transforming, even a revolutionary, experience, or did it serve to freeze or preserve existing social and economic patterns? What evidence can you find to support both sides of this argument?
4. Why might subject people choose to cooperate with the colonial regime? What might prompt them to rebel or resist?
5. How did the power of colonial states transform the economic lives of colonial subjects?
6. How did cash-crop agriculture transform the lives of colonized peoples?
7. How were the lives of African women altered by colonial economies?
8. What impact did Western education have on colonial societies?
9. What were the attractions of Christianity within some colonial societies?
10. How and why did Hinduism emerge as a distinct religious tradition during the colonial era in India?
"English Methods of Colonizing Africa," a German view of the British Empire, 19th c. 
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Monday, Feb. 29, 2016
Quote: "Never cut a tree down in the wintertime. Never make a negative decision in the low time. Never make your most important decisions when you are in your worst moods. Wait. Be patient. The storm will pass. The spring will come." - Robert H. Schuller

LEARNING TARGETS:
Chapter 20 Targets:
•  To examine the ways in which Europeans created their nineteenth-century empires
•  To consider the nineteenth-century development of racism as an outcrop of European feelings of superiority and to investigate the ways in which subject peoples were themselves affected by European racial categorization
•  To consider the extent to which the colonial experience transformed the lives of Asians and Africans
•  To define some of the distinctive qualities of modern European empires in relationship to earlier examples of empire 

ESSENTIAL QUESTIONS:
Chapter 20 Essential Questions:
1. Why were Asian and African societies incorporated into European colonial empires later than those of the Americas? How would you compare their colonial experiences?
2. In what ways did colonial rule rest upon violence and coercion, and in what ways did it elicit voluntary cooperation or generate benefits for some people?
3. Was colonial rule a transforming, even a revolutionary, experience, or did it serve to freeze or preserve existing social and economic patterns? What evidence can you find to support both sides of this argument?
4. Why might subject people choose to cooperate with the colonial regime? What might prompt them to rebel or resist?
5. How did the power of colonial states transform the economic lives of colonial subjects?
6. How did cash-crop agriculture transform the lives of colonized peoples?
7. How were the lives of African women altered by colonial economies?
8. What impact did Western education have on colonial societies?
9. What were the attractions of Christianity within some colonial societies?
10. How and why did Hinduism emerge as a distinct religious tradition during the colonial era in India?


Agenda:
1. QUIZ Chapter 20. 
...after the quiz... 
DO NOW: In what different ways did the colonial takeover of Asia and Africa occur?
2. Review CH 20 quiz
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Tuesday, March 1, 2016
Quote: “Take up one idea. Make that one idea your life – think of it, dream of it, live on that idea. Let the brain, muscles, nerves, every part of your body, be full of that idea, and just leave every other idea alone. This is the way to success.”Swami Vivekananda

LEARNING TARGETS:
Chapter 20 Targets:
•  To examine the ways in which Europeans created their nineteenth-century empires
•  To consider the nineteenth-century development of racism as an outcrop of European feelings of superiority and to investigate the ways in which subject peoples were themselves affected by European racial categorization
•  To consider the extent to which the colonial experience transformed the lives of Asians and Africans
•  To define some of the distinctive qualities of modern European empires in relationship to earlier examples of empire 

ESSENTIAL QUESTIONS:
Chapter 20 Essential Questions:
1. Why were Asian and African societies incorporated into European colonial empires later than those of the Americas? How would you compare their colonial experiences?
2. In what ways did colonial rule rest upon violence and coercion, and in what ways did it elicit voluntary cooperation or generate benefits for some people?
3. Was colonial rule a transforming, even a revolutionary, experience, or did it serve to freeze or preserve existing social and economic patterns? What evidence can you find to support both sides of this argument?
4. Why might subject people choose to cooperate with the colonial regime? What might prompt them to rebel or resist?
5. How did the power of colonial states transform the economic lives of colonial subjects?
6. How did cash-crop agriculture transform the lives of colonized peoples?
7. How were the lives of African women altered by colonial economies?
8. What impact did Western education have on colonial societies?
9. What were the attractions of Christianity within some colonial societies?
10. How and why did Hinduism emerge as a distinct religious tradition during the colonial era in India?


