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:
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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:
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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.
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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.
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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 NOW: Pick 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 Writing - FLIP: Mr. Duez will flip a coin heads & tails for the question you will need to write:
Scoring Guidelines & Student Samples:
 |
| Change over time? No doubt. |
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? |
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
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 NOW: Pick 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
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 Writing - FLIP: Mr. Duez will flip a coin heads & tails for the question you will need to write:
