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

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Monday, January 28, 2013

Quote of the Day: "The brain is wider than the sky." - Emily Dickinson, 1830-1886

Learning Targets:

Mid year District assessment of world history. Review concepts from Chapters 12 - 16. Basically that is The Mongols through The Protestant Reformation and Enlightenment.

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.

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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.

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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.

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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.

Notes & Handouts Chapter 16 - Science & Religion

Handouts for Comparison Essay:
Venn Diagram
Comparatitive Essay Outline
Comparative Classifying Characteristics
Comparative Essay Components Sheet

Comparison Essay - Thesis Writing

Notes:
Chapter 16 - Reformation
Chapter 16 - Scientific Revolution
Chapter 16 - Enlightenment

An Enlightenment Salon - Ideas from all areas of human life were shared, debated, improved, and reworked.

Agenda: Week of Mon-Fri January 21-25, 2013

Advanced Placement World History

Unit 4 - Early Modern World, 1450-1750

Chapter 16 - Science and Religion

Week at a Glance:
MON- MLK
TUE- Quiz Ch 16; The Reformation
WED/THU- Reformation, Scientific Revolution, & Enlightenment
FRI- Timed Writing - Chapter 16 Science & Religion. Comparison Essay
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Monday January 21, 2013 - No School MLK Day

QUOTE OF THE WEEK: "Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that. Hate multiplies hate, violence multiplies violence, and toughness multiplies toughness in a descending spiral of destruction ... The chain reaction of evil -- hate begetting hate, wars producing more wars -- must be broken, or we shall be plunged into the dark abyss of annihilation." Martin Luther King, Jr. from Strength To Love, 1963.



Learning Targets CH. 16 - Science & Religion:
- To explore the early modern roots of modern tension between religion and science
- To examine the Reformation movements in Europe and their significance
- To investigate the global spread of Christianity and the extent to which it syncretized with native traditions
- To expand the discussion of religious change to include religious movements in China, India, and the Islamic world
- To explore the reasons behind the Scientific Revolution in Europe, and why that movement was limited in other parts of the world
- To explore the implications of the Scientific Revolution for world societies 
Essential Questions:
1. Why did Christianity take hold in some places more than in others?

2. In what ways was the missionary message of Christianity shaped by the cultures of Asian and American peoples?

3. Compare the processes by which Christianity and Islam became world religions.

4. In what ways did the spread of Christianity, Islam, and modern science give rise to culturally based conflicts?

5. Based on Chapters 13 through 16, how does the history of Islam in the early modern era challenge a Eurocentric understanding of those centuries?

Click the picture above for a very good site with video discussing the impact of Martin Luther on pbs.

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Tuesday, January 22, 2013
Quote of the Day: "I am more afraid of my own heart than of the pope and all his cardinals. I have within me the great pope, Self." - Martin Luther
Agenda:
1. Quiz Chapter 16.
Do Now Question after quiz: In what ways did the Protestant Reformation transform European society, culture, and politics?
2. Go over Quiz answers, discuss topics in the chapter and how Science & Religious change compared in this era. 
3. Introduce the Reformation. Notes: Protestant Reformation

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Wednesday & Thursday January 23 & 24, 2013
Quote of the Day: "I do not feel obliged to believe that the same God who has endowed us with sense, reason, and intellect has intended us to forgo their use." - Galileo Galilei

Agenda:
1. Do Now Question: How does the Scientific Revolution & Enlightenment compare to the Protestant Reformation? What characteristics did they share in common?
2. Notes, Video, Discussion:
Protestant Reformation
Reformation in England
Scientific Revolution
The Enlightenment

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Friday, January 25th, 2013
Quote of the Day: “An individual has not started living until he can rise above the narrow confines of his individualistic concerns to the broader concerns of all humanity.” - Martin Luther King, Jr.

Agenda:
1. Timed Writing - Comparison Essay: Chapter 16 "Religion & Science."

Monday - Chapter 17 - Atlantic Revolutions Quiz.

