Presentation: How to WHAP the DBQ
Showing posts with label DBQ. Show all posts
Showing posts with label DBQ. Show all posts
Agenda: Week of Nov. 17-21, 2014
Advanced Placement World History with Mr. Duez
Unit 3 - Age of Accelerating Connections, 500 - 1500
Ch 12 - Pastoral Peoples on the Global Stage: Mongol Moment, 1200 - 1500
Ch 13 - The Worlds of the 15th Century
Week at a Glance~MON: Reading Check Quiz CH 12; Review Quiz; Finish Crash Course WH Mongols
TUE: Mongol impact on China, Islamic World, Europe, Russia;
WED/TH: Examples of POV (Mongols, Explorers); Work in groups to prepare DBQ Posters
FRI: Finish and Present DBQ Posters
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| Obviously "Exceptional." |
Monday, November 17, 2014
Quote:"A thankful heart is not only the greatest virtue, but the parent of all the other virtues." - Cicero
Learning Targets:
* Analyze the significance of pastoral societies in world history
* Explain how the conditions of nomadic life differed from the rest of Eurasia
* Explain the impact of the Mongol Empire on world history
* Examine implications of the Eurasian trade sponsored by the Mongols and determine how Eurasian trading systems changed over time.
Essential Questions:
1. In what different ways did Mongol rule affect the Islamic world, Russia, China, and Europe?
2. How would you define both the immediate and the long-term significance of the Mongols in world history?
3. How would you assess the perspective of this chapter toward the Mongols? Does it strike you as negative and critical of the Mongols, as bending over backward to portray them in a positive light, or as a balanced presentation?
4. Describe and analyze continuities and changes in the impact of nomads on ONE of the following areas from 600 to 1450. - China - Russia - Middle East: Islamic World
Agenda:
1. Reading Check Quiz - Chapter 12 - Mongol Moment, you can use hand written notes.
2. Review the quiz
3. Finish Crash Course WH w/John Green: Wait for it... The Mongols!
Assignments:
Quiz over Chapter 13 is the Monday when we come back after Thanksgiving Break.
Test over Chapter 12 & 13 is the Wed/Thu after we come back from Thanksgiving Break.
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| The balance of world power begins to tip towards Europe. The city-states of Northern Italy still show the impact. |
Tuesday, November 18, 2014
Quote: "Gratitude is born in hearts that take time to count up past mercies." - Charles E. Jefferson
Learning Targets:
• Consider the variety of human experience in the fifteenth century and compare those experiences across cultures.
• Contrast the political and cultural conditions in China’s Ming Dynasty and Europe’s “Renaissance Period” on the cusp of the modern world and analyze why Europe came to dominate the world in the modern era.
• Determine the factors that bring about change in the Islamic world (Middle East and West Africa) in the fifteenth century and analyze the differences between the four Muslim Empires.
• Contrast Aztec and Inca thinking about political administration and culture.
Essential Questions:
1. How does this chapter distinguish among the various kinds of societies that comprised the world of the fifteenth century? What other ways of categorizing the world’s peoples might work as well or better?
2. What distinguished the Aztec and Inca empires from each other?
3. How did Aztec religious thinking support the empire?
4. In what ways did Inca authorities seek to integrate their vast domains?
5. In what different ways did the peoples of the fifteenth century interact with one another?
Agenda:
1. DO NOW: How did the Mongols impact these groups: (China, Islamic World, Europe, Russia)?
2. Notes, Video, & Discussion: Compare the Aztec & Inca Empires (before contact with Europeans)
3. (if time) Crash Course WH: Renaissance... was it a thing?
Assignments:
Quiz over Chapter 13 is the Monday when we come back after Thanksgiving Break.
Test over Chapter 12 & 13 is the Wed/Thu after we come back from Thanksgiving Break.
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| yeah. |
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Wednesday, November 19, 2014 & Thursday, November 20, 2014
Quote:
Not what we give,
But what we share,
For the gift
without the giver
Is bare.
- James Russell Lowell
Learning Targets:
• Consider the variety of human experience in the fifteenth century and compare those experiences across cultures.
• Contrast the political and cultural conditions in China’s Ming Dynasty and Europe’s “Renaissance Period” on the cusp of the modern world and analyze why Europe came to dominate the world in the modern era.
• Determine the factors that bring about change in the Islamic world (Middle East and West Africa) in the fifteenth century and analyze the differences between the four Muslim Empires.