Agenda:
1. DO NOW: How did the power of colonial states transform the economic lives of colonial subjects?
What is Ferguson's thesis? 
Do you agree?
3. Notes, Video, Discussion: Education, Religion, Race/Tribe
What impact did Western education have on colonial societies?
What were the attractions of Christianity within some colonial societies?
How and why did Hinduism emerge as a distinct religious tradition during the colonial era in India?
In what way were “race” and “tribe” new identities in colonial Africa?
4. (if time permits) Review CH 19 & 20

Watch the YouTube Video lectures over Chapter 19 & 20. Study the notes
Read Strayer. Go to the Companion Site and do quiz and tests. 
This CH 19 & 20 test is super important as far as the AP Test goes. 
It is a favorite topic of the College Board.
From the Cape to Cairo', Puck, 1902. 
Britannia leads civilizing soldiers and colonists against Africans as Civilization conquers Barbarism. (I guess... )
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Wednesday, March 2nd & Thursday, March 3rd, 2016
Quote:  ”A successful man is one who can lay a firm foundation with the bricks others have thrown at him.” David Brinkley

Agenda
1. TEST: CH. 19 & 20 Test; including DBQ: African Scramble
Niall Ferguson in front of an image of the Trenches of World War One.
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Friday, March 4th, 2016
Quote: "Spring is nature's way of saying, 'Let's party!'"  -Robin Williams

Learning Targets & Discussion Questions:
  • Are these wars (really beginning with the Russo-Japanese War) just a long and continuous Wars of the 20th Century? 
  • What motives for war does Ferguson posit?
  • Do you agree with Ferguson that racial animosity was exploited by nations for gain and profit? 
Agenda:
1. DO NOW: Pick up the video questions for Part 1 of War of the World, by Ferguson
Video Questions & Viewing Guide
2. Video Study: Niall Ferguson's The War of the World
The series begins with how the first World War ignited fires of racial animosity in people, exploited by new and more terrible nation-states that were far more preoccupied with national and racial purity. It was the beginning of an age of genocide.
Video Questions & Viewing Guide. Will collect answers at the end of the period.
Discussion and introduction of World War I. 

Why Should I Take AP Psychology At AHS?

Mr. Duez recorded a video to help answer this question.
Check it out: Why Should I Take AP Psychology at AHS?

Agenda: Week of Feb. 22-26, 2016

Advanced Placement World History with Mr. Duez
Unit 5: THE EUROPEAN MOMENT IN WORLD HISTORY 1750-1914
CH 19 Internal Troubles, External Threats: China, the Ottoman Empire, & Japan 
& CH 20 Colonial Encounters
Week at a Glance:
MON - Quiz CH 19; Quiz Review
TUE - Notes, Video, Discussion: The British Empire; Ottoman Empire: Sick Man of Europe; Chinese Self-Strengthening (not); Japanese Meiji Restoration. 
WED/TH - Imperialism - The British Empire & the world's reaction; DBQ Skills Practice: The African Scramble
FRI - Colonial Conquests & Imperialism: Notes, Video, & Questions to discuss.
___________________________________________
Quiz - CH 20 next Monday
TEST - Next Wed/Thu CH 19 & 20 
DBQ - The African Scramble will be on the test.
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Monday, February 22, 2016
Quote: "Be who you are and say what you feel because those who mind don't matter and those who matter don't mind." - Dr. Seuss

LEARNING TARGETS:
Chapter 19 Targets:
• To make students aware of the refocusing of racism in the nineteenth-century West
• To examine the effects of Western dominance on the empires of Asia
• To explore the reasons behind the collapse of the Chinese and Ottoman empires
The British Empire Rises
• To investigate the reasons for Japan’s rise to its position as an industrial superpower and to compare Japan’s experience with that of China 

ESSENTIAL QUESTIONS:
Chapter 19 Essential Questions:
1. What differences can you identify in how China, the Ottoman Empire, and Japan experienced Western imperialism and confronted it? How might you account for those differences?
2. In what ways did the Industrial Revolution shape the character of nineteenth-century European imperialism?
3. “The response of each society to European imperialism grew out of its larger historical development and its internal problems.” What evidence might support this statement?
4. What accounts for the massive peasant rebellions of nineteenth-century China?
5. How did Western pressures stimulate change in China during the nineteenth century?
6. What lay behind the decline of the Ottoman Empire in the nineteenth century?
7. How did Japan’s historical development differ from that of China and the Ottoman Empire during the nineteenth century?