Targets - Chapter 16 - Science & Religion

Direct link to the Google Docs page for Targets - Chapter 16 - Science & Religion

Unit 4 - Chapter 14 & 15 Notes

NOTES - Chapter 14 & 15 - American Colonies
NOTES - Chapter 14 & 15 - World Commerce

To see the embedded notes, click the link below:

Agenda: Mon Jan 14 - Fri Jan 18, 2013

Advanced Placement World History

Unit 4 - Early Modern World, 1450-1750

Chapter 14 - Empires & Encounters, 1450-1750

Chapter 15 - World Commerce, 1450-1750

Week at a Glance
Mon - Quiz CH 15; Colonial Differences in New World; Russian Empire Trade
Tue - European Expansion in Americas, Asia, and Africa.
Wed/Thu - Slave Trade; Fur Trade; Silver Trade; World Commerce. Review for Test 14 & 15.
Fri - TEST CH 14 & 15

Peter Weller Lives! And wears a black beret & ascot in Eng. an Empire: Russia. 

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Monday, January 14, 2013
Quote of the Day:  "You're alive. Do something. The directive in life, the moral imperative was so uncomplicated. It could be expressed in single words, not complete sentences. It sounded like this: Look. Listen. Choose. Act." - Barbara Hall, A Summons to New Orleans, 2000

Learning Targets:
• Identify the factors behind the creation of the first true global economy in the period 1450–1750
• Examine Western European commercial expansion in a context that gives due weight to the contributions of other societies
• Compare emerging Europe's growing economy to that of China, the world’s largest economy in the early modern period
• Analyze factors responsible for high costs of the commercial boom of the early modern period in ecological and human terms
• Compare various models of trading post empires that were created in this period
Essential Questions:
1. How should we distribute the moral responsibility for the Atlantic slave trade?
2. What was the world historical importance of the silver trade?
3. Describe the impact of the fur trade on North American native societies.
4. How did the North American and Siberian fur trades differ from each other? What did they have in common?
5. What was distinctive about the Atlantic slave trade? What did it share with other patterns of slave owning and slave trading?
6. What explains the rise of the Atlantic slave trade?
7. What roles did Europeans and Africans play in the unfolding of the Atlantic slave trade?
8. In what different ways did the Atlantic slave trade transform African societies?

Agenda:
1. Quiz Ch 15
2. Do Now Question: How should we distribute the moral responsibility for the Atlantic slave trade?
3. Finish Notes, Discussion, & Video: Comparing British and Spanish Colonies in the Americas

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Tuesday, January 15, 2013
Quote of the Day: "Life is something that everyone should try at least once." - Henry J. Tillman

Learning Targets:
• Identify the factors behind the creation of the first true global economy in the period 1450–1750
• Examine Western European commercial expansion in a context that gives due weight to the contributions of other societies
• Compare emerging Europe's growing economy to that of China, the world’s largest economy in the early modern period
• Analyze factors responsible for high costs of the commercial boom of the early modern period in ecological and human terms
• Compare various models of trading post empires that were created in this period
Essential Questions:
1. In what specific ways did trade foster change in the world of the early modern era?
2. To what extent did Europeans transform earlier patterns of commerce, and in what ways did they assimilate into those older patterns?
3. Describe and account for the differing outcomes of European expansion in the Americas (see Chapter 14), Africa, and Asia.
4. What drove European involvement in the world of Asian commerce?
5. To what extent did the Portuguese realize their own goals in the Indian Ocean?
6. How did the Portuguese, Spanish, Dutch, and British initiatives in Asia differ from one another?
7. To what extent did the British and Dutch trading companies change the societies they encountered in Asia?

Agenda:
1. Do Now Question: How did the Portuguese, Spanish, Dutch, and British initiatives in Asia differ from one another?
2. Notes, Discussion, & Video: Chapter 15 - World Commerce.