• Contrast Aztec and Inca thinking about political administration and culture.
Essential Questions:
1. How does this chapter distinguish among the various kinds of societies that comprised the world of the fifteenth century? What other ways of categorizing the world’s peoples might work as well or better?
2. What distinguished the Aztec and Inca empires from each other?
3. How did Aztec religious thinking support the empire?
4. In what ways did Inca authorities seek to integrate their vast domains?
5. In what different ways did the peoples of the fifteenth century interact with one another?
Agenda:
1. DO NOW: POV Examples on Overhead. Write out the Point of View. (Examples from Mongol Perception; Explorers of 15th Century)
2. DBQ Posters: Parts, Process, Approach, & Rubric
Black Death DBQ
Examples of previous DBQ Posters:
Assignments:
Quiz over Chapter 13 is the Monday when we come back after Thanksgiving Break.
Test over Chapter 12 & 13 is the Wed/Thu after we come back from Thanksgiving Break.
Wednesday, November 19, 2014 & Thursday, November 20, 2014
Quote:
Not what we give,
But what we share,
For the gift
without the giver
Is bare.
- James Russell Lowell
Learning Targets:
• Consider the variety of human experience in the fifteenth century and compare those experiences across cultures.
• Contrast the political and cultural conditions in China’s Ming Dynasty and Europe’s “Renaissance Period” on the cusp of the modern world and analyze why Europe came to dominate the world in the modern era.
• Determine the factors that bring about change in the Islamic world (Middle East and West Africa) in the fifteenth century and analyze the differences between the four Muslim Empires.
• Contrast Aztec and Inca thinking about political administration and culture.
Essential Questions:
1. How does this chapter distinguish among the various kinds of societies that comprised the world of the fifteenth century? What other ways of categorizing the world’s peoples might work as well or better?
2. What distinguished the Aztec and Inca empires from each other?
3. How did Aztec religious thinking support the empire?
4. In what ways did Inca authorities seek to integrate their vast domains?
5. In what different ways did the peoples of the fifteenth century interact with one another?
Agenda:
1. DO NOW: POV Examples on Overhead. Write out the Point of View. (Examples from Mongol Perception; Explorers of 15th Century)
2. DBQ Posters: Parts, Process, Approach, & Rubric
Black Death DBQ
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| We're doing what Duez? |
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| Last year's 7th Period WHAP students - kickin' it live. |
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| Back in the day... 2011! First year of WHAP! Boy, did they ever get WHAPPED! |
Quiz over Chapter 13 is the Monday when we come back after Thanksgiving Break.
Test over Chapter 12 & 13 is the Wed/Thu after we come back from Thanksgiving Break.
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Friday, November, 21, 2014
Quote: “Thanksgiving Day comes, by statute, once a year; to the honest man it comes as frequently as the heart of gratitude will allow.” - Edward Sandford Martin
Learning Targets:
• Consider the variety of human experience in the fifteenth century and compare those experiences across cultures.
• Contrast the political and cultural conditions in China’s Ming Dynasty and Europe’s “Renaissance Period” on the cusp of the modern world and analyze why Europe came to dominate the world in the modern era.
• Determine the factors that bring about change in the Islamic world (Middle East and West Africa) in the fifteenth century and analyze the differences between the four Muslim Empires.
• Contrast Aztec and Inca thinking about political administration and culture.
Essential Questions:
1. How does this chapter distinguish among the various kinds of societies that comprised the world of the fifteenth century? What other ways of categorizing the world’s peoples might work as well or better?
2. What distinguished the Aztec and Inca empires from each other?
3. How did Aztec religious thinking support the empire?
4. In what ways did Inca authorities seek to integrate their vast domains?
5. In what different ways did the peoples of the fifteenth century interact with one another?
Agenda:
1. DO NOW: POV Examples on Overhead. Write out the Point of View. (Examples from Mongol Perception; Explorers of 15th Century)
2. Finish DBQ Posters in groups.
3. Present: Hang up on walls & present to the class.
Assignments:
Quiz over Chapter 13 is the Monday when we come back after Thanksgiving Break.
Test over Chapter 12 & 13 is the Wed/Thu after we come back from Thanksgiving Break.
Have a great Thanksgiving.