Agenda:
1. Reading Check Quiz - CH 19: Internal Trouble & External Threats 
2. Review Quiz Ch 19 - Internal Struggles; External Threats
'The Sick Man of Europe' - The Ottoman Empire's final days.
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Tuesday, February 25, 2016
Quote"Advice is what we ask for when we already know the answer but wish we didn't." - Erica Jong

LEARNING TARGETS:
Chapter 19 Targets:
• To make students aware of the refocusing of racism in the nineteenth-century West
• To examine the effects of Western dominance on the empires of Asia
• To explore the reasons behind the collapse of the Chinese and Ottoman empires
• To investigate the reasons for Japan’s rise to its position as an industrial superpower and to compare Japan’s experience with that of China 

ESSENTIAL QUESTIONS:
Chapter 19 Essential Questions:
1. What differences can you identify in how China, the Ottoman Empire, and Japan experienced Western imperialism and confronted it? How might you account for those differences?
2. In what ways did the Industrial Revolution shape the character of nineteenth-century European imperialism?
3. “The response of each society to European imperialism grew out of its larger historical development and its internal problems.” What evidence might support this statement?
4. What accounts for the massive peasant rebellions of nineteenth-century China?
5. How did Western pressures stimulate change in China during the nineteenth century?
6. What lay behind the decline of the Ottoman Empire in the nineteenth century?
7. How did Japan’s historical development differ from that of China and the Ottoman Empire during the nineteenth century?

Agenda:
1. DO NOW: “The response of each society to European imperialism grew out of its larger historical development and its internal problems.” What evidence might support this statement?
2. Notes, Video, Discussion: Colonial Impact on the world. 
Did Britain "Make" the Modern World? Was colonialism a 'good' in the end? Or should we view it from the obvious evils that were perpetrated on the colonized peoples of that time? 
Carving Up the Pie of China: French cartoon from the late 1890s, the Great Powers of the day participate in dividing China, while a Chinese figure behind them tries helplessly to stop the partition of his country.
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Wednesday, February 24 & Thursday, February 25, 2016
Quote"When the power of love overcomes the love of power, the world will know peace." - Jimi Hendrix

Chapter 20 Targets:
•  To examine the ways in which Europeans created their nineteenth-century empires
•  To consider the nineteenth-century development of racism as an outcrop of European feelings of superiority and to investigate the ways in which subject peoples were themselves affected by European racial categorization
•  To consider the extent to which the colonial experience transformed the lives of Asians and Africans
•  To define some of the distinctive qualities of modern European empires in relationship to earlier examples of empire 

Chapter 20 Essential Questions:
1. Why were Asian and African societies incorporated into European colonial empires later than those of the Americas? How would you compare their colonial experiences?
2. In what ways did colonial rule rest upon violence and coercion, and in what ways did it elicit voluntary cooperation or generate benefits for some people?
3. Was colonial rule a transforming, even a revolutionary, experience, or did it serve to freeze or preserve existing social and economic patterns? What evidence can you find to support both sides of this argument?
4. Why might subject people choose to cooperate with the colonial regime? What might prompt them to rebel or resist?
5. How did the power of colonial states transform the economic lives of colonial subjects?
6. How did cash-crop agriculture transform the lives of colonized peoples?
7. How were the lives of African women altered by colonial economies?
8. What impact did Western education have on colonial societies?
9. What were the attractions of Christianity within some colonial societies?
10. How and why did Hinduism emerge as a distinct religious tradition during the colonial era in India?

Agenda:
1. DO NOW: Watch Crash Course WH: Imperialism.
Answer these questions:
A. Why did China have a favorable balance of trade with Britain until the Taiping Rebellion?
B. What two factors drove imperialism?  Which one does Green claim was a more powerful and why?  
C. What prevented the Europeans from colonizing Africa before the nineteenth century?
D. What technologies facilitated Europe’s domination of Africa?
E. Why did most European powers use indirect rule to control their colonies?
F. How did business imperialism compare to political imperialism? How does the legacy of business imperialism affect Americans today?
Discuss.
2. Document Based Question Study. Students will work in groups to break down the question for Friday's DBQ Posters:
African reactions to Scramble for AfricaUsing the documents, analyze African actions and reactions in response to the European Scramble for Africa. Identify an additional type of document and explain how it would help in assessing African actions and reactions.
The Berlin Conference: The Carving Up of Africa, 1884
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Friday, March 26, 2016
Quote: "You have enemies? Good. That means you've stood up for something, sometime in your life." - Winston Churchill

Agenda:
1. DO NOW: How would you group the Scramble for Africa documents? Why? 
2. DBQ Posters - Scramble for Africa: In groups, create DBQ Posters for the Scramble for Africa. 
3. If time, present posters to class.
What will your WHAP T-Shirt be? It is time to start planning.