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Wednesday, January 16, 2013 & Thursdays, January 17, 2013

Quote of the Day: "Life is difficult and complicated and beyond anyone's total control, and the humility to know that will enable you to survive its vicissitudes." - J. K. Rowling, Harvard Commencement Address, 2008

Learning Targets:
• Identify the factors behind the creation of the first true global economy in the period 1450–1750
• Examine Western European commercial expansion in a context that gives due weight to the contributions of other societies
• Compare emerging Europe's growing economy to that of China, the world’s largest economy in the early modern period
• Analyze factors responsible for high costs of the commercial boom of the early modern period in ecological and human terms
• Compare various models of trading post empires that were created in this period
Essential Questions:
1. In what specific ways did trade foster change in the world of the early modern era?
2. To what extent did Europeans transform earlier patterns of commerce, and in what ways did they assimilate into those older patterns?
3. Describe and account for the differing outcomes of European expansion in the Americas (see Chapter 14), Africa, and Asia.
4. What drove European involvement in the world of Asian commerce?
5. To what extent did the Portuguese realize their own goals in the Indian Ocean?
6. How did the Portuguese, Spanish, Dutch, and British initiatives in Asia differ from one another?
7. To what extent did the British and Dutch trading companies change the societies they encountered in Asia?

Agenda:
1. Do Now: Pick up document analysis paper from the front, read the document about a slave's journey, answer the 3 questions at the end on a separate sheet of paper. 
2. Notes, Discussion, Video: 
3. CH 14 & 15 Review: Compare the 3 "S's" of this pre-modern world trade: 
"Silver" "Slaves" and "Soft Gold (Furs)"

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Friday, January 18, 2013

Quote of the Day: "Difficulties come when you don't pay attention to life's whisper. Life always whispers to you first, but if you ignore the whisper, sooner or later you'll get a scream." - Oprah Winfrey (1954 - ), Stanford Commencement Adress, 2008

Agenda:
1. TEST CHAPTER 14 & 15
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NO SCHOOL ON MONDAY January 21 - MLK Day.

Targets - Chapter 15 - World Commerce

Learning Targets - Chapter 15 - World Commerce

America Before Columbus, video

Use these questions to guide your viewing and our discussion of the video.
America Before Columbus Video Discussion Questions

The videos are embedded and you can see them by clicking below:

Targets - Chapter 14 - Empire & Encounters

Here is a link to download the targets for Chapter 14 "Empires & Encounters." This chapter will be paired with Chapter 15 "Global Commerce" for testing purposes. The quiz for Ch 14 is Friday, Jan. 11.  (The quiz for Ch 15 will be the next Monday)

This chapter begins with European Empires in the Americas - The European Advantage, The Great Dying, and Columbian Exchange.

Then it will compare colonial societies in the Americas (Aztecs/Incas, colonies of sugar, settler colonies of North America).

The Russians enter the picture this chapter as we'll look at The Steppes & Sibera: The Making of the Russian Empire.

Finally, we'll discuss Asian Empires (China, Muslims/Hindus in Mughal Empire, and Muslims/Christians in the Ottoman Empire).

In class we'll begin our study of 14 and 15 with some videos from America Before Columbus, Part II (beginning at minute 48: America Before Columbus, link to video). We will also see video from Marr's The History of the World, Episode 4: Age of Plunder, link to info. And we'll see a little bit more of Engineering an Empire with Peter Weller: Russian Empire, link to full video.

Under The Bean

 Matthew from 6th period sent this photo to me today from under The Bean in Chicago. I hear that the orchestra played amazingly well. Way to go! Have a safe trip home. 

The sculpture is actually entitled, "Cloud Gate." It is the centerpiece of Millennium Park in Chicago. Made up of 168 stainless steel plates welded together, its highly polished exterior has no visible seams. It is 33 by 66 by 42 feet (10 by 20 by 13 m), and weighs 110 short tons.

Said to have been inspired by liquid mercury, the sculpture's surface reflects and distorts the city's skyline. Visitors are able to walk around and under Cloud Gate's 12-foot (3.7 m) high arch. On the underside is the "omphalos" (Greek for "navel"), a concave chamber that warps and multiplies reflections. The sculpture builds upon many of Kapoor's artistic themes, and is popular with tourists as a photo-taking opportunity for its unique reflective properties.