Friday, November, 21, 2014
Quote: “Thanksgiving Day comes, by statute, once a year; to the honest man it comes as frequently as the heart of gratitude will allow.” - Edward Sandford Martin
Learning Targets:
• Consider the variety of human experience in the fifteenth century and compare those experiences across cultures.
• Contrast the political and cultural conditions in China’s Ming Dynasty and Europe’s “Renaissance Period” on the cusp of the modern world and analyze why Europe came to dominate the world in the modern era.
• Determine the factors that bring about change in the Islamic world (Middle East and West Africa) in the fifteenth century and analyze the differences between the four Muslim Empires.
• Contrast Aztec and Inca thinking about political administration and culture.
Essential Questions:
1. How does this chapter distinguish among the various kinds of societies that comprised the world of the fifteenth century? What other ways of categorizing the world’s peoples might work as well or better?
2. What distinguished the Aztec and Inca empires from each other?
3. How did Aztec religious thinking support the empire?
4. In what ways did Inca authorities seek to integrate their vast domains?
5. In what different ways did the peoples of the fifteenth century interact with one another?
Agenda:
1. DO NOW: POV Examples on Overhead. Write out the Point of View. (Examples from Mongol Perception; Explorers of 15th Century)
2. Finish DBQ Posters in groups.
3. Present: Hang up on walls & present to the class.
Assignments:
Quiz over Chapter 13 is the Monday when we come back after Thanksgiving Break.
Test over Chapter 12 & 13 is the Wed/Thu after we come back from Thanksgiving Break.
Have a great Thanksgiving.
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| The always interesting Louis C.K. |
Agenda: Oct 6 - 10, 2014
Advanced Placement World History with Mr. Duez
Unit 2 - Eurasian Cultural Traditions, 500 BCE - 500 CE, Classical Era
Chapters 4, 5, & 6 - Eurasian Empires, Cultural Traditions, & Social Inequality
WEEK AT A GLANCE:MON - Reading Check Quiz - Chapter 6; Review Quiz & 4, 5, 6 so far.
TUE -
WED/THU - TEST Unit 2 (Chapters 4, 5, 6); Review FRQ Comparative Essay Results/Rubric/Feedback
FRI - Document Study: Comparing Eurasian Classical Age & Classical Era Variations
Africa & the Americas, 500 B.C.E.–1200 C.E.
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| There are big differences between China & India, but they both have a system of social hierarchy. |
Monday, Oct 6, 2014
Quote: “Sometimes you don’t realize your own strength until you come face to face with your greatest weakness.” – Susan Gale
Learning Targets:
★ Analyze social structures in classical Eurasia
★ Compare the causes of differences in social structures in different civilizations
★ Describe the nature of classical patriarchy and its variations
Essential Questions:
1. “Social inequality was both accepted and resisted in classical civilizations.” What evidence might support this statement?
2. How would you describe the social hierarchy of classical China?
3. What class conflicts disrupted Chinese society?
4. What set of ideas underlies India’s caste-based society?
5. What is the difference between varna and jati as expressions of classical India’s caste system?
6. How did India’s caste system differ from China’s class system?
7. How did Greco-Roman slavery differ from that of other classical civilizations?
8. In what ways did the expression of Chinese patriarchy change over time, and why did it change?
9. How did the patriarchies of Athens and Sparta differ from each other?
Agenda:
1. DO NOW: Prep notes for Reading Check Quiz - Chapter 6 Eurasian Social Inequalities.
2. QUIZ Chapter 6 - Reading Check, you may use your handwritten notes.
After the quiz, answer the question that is on the screen:
3. Review Quiz and 4, 5, 6 so far.
Assignments:
Test for Unit 2 is Wed/Thu, Oct 9/10
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
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| Patriarchies of the empires in Unit 2 differed even within a single empire, like Greece. |
Tuesday, Oct 7, 2014
Quote: “Courage doesn't always roar. Sometimes courage is the quiet voice at the end of the day saying, “I will try again tomorrow.” - Mary Anne Radmacher
Learning Targets:
★ Analyze social structures in classical Eurasia
★ Compare the causes of differences in social structures in different civilizations
★ Describe the nature of classical patriarchy and its variations
Essential Questions:
1. “Social inequality was both accepted and resisted in classical civilizations.” What evidence might support this statement?