Agenda for the Week of: Feb 15 - 19, 2016

Advanced Placement World History with Mr. Duez
Unit 5 - The European Moment, 1750-1914
Ch. 19 & Ch. 20 Colonialism/Imperialism & Shrinking Islamic & Chinese Power
FRQ - Change & Continuity Over Time
Week at a Glance:
MON: No School. President's Day.
TUE: CCOT - Score the 2005 Atlantic World CCOT; Students will read student samples, score them according to the rubric and discuss.
WED/THU: CCOT - Score the 2008 Indian Ocean Trade CCOT; Students will read student samples, score them according to the rubric and discuss.
FRI: Timed Writing CCOT - Flip between the 2005 & 2008 CCOT prompts.

Write an essay that:
• Has a relevant thesis and supports that thesis with appropriate historical evidence
Addresses all parts of the question
• Uses world historical context to show continuities and changes over time. 
• Analyzes the process of continuity and change over time

Question #1 2005 CCOT Rubric
(be sure to scroll down for the second question for each - the CCOT)
Scoring Guidelines & Student Samples:

Question #2 2008 CCOT - Rubric & Student Samples:

Change over time? No doubt.
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Monday, Feb 16, 2016
Quote: “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” -- John Quincy Adams, U.S. president from 1825 to 1829

NO SCHOOL. PRESIDENTS DAY.
Consider the "changes" in a President's appearance over time:
It is one thing to see the difference between the beginning and the end. Can you analyze the forces at work that cause this aging to occur? What must have been occurring during the Presidency of these three gentlemen to cause such changes in appearance?

All three dealt with war during their time in office.

Lincoln led the United States through its Civil War—its bloodiest war and its greatest moral, constitutional and political crisis. In doing so, he preserved the Union, abolished slavery, strengthened the federal government, and modernized the economy.

Eight months into Bush's first term as president, the September 11, 2001 terrorist attacks occurred. In response, Bush launched the War on Terror, an international military campaign which included the war in Afghanistan, launched in 2001 and the war in Iraq, launched in 2003. Bush was both one of the most popular and unpopular presidents in history, having received the highest recorded presidential approval ratings in the wake of the September 11 attacks, as well as one of the lowest approval ratings during the 2008 financial crisis.

Barrack Obama has had plenty to deal with both internally and externally during his two terms in office. Inheriting the 2008 financial crisis was probably his greatest challenge. Many believed the world was heading for a 'great depression' of sorts. In foreign policy, Obama ended U.S. military involvement in the Iraq War, increased U.S. troop levels in Afghanistan, signed the New START arms control treaty with Russia, ordered U.S. military involvement in Libya, and ordered the military operation that resulted in the death of Osama bin Laden. In his second term, Obama ordered U.S. military involvement in Iraq in response to gains made by the Islamic State in Iraq after the 2011 withdrawal from Iraq, continued the process of ending U.S. combat operations in Afghanistan, and has sought to normalize U.S. relations with Cuba.

So all three deal with serious issues at home and abroad during their presidencies. No wonder they aged so quickly during their time in office.
Change Over Time? Continuity? See it?
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Tuesday, Feb 16, 2016
Quote: "Realize that if you have the time to whine and complain about something, then you have the time to do something about it." - Anthony J. D'Angelo

Learning Targets:
Key Concept 5.1 Industrialization and Global Capitalism
I. Industrialization changed fundamentally how goods were produced.
The development of the factory system concentrated labor in a single location and led to an increasing degree of specialization of labor.
VI.The ways in which people organized themselves into societies also underwent significant transformations in industrialized states due to the fundamental restructuring of the global economy.
The new global capitalist economy continued to rely on coerced and semi-coerced labor migration, including slavery, Chinese and Indian indentured servitude and convict labor.
Due to the physical nature of the labor in demand, migrants tended to be male, leaving women to take on new roles in the home society that had been formerly occupied by men.