The sculpture was selected during a design competition. After Kapoor's design was chosen, numerous technological concerns regarding the design's construction and assembly arose, in addition to concerns regarding the sculpture's upkeep and maintenance. Various experts were consulted, some of whom believed the design could not be implemented. Eventually, a feasible method was found, but the sculpture's construction fell behind schedule. It was unveiled in an incomplete form during the Millennium Park grand opening celebration in 2004, before being concealed again while it was completed. Cloud Gate was formally dedicated on May 15, 2006, and has since gained considerable popularity, both domestically and internationally.

Maya - Saturno: Adding Time to the Maya Clock Video

Fascinating! Saturno: Adding Time to the Maya Clock. Proof the world will continue & that the Maya were amazing! 

William "Bill" Andrew Saturno is an American archaeologist and Mayanist scholar who has made significant contributions toward the study of the pre-Columbian Maya civilization. As of 2008 Saturno holds a position as assistant professor in Archaeology at Boston University's College of Arts and Sciences (CAS). Prior to his position at BU, Saturno was a lecturer at the University of New Hampshire. Saturno is credited with the discovery in 2001 of one of the oldest extant murals yet discovered in the Maya region, at the site of San Bartolo in northeastern Guatemala. In 2010, Saturno and Franco Rossi discovered what they believe to be a workroom of a Xultún record keeper. The Mayan hieroglyphics at the site included representations of dates roughly 7000 years in the future, casting doubt on the speculation that the conclusion of the Long Count calendar would result in a 2012 doomsday scenario. (From Wikipedia)

Agenda: Week of FINALS 1st Semester 2012 - December 17-21

Advanced Placement World History

Fall Final Review & Fall Final Test Week

Week at a Glance:
MON - Fall AP Test Review
TUE - Fall AP Test Review

Final Exams & Fall Final Summative Tests

WEDNESDAY, DEC. 19, 2012

                                      7:25 - 8:39                       1st Period Exam

                                      8:46 - 10:02                     5th Period Exam

                                    10:09 - 11:25                     7th Period Exam

THURSDAY, DEC. 20, 2012

                                      7:25 - 8:31                       Advisory

                                      8:38 - 9:58                       2nd Period Exam

                                    10:05 - 11:25                     3rd Period Exam

 FRIDAY, DEC. 21, 2012

                                    7:25 - 8:31                         Advisory

                                    8:38 - 9:58                        4^th Period Exam

                                    10:05 - 11:25                    6 ^th Period Exam

Learning Targets for the week:
Targets from The College Board AP World History Course Description
Period 1: Technological and Environmental Transformations, to c. 600 B.C.E.
Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.
Period 3: Regional & Trans-regional Interactions 600 to 1450

Essential Questions/Themes for the week:
Themes from The College Board AP World History Course Description
Theme 1: Interaction Between Humans and the Environment
• Demography and disease
• Migration
• Patterns of settlement
• Technology
Theme 2: Development and Interaction of Cultures
• Religions
• Belief systems, philosophies, and ideologies
• Science and technology
• The arts and architecture
Theme 3: State-Building, Expansion, and Conflict
• Political structures and forms of governance
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, trans-regional, and global structures and organizations
Theme 4: Creation, Expansion, and Interaction of Economic Systems
• Agricultural and pastoral production
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
Theme 5: Development and Transformation of Social Structures
• Gender roles and relations
• Family and kinship
• Racial and ethnic constructions
• Social and economic classes
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Monday, December 17, 2012
Quote of the Day: "What a computer is to me is the most remarkable tool that we have ever come up with. It’s the equivalent of a bicycle for our minds.” - Steve Jobs

Agenda:
1. DO NOW QUESTION: Which questions on the MOCK AP Test were most difficult - or do you still not understand?
2. Review the MOCK AP Test and discuss each question in terms of the Period & Theme.
3. Competitive Review in Teams.

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Tuesday, December 18, 2012
Quote of the Day: "Being the richest man in the cemetery doesn't matter to me … Going to bed at night saying we have done something wonderful… that’s what matters to me.” - Steve Jobs

Agenda:
1. DO NOW QUESTION: Which questions on the MOCK AP Test were most difficult - or do you still not understand?
2. Review the MOCK AP Test and discuss each question in terms of the Period & Theme.
3. Competitive Review in Teams.