2. How would you describe the social hierarchy of classical China?
3. What class conflicts disrupted Chinese society?
4. What set of ideas underlies India’s caste-based society?
5. What is the difference between varna and jati as expressions of classical India’s caste system?
6. How did India’s caste system differ from China’s class system?
7. How did Greco-Roman slavery differ from that of other classical civilizations?
8. In what ways did the expression of Chinese patriarchy change over time, and why did it change?
9. How did the patriarchies of Athens and Sparta differ from each other?
Agenda:
1. DO NOW:
“Social inequality was both accepted and resisted in classical civilizations.” '
What evidence might support this statement?
2. Review Chapter 6 and all of Unit 2.
3. Cooperative Review - If time, student table groups - question and discussion over Unit 2.
Assignments:
Test for Unit 2 is NEXT CLASS -- Wed/Thu, Oct 9/10
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
.jpg) |
| Slavery in Roman Empire, as depicted in the Academy Award Winning Motion Picture: Gladiator |
Wednesday, Oct 8, 2014 and Thursday, Oct 9, 2014
Quote: “You have power over your mind – not outside events. Realize this, and you will find strength.”- Marcus Aurelius, Meditations
Learning Targets:
All Objectives for Unit 2 - for Test
Also, Students will know what is expected of them on the AP Test FRQ - Comparative Essay.
Thesis, Supporting evidence, Direct Comparisons, & Analysis will be emphasized.
Agenda:
1. DO NOW: Prep for test. Sharpened pencils and prepared mind.
2. TEST - UNIT 2 - Chapters 4, 5, 6
3. Comparative Essay Prompts: Students will pick up the two prompts for the comparative essay that they will write as a timed writing FRQ on Friday, Oct. 31st.
4. If time - pass back Unit 1 - Comparative FRQ. Discuss.
Assignments:
Quiz next Tuesday, Oct. 15 CH 7;
Timed Writing DBQ on Friday, Oct. 18.
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
Friday, Oct 10, 2014
Quote: "Don’t judge each day by the harvest you reap but by the seeds that you plant." - Robert Louis Stevenson
Learning Targets:
★ Analyze classical civilizations that evolved outside of the more well-known civilizations of Eurasia
★ Compare the development of civilizations in Africa and the Americas
★ Examine the factors that make civilizations develop and analyze why they develop differently in some regions
★ Distinguish the characteristics of complex civilizations and judge whether they could develop without any recognizable centralized control
Essential Questions:
1. “The histories of Africa and the Americas during the classical era largely resemble those of Eurasia.” Do you agree with this statement? Explain why or why not.
2. “The particular cultures and societies of Africa and of the Americas discussed in this chapter developed largely in isolation from one another.” What evidence would support this statement, and what might challenge it?
3. What generated change in the histories of Africa and the Americas during the classical era?
Agenda:
1. DO NOW:
CH 7 Classical Era Variations: Africa & the Americas 500 b.c.e.–1200 c.e.
“The histories of Africa & the Americas during the classical era
largely resemble those of Eurasia.”
Do you agree with this statement? Explain why or why not.
2. Notes, Discussion, Video: CH 7 Classical Era VariationsAssignments:
Quiz next Tuesday, Oct. 15 CH 7;
Timed Writing DBQ on Friday, Oct. 18.
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
WHAP THE DBQ - Point of View
WHAP THE DBQ - Point of View
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| Aidan's point of view was that Galveston was one of the coolest things ever! (Ours, Mehhh... until we realized what his was!) |
Targets, Notes, Videos, & Handouts: Chapter 17 - The French Revolution
There is a ton of video that can definitely help you master this chapter of the text.
Links to Everything:
Targets for Chapter 17 - Atlantic Revolutions & Their Echoes (Quiz on CH 17 is Tuesday, Jan. 28)
DBQ on Slavery, Revolutions and the Enlightenment. We will work on this during class some and it is a choice for the timed-writing DBQ on the 7th of Feb.
Video: The French Revolution Documentary. We will watch this Mon-Fri in class with questions & discussion.
French Revolution Documentary Questions for discussion.