Agenda:
1. DO NOW: Pick up the CCOT packet from the front. Read through it.  
 CCOT - Score the 2005 Atlantic World CCOT
2. Peer Grade: In groups students will determine the score on a student sample. We will do three of these. Read, grade, discuss, report out the group's score. Then discuss as a full class. Focus on what was done well and what was missed in each sample.
3. Notes, Video, & Discussion: Duez will discuss CCOT & World Historical Context and how the AP College Board expects students will understand them.
Notes: CCOT & World Historical Context
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Wednesday, Feb 17, 2016 & Thursday, Feb 18, 2016
Quote"Time is like a river. You cannot touch the same water twice, because the flow that has passed will never pass again." - annon

Learning Targets:
I. Migration in many cases was influenced by changes in demography in both industrialized and unindustrialized societies that presented challenges to existing patterns of living. 
  A. Changes in food production and improved medical conditions contributed to a significant global rise in population. 
  B. Because of the nature of the new modes of transportation, both internal and external migrants increasingly relocated to cities. This pattern contributed to the significant global urbanization of the nineteenth century.
II. Migrants relocated for a variety of reasons. 
  A. Many individuals chose freely to relocate, often in search of work. 
Examples of such migrants: 
      • Manual laborers • Specialized professionals
  B. The new global capitalist economy continued to rely on coerced and semi-coerced labor migration. 
Required examples of coerced and semi-coerced labor migration: 
       • Slavery  • Chinese and Indian indentured servitude  • Convict labor 
  C. While many migrants permanently relocated, a significant number of temporary and seasonal migrants returned to their home societies. 
Examples of such temporary and seasonal migrants: 
      • Japanese agricultural workers in the Pacific • Lebanese merchants in the Americas • Italians in Argentina
III. The large-scale nature of migration, especially in the nineteenth century, produced a variety of consequences and reactions to the increasingly diverse societies on the part of migrants and the existing populations. 
  A. Due to the physical nature of the labor in demand, migrants tended to be male, leaving women to take on new roles in the home society that had been formerly occupied by men.  
  B. Migrants often created ethnic enclaves in different parts of the world which helped transplant their culture into new environments and facilitated the development of migrant support networks.  
Examples of migrant ethnic enclaves in different parts of the world: 
      • Chinese in Southeast Asia, the Caribbean, South America, and North America • Indians in East and southern Africa, the Caribbean, and Southeast Asia Picture
  C. Receiving societies did not always embrace immigrants, as seen in the various degrees of ethnic and racial prejudice and the ways states attempted to regulate the increased flow of people across their borders.
Examples of the regulation of immigrants: 
      • The Chinese Exclusion Acts • The White Australia Policy

Agenda:
1. DO NOWPick up the CCOT packet from the front. Read through it. 
CCOT - Score the 2008 Indian Ocean Trade CCOT
2. Peer Grade: In groups students will determine the score on a student sample. We will do three of these. Read, grade, discuss, report out the group's score. Then discuss as a full class. Focus on what was done well and what was missed in each sample.
3. Notes, Video, & Discussion: Duez will discuss Long Distance Migrations and how the AP College Board expects students will understand them.
Notes: CCOT & World Historical Context
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Friday, Feb 19, 2016
Quote"Don't let the fear of the time it will take to accomplish something stand in the way of your doing it. The time will pass anyway: we might just as well put that passing time to the best possible use." - Earl Nightengale

Agenda:
1. DO NOW: Prep for the Timed writing. You will need paper and a black pen.
2. CCOT Timed WritingFLIP: Mr. Duez will flip a coin heads & tails for the question you will need to write:


















Agenda: Week of Feb 8-12, 2016

Advanced Placement World History with Mr. Duez
Unit 5: The European Moment, 1750 - 1914
Chapter 17: The Atlantic Revolutions and Their Echoes
-and-
Chapter 18: The Industrial Revolution
Week at a Glance:
MON: Quiz Ch 18; Review 18 Quiz
TUE: Revolutions of Industry; DBQ: Document Based Question Skills - POV, Historical Context; Analysis
WED/THU: TEST Unit 5, Part I: CH 17 & 18 -- Atlantic Revolutions & Revolutions of Industry -AND- DBQ Skills - POV
FRI: CCOT Skills; Timelines; WHC; Prep for Timed Writing next Fri.

Test Wed/Thu Unit 5: Part I, CH 17 & 18, Plus DBQ Skills - POV
No Quiz next week (no school on Monday)
CCOT Essay Next Friday, Feb. 19th
The next two weeks!
Next Friday, Feb. 19th: CCOT - Timed Writing in class.
Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay.