John Green's excellent pre-Crash Course videos on FR:
Part I: "God and Grain" The French Revolution I
Part II: "Headless Monarchy" The French Revolution II
Part III: "The Reign of Terror" The French Revolution III
Crash Course for CH 17:
Crash Course World History: The French Revolution
Crash Course World History: Haitian Revolution
Crash Course World History: Latin American Revolutions
Comedy:
Horrible Histories: The French Revolution. (3:37)
The French Revolution ("Bad Romance" by Lady Gaga)
Napoleon ("Gone Daddy Gone" by the Violent Femmes)
Additional Great Video:
Student created video on The Haitian Revolution
Simon Schama's Power of Art: David Focuses on the painting called "The Death of Marat"
Agenda: Week of Oct 14 - Oct 18, 2013
Advanced Placement World History with Mr. Duez
Unit 2 - Classical Era, Chapter 7 Classical Era Variations in African & The Americas, DBQ
WEEK AT A GLANCE:MON - No School
TUE - Quiz; DBQ Prep
WED/THU - (only 1 hour due to PSAT) DBQ Prep
FRI - Timed Writing DBQ - Test Grade
Monday, Oct 14, 2013 - NO SCHOOL
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Tuesday, Oct 15, 2013
Quote: "The purpose of life is a life of purpose." - Attributed to both Ludwig Wittgenstein and Robert Byrne
Learning Targets:
★ Analyze classical civilizations that evolved outside of the more well-known civilizations of Eurasia
★ Compare the development of civilizations in Africa and the Americas
★ Examine the factors that make civilizations develop and analyze why they develop differently in some regions
★ Distinguish the characteristics of complex civilizations and judge whether they could develop without any recognizable centralized control
Essential Questions:
1. “The histories of Africa and the Americas during the classical era largely resemble those of Eurasia.” Do you agree with this statement? Explain why or why not.
2. “The particular cultures and societies of Africa and of the Americas discussed in this chapter developed largely in isolation from one another.” What evidence would support this statement, and what might challenge it?
3. What generated change in the histories of Africa and the Americas during the classical era?
Agenda:
1. Reading Check Quiz - Chapter 7: Classical Era Variations. Students may use their hand-written notes.
2. Discuss the DBQ Questions that are in play for Friday. You will write one of 2 DBQ choices. Mr. Duez will flip a coin on Friday to decide.
Assignments:
Prepare for the DBQ on Friday. You know it will be one of 2 choices. I have emailed those to you. Study the questions. Use the "How to WHAP the DBQ" presentation to help you.
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| The Preliminary SAT/National Merit Scholarship Qualifying Test is a standardized test administered by the College Board and National Merit Scholarship Corporation (NMSC). Students who score high enough on the PSAT are entered in a competition for a scholarship. This program awards 1-time scholarships ranging from $500 to $10,000. |
Wednesday, Oct 16, 2013 and Thursday, Oct 17, 2013
Quote: "To live is so startling it leaves little time for anything else." - Emily Dickinson
Learning Targets:
★ Analyze classical civilizations that evolved outside of the more well-known civilizations of Eurasia
★ Compare the development of civilizations in Africa and the Americas
★ Examine the factors that make civilizations develop and analyze why they develop differently in some regions
★ Distinguish the characteristics of complex civilizations and judge whether they could develop without any recognizable centralized control
Essential Questions:
1. “The histories of Africa and the Americas during the classical era largely resemble those of Eurasia.” Do you agree with this statement? Explain why or why not.
2. “The particular cultures and societies of Africa and of the Americas discussed in this chapter developed largely in isolation from one another.” What evidence would support this statement, and what might challenge it?
3. What generated change in the histories of Africa and the Americas during the classical era?
Agenda:
1. Analyze the Document on the screen - Use SOAPSTone.
2. Cooperative DBQ Analysis - Students will work in groups to discuss the two possible DBQ questions. Students will use SOAPSTone to analyze documents. Grouping of documents will be emphasized. Each group will create a thesis statement for each DBQ and a class thesis will be agreed upon before leaving.
Assignments:
Prepare for the DBQ on Friday. You know it will be one of 2 choices. I have emailed those to you. Study the questions. Use the "How to WHAP the DBQ" presentation to help you.
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| Heads or Tails? We'll find out on Friday! |
Friday, Oct 18, 2013
Quote: "If you are struck between two options, just flip a coin in the air! It works. Not because it solves the problem . . . but because while the coin is in the air, You will get to know what your heart is really hoping for." - Annonymous
Learning Targets:
★ Create a thesis that answers the prompt
★ Use SOAPStone to analyze each document
★ Group documents in a fashion where all documents are referred to while proving your thesis with proper evidence from the documents
★ Use context, point of view, and analysis - The Why on the document based question essay.
Essential Questions:
1. How in the world do I have enough time to complete this in one period? :)
Agenda:
1. Document Based Question: Students will use the period to answer the DBQ. Mr. Duez will flip a coin to decide which DBQ will be used in class.
2. After the DBQ, if time, prepare for Quiz over Chapter 8 on Monday.
Assignments:
Monday is the Quiz for Chapter 8. Begin preparing now. Don't forget to write notes that you may use on your quiz to assist you.
Agenda for week of Feb 11 - Feb 15, 2013
World History Advanced Placement
Unit 5 - The European Moment, 1750-1914
Week at a Glance:MON- Quiz; Introduction to the Industrial Revolution
TUE- DBQ - Industrial Revolution - working as a class cooperatively
W/TH- Impact of the Industrial Revolution; Independent & Full Class discussion of DBQ over Industrial Revolution
FRI- Free Response Question - DBQ - Industrial Revolution
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| The Iron Bridge crosses the River Severn in Shropshire, England. It was the first arch bridge in the world to be made of cast iron, a material which was previously too expensive to use for large structures. |
Monday, February 11, 2013
Quote: “All that we are is the result of what we have thought. The mind is everything. What we think we become.” - Buddha
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 nonindustrialized 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 - Revolutions of Industry. Students may use hand written notes.
2. Do Now Question after Quiz: Why did the Industrial Revolution begin in Britain?
3. Lecture, Discussion, & Video: Introduction to the Industrial Revolution. Why Britain & Europe? Impact on the planet. The birth of a new era.
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| Like he said. |
Tuesday, February 12, 2013
Quote: “When you change the way you look at things, the things you look at change.” ― Wayne W. Dyer
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 nonindustrialized 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: Pick up DBQ Packet from the front of the room. Begin working on analyzing the documents and following the instructions on the packet.
2. In cooperative groups:
- Analyze the prompt.
- Document Analysis. M-A-P (Meaning, Analysis, Point of View)
- Group the documents
- Write the thesis
3. Full class discussion of each component. The class will create a single set and write it up on the white board.
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Wednesday, February 13, 2013 & Thursday, February 14, 2013
Quote: “We are the cosmos made conscious and life is the means by which the universe understands itself.” ― Brian Cox
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 nonindustrialized 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 Question: In what ways might the Industrial Revolution be understood as a global rather than simply a European phenomenon?
2. Lecture, Discussion, Video on Industrial Revolution and Impact: How did the Industrial Revolution change the world? Also discuss capitalism & socialism -- two economic systems that see their roots in the IR
3. Self-analysis of last Friday's Timed Writing DBQ. Students will analyze their work with the rubric.
4. Students will work independently for 20 minutes on an Industrial Revolution DBQ. The remainder of the class will be a group discussion on unpacking and breaking down the DBQ:
- Analyze the prompt.
- Document Analysis. M-A-P (Meaning, Analysis, Point of View)
- Group the documents
- Write the thesis
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| Happy Valentine's Day. |
Friday, February 15, 2013
Quote: “One does not become enlightened by imagining figures of light, but by making the darkness conscious.” ― Carl Jung
Agenda:
1. Free Response Question - Timed Writing - Industrial Revolution DBQ.
Enjoy Monday and we'll see you Tuesday. Quiz over Chapter 19 on Tuesday.
Agenda: Week of Feb 4 - Feb 8, 2013
Advanced Placement World History
Unit 5: The European Moment, 1750 - 1914
Chapter 17: The Atlantic Revolutions and Their Echoes
Week at a Glance:MON: Quiz Ch 17; Finish French Revolution
TUE: DBQ Analysis & POV; Haitian and Latin Revolutions
WED/THU: Final pointers on DBQ; Review CH 17; The Art of the French Revolution
FRI: DBQ Due in class written and final essay; TEST Chapter 17
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| Napoleon "Crossing the Alps" by David |
Quote: "In three words I can sum up everything I've learned about life: it goes on." - Robert Frost
Learning Targets:
• Understand the number and diversity of Atlantic revolutions in the eighteenth and nineteenth centuries and how forces at work through the Enlightenment impacted them
• Explore the cross-pollination between revolutionary movements and compare their various causes and overall results
• Compare the real impact of the Atlantic revolutions on their citizens and understand the global impact of the revolutionary movement of the era.
• Consider the consequences of using violence to achieve liberty and equality. How much violence is necessary or justifiable?