Write an essay that:
• Has a relevant thesis and supports that thesis with appropriate historical evidence. 
• Addresses all parts of the question. 
• Uses world historical context to show continuities and changes over time. 
• Analyzes the process of continuity and change over time. 
Question #1 2005 CCOT Rubric (be sure to scroll down for the second question for each - the CCOT)
 & Student Samples
Question #2 2008 CCOT - Rubric & Student Samples:
Information to help you prepare:
How to write the CCOT
Notes - CCOT Essay

CCOT - Graphic Organizer - Example
Why did the Industrial Revolution take hold and seem to explode in Great Britain?
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Monday, February 8th, 2016
Quote: "Change is the law of life. And those who look only to the past or present are certain to miss the future." - John F. Kennedy

Learning Targets:
• To explore the causes and consequences of the Industrial Revolution
• To root Europe’s Industrial Revolution in a global context
• To examine the question of why industrialization first “took off ” in Great Britain
• To heighten student awareness of both the positive and the negative effects of the Industrial Revolution
• To examine some of the ways in which nineteenth-century industrial powers exerted an economic imperialism over their non-industrialized neighbors

Essential Questions:
1. What was revolutionary about the Industrial Revolution?
2. What was common to the process of industrialization everywhere, and in what ways did that process vary from place to place?
3. What did humankind gain from the Industrial Revolution, and what did it lose?
4. In what ways might the Industrial Revolution be understood as a global rather than simply a European phenomenon?

Agenda:
1. Quiz Chapter 18 The Industrial Revolution
2. Review CH 17 & 18 Quizzes
The Russian Revolution definitely qualifies as "Revolution of Industry".
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Tuesday, February 9th, 2016
Quote: "Change does not roll in on the wheels of inevitability, but comes through continuous struggle. And so we must straighten our backs and work for our freedom. A man can't ride you unless your back is bent." - Martin Luther King, Jr.

Learning Targets:
• To explore the causes and consequences of the Industrial Revolution
• To root Europe’s Industrial Revolution in a global context
• To examine the question of why industrialization first “took off ” in Great Britain
• To heighten student awareness of both the positive and the negative effects of the Industrial Revolution
• To examine some of the ways in which nineteenth-century industrial powers exerted an economic imperialism over their non-industrialized neighbors

Essential Questions:
1. What was revolutionary about the Industrial Revolution?
2. What was common to the process of industrialization everywhere, and in what ways did that process vary from place to place?
3. What did humankind gain from the Industrial Revolution, and what did it lose?
4. In what ways might the Industrial Revolution be understood as a global rather than simply a European phenomenon?

Agenda:
1. DO NOW: Review the document on the screen, write out the meaning & point of view.
2. Notes, Video, Discussion: Revolutions of Industry
3. Discuss DQB Point of View - second section of the test on Wed/Thu.
Link to DBQ for Industrial Revolution 
Link to DBQ for Atlantic Revolutions
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Wednesday, February 10th & Thursday, February 11th, 2016
Quote: "To improve is to change; to be perfect is to change often." - Winston Churchill

Agenda:
1. TEST - Unit 5 - The European Moment, Part I:
Chapter 17 Atlantic Revolutions & Chapter 18 Revolutions of Industry
Also, be prepared to write about the Art of the French Revolution:

What was David? Was he a patriot? Artist? Propagandist? Or combination of all of those things? A criminal?
Plus, DBQ Point of View - second section of the test.
The Industrial Revolution made life better, but progress came with a cost. 
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Friday, February 12th, 2016
Quote: "I have noticed even people who claim everything is predestined, and that we can do nothing to change it, look before they cross the road." - Stephen Hawking

Agenda:
1. DO NOW: Pick up the CCOT Packet from the front of the room. 
2. CCOT: Timeline, tips, and practice.
Notes over CCOT

Thesis writing
Analysis
Showing change/continuity over time
World Historical Context
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Next Friday, Feb. 20th: CCOT 2 - Timed Writing in class.

Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay.

Write an essay that:
• Has a relevant thesis and supports that thesis with appropriate historical evidence. 
• Addresses all parts of the question. 
• Uses world historical context to show continuities and changes over time. 
• Analyzes the process of continuity and change over time. 

See the questions at the top of this post.

AP Test Financial Aid

AHS has a limited number of 'scholarships' available to assist students with registration fees for AP exams. 



Deadline to apply: Friday, February 12


Students must explain why they should be considered; taking multiple exams, or being a Senior with other final semester expenses, may not be enough. 

We are typically only able to grant funds to less than half of the students who apply, so students should provide as much information as possible about their need.

Applications must be turned into Mrs. Stafford, the Gold House 1 secretary.

*Note: The 'Eligibility Requirements' for College Board fee reduction that is mentioned in the 2nd paragraph of the form is Free or Reduced Lunch.  We will release that code as soon as we can.  Please check with Ms. Willows on March 1 for that code.