Essential Questions:
1. How did the issue of slavery show contradiction and complexity during the Atlantic Revolutions?
2. Do revolutions originate in oppression and injustice, in the weakening of political authorities, in new ideas, or in the activities of small groups of determined activists?
3. “The influence of revolutions endured long after they ended.” To what extent does this chapter support or undermine this idea?
4. In what ways did the Atlantic revolutions and their echoes give a new and distinctive
shape to the emerging societies of nineteenth-century Europe and the Americas?
Agenda:
1. Quiz Chapter 17
2. Finish French Revolution
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| Storming of the Bastille and arrest of the Governor M. de Launay, July 14, 1789. -Anonymous painter |
Tuesday, February 5, 2013
Quote: "The shoe that fits one person pinches another; there is no recipe for living that suits all cases." - Carl Jung
Learning Targets:
• Understand the number and diversity of Atlantic revolutions in the eighteenth and nineteenth centuries and how forces at work through the Enlightenment impacted them
• Explore the cross-pollination between revolutionary movements and compare their various causes and overall results
• Compare the real impact of the Atlantic revolutions on their citizens and understand the global impact of the revolutionary movement of the era.
• Consider the consequences of using violence to achieve liberty and equality. How much violence is necessary or justifiable?
Essential Questions:
1. How did the issue of slavery show contradiction and complexity during the Atlantic Revolutions?
2. Do revolutions originate in oppression and injustice, in the weakening of political authorities, in new ideas, or in the activities of small groups of determined activists?
3. “The influence of revolutions endured long after they ended.” To what extent does this chapter support or undermine this idea?
4. In what ways did the Atlantic revolutions and their echoes give a new and distinctive
shape to the emerging societies of nineteenth-century Europe and the Americas?
Agenda:
1. DO NOW QUESTION: What is your thesis statement for the DBQ? Which documents support slavery? Which oppose? Which documents are you using for evidence of Point of View?
2. Collaborative teamwork to prepare document based question for Friday. Meaning, Analysis, Point of View. Thesis. Evidence. Impact.
3. If time, review of French Revolution and introduce Haitian Revolution.
 |
| The Haitian Revolution - the first successful slave revolt in history. |
Wednesday, February 6, 2013 -and- Thursday, February 7, 2013
Quote: "Every man dies. Not every man really lives." - William Wallace
Learning Targets:
• Understand the number and diversity of Atlantic revolutions in the eighteenth and nineteenth centuries and how forces at work through the Enlightenment impacted them
• Explore the cross-pollination between revolutionary movements and compare their various causes and overall results
• Compare the real impact of the Atlantic revolutions on their citizens and understand the global impact of the revolutionary movement of the era.
• Consider the consequences of using violence to achieve liberty and equality. How much violence is necessary or justifiable?
Essential Questions:
1. How did the issue of slavery show contradiction and complexity during the Atlantic Revolutions?
2. Do revolutions originate in oppression and injustice, in the weakening of political authorities, in new ideas, or in the activities of small groups of determined activists?
3. “The influence of revolutions endured long after they ended.” To what extent does this chapter support or undermine this idea?
4. In what ways did the Atlantic revolutions and their echoes give a new and distinctive
shape to the emerging societies of nineteenth-century Europe and the Americas?
 |
| French artist Jacques Louis David |
Agenda:
1. DO NOW QUESTION: Make a chart comparing the North American, French, Haitian, and Spanish American revolutions. What categories of comparison would be most appropriate
to include?
2. Notes, Video, Discussion: Haitian Revolution
3. Notes, Video, Discussion: Latin American Revolution
4. Notes, Video, and Discussion: The Art of the French Revolution: impact of the artist Jacque Louis David on the French Revolution and French propaganda.
-------------------------------------------------
Friday, February 7, 2013
Quote: "All the art of living lies in a fine mingling of letting go and holding on." - Henry Ellis
Agenda:
1. Turn in DBQ
2. Test Chapter 17
Quiz on Tuesday over Chapter 18 - Industrial Revolution.
We will write the CCOT over the Industrial Revolution next Friday.
Agenda: Week of Jan 28 - Feb 1, 2013
World History AP with Mr. Duez - Learning Targets
Unit 5: THE EUROPEAN MOMENT IN WORLD HISTORY 1750-1914
Chapter 17 Atlantic Revolutions & their Echoes
Week at a Glance:
MON: District Test BA - Covers CH 12 Mongols through CH 16 Reformation
TUE: French Revolution Video; DBQ Introduction
WED/THU: French Revolution Video; DBQ Doc Analysis
FRI: French Revolution Video - finish
-------------------------------------------
Monday, January 28, 2013
Quote of the Day: "The brain is wider than the sky." - Emily Dickinson, 1830-1886
Learning Targets:
Agenda:
1. District BA Test. 30 questions that will test your knowledge of the middle of the year. From Mongols through Enlightenment. It will count as a double formative grade (or 2 quiz grades).
2. Pick up DBQ after the test. Review at home. Bring back on Friday with document analysis completed.
This week you should be reading Chapter 17 and preparing for the quiz next Monday while also prepping the DBQ. We will also work on the DBQ in class some on Friday and next week.
Tuesday, January 29, 2013
Quote of the Day: "We know what we are but not what we may be." - Ophelia in Hamlet, Shakespeare
Learning Targets:
• Understand the number and diversity of Atlantic revolutions in the eighteenth and
nineteenth centuries and how forces at work through the Enlightenment impacted them
• Explore the cross-pollination between revolutionary movements and compare
their various causes and overall results
• Compare the real impact of the Atlantic revolutions on their citizens and understand
the global impact of the revolutionary movement of the era.
• Consider the consequences of using violence to achieve liberty and equality.
How much violence is necessary or justifiable?
Essential Questions:
1. In what ways did the ideas of the Enlightenment contribute to the Atlantic
revolutions?
2. What was revolutionary about the American Revolution, and what was not?
3. How did the French Revolution differ from the American Revolution?
Agenda:
1. French Revolution Documentary - answer the questions as we view and we will pause and discuss throughout.
Video: The French Revolution Documentary. We will watch this Tue-Fri in class with questions and discussion.
French Revolution Documentary Questions for discussion.
2. Bring your DBQ Doc packet back on Friday with analysis completed and ready to hand in for a grade.
Wednesday, January 30, 2013 & Thursday, January 31, 2013
Quote of the Day: "I have not failed. I have just found 10,000 things that do not work." - Thomas Edison, 1847-1931
Learning Targets:
• Understand the number and diversity of Atlantic revolutions in the eighteenth and
nineteenth centuries and how forces at work through the Enlightenment impacted them
• Explore the cross-pollination between revolutionary movements and compare
their various causes and overall results
• Compare the real impact of the Atlantic revolutions on their citizens and understand
the global impact of the revolutionary movement of the era.
• Consider the consequences of using violence to achieve liberty and equality.
How much violence is necessary or justifiable?
Essential Questions:
1. In what ways did the ideas of the Enlightenment contribute to the Atlantic
revolutions?
2. What was revolutionary about the American Revolution, and what was not?
3. How did the French Revolution differ from the American Revolution?
Agenda:
1. French Revolution Documentary - answer the questions as we view and we will pause and discuss throughout.
Video: The French Revolution Documentary. We will watch this Tue-Fri in class with questions and discussion.
French Revolution Documentary Questions for discussion.
2. Bring your DBQ Doc packet back on Friday with analysis completed and ready to hand in for a grade.
Friday, February 1, 2013
Quote of the Day: "Great spirits have often overcome violent opposition from mediocre minds." - Albert Einstein, 1879-1955
Learning Targets:
• Understand the number and diversity of Atlantic revolutions in the eighteenth and
nineteenth centuries and how forces at work through the Enlightenment impacted them
• Explore the cross-pollination between revolutionary movements and compare
their various causes and overall results
• Compare the real impact of the Atlantic revolutions on their citizens and understand
the global impact of the revolutionary movement of the era.
• Consider the consequences of using violence to achieve liberty and equality.
How much violence is necessary or justifiable?
Essential Questions:
1. In what ways did the ideas of the Enlightenment contribute to the Atlantic
revolutions?
2. What was revolutionary about the American Revolution, and what was not?
3. How did the French Revolution differ from the American Revolution?
Agenda:
1. French Revolution Documentary - answer the questions as we view and we will pause and discuss throughout.
Video: The French Revolution Documentary. We will watch this Tue-Fri in class with questions and discussion.
French Revolution Documentary Questions for discussion.
2. Bring your DBQ Doc packet back we will hand it in and discuss during the end of the class period.
TEST OVER CHAPTER 17 is Next Friday. DBQ is due that day, written in essay form.
QUIZ over Chapter 17 is Monday.
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