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Wed-Fri, December 19-21, 2012
Quote of the Day:  "And the Grinch, with his Grinch-feet ice cold in the snow, stood puzzling and puzzling, how could it be so? It came without ribbons. It came without tags. It came without packages, boxes or bags. And he puzzled and puzzled 'till his puzzler was sore. Then the Grinch thought of something he hadn't before. What if Christmas, he thought, doesn't come from a store. What if Christmas, perhaps, means a little bit more." -Dr. Seuss

Agenda:
FINAL TEST OF THE SEMESTER.

Over the holiday break, think about a theme for WHAP T-Shirts. We will need to create it soon and order it in Feb-March for it to be ready for the test.

We will begin Chapter 14 when we return from the break with the 2nd half of the video - America Before Columbus. It will look at the impact of Columbian Exchange on the world.

DBQ Week - Black Death

Click to load the notes for ...
History of The Black Death
How to WHAP the DBQ
Understanding P.O.V. - Point of View

Pieter Bruegel the Elder's Triumph of Death, 1652.

Agenda: Week of Dec. 10 - 14, 2012

World History Advanced Placement

DBQ and Fall Final Review Week

Week at a Glance:
MON: Black Death History; Whap the DBQ
TUE: Finish Black Death History; Analysis of Documents using Point of View
WED/THU:  Analysis of Documents; Cooperative Poster Creation; Gallery Walk
FRI: Thesis Writing; Gallery Walk; 2nd 9 week awards
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Monday, December 10, 2012
Quote of the Day: “The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather a lack in will.” ― Vince Lombardi Jr.

Learning Targets & Essential Questions:
* Compare the views from European world and Islamic world in response to the Black Death.
* How does one "WHAP" the DBQ?
* Use Point of View when analyzing documents.
* Categorize documents according to analysis to answer prompt with a clear, yet thorough thesis.

Agenda:
1. DO NOW: Pick up Black Death DBQ Handout - Pages 1 and 2. Read the historical background on the Black Death and answer the questions. Be prepared to discuss the topic in a few minutes. (10 min)
2. Cooperative Discussion - The Black Death DBQ Handout - work in groups of 4 to discuss the Black Death and the discussion question that is on the page. (10 min)
3. Notes, Questions, Quick Video - The Black Death - Historical Background. (10 min)
4. How to WHAP the DBQ - finish presentation on what the DBQ is and how it is answered. (10 min)

Go Texans!

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Tuesday, December 11, 2012
Quote of the Day: "If the only tool you have is a hammer, you tend to see every problem as a nail." - Abraham Maslow

Learning Targets & Essential Questions:
* Compare the views from European world and Islamic world in response to the Black Death.
* How does one "WHAP" the DBQ?
* Use Point of View when analyzing documents.
* Categorize documents according to analysis to answer prompt with a clear, yet thorough thesis.


Agenda:
1. DO NOW: Pick up the rest of the pages of the DBQ on The Black Death. Read the first three documents and analyze them using MAP Main Point, Analysis, Point of View. (10 min)
2. Cooperative Discussion - The Black Death DBQ Handout - work in groups of 4 to discuss the Black Death and the documents. (10 min)
3. Understanding Point of View - We will analyze photos and images to determine point of view. (15 min)

He's making a list..

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Wednesday, December 12, 2012 & Thursday, December 13, 2012
Quote of the Day: "You can’t connect the dots looking forward; you can only connect them looking backwards. So you have to trust that the dots will somehow connect in your future. You have to trust in something — your gut, destiny, life, karma, whatever. This approach has never let me down, and it has made all the difference in my life." - Steve Jobs

Learning Targets & Essential Questions:
* Compare the views from European world and Islamic world in response to the Black Death.
* How does one "WHAP" the DBQ?
* Use Point of View when analyzing documents.
* Categorize documents according to analysis to answer prompt with a clear, yet thorough thesis.

Agenda:
1. POV slideshow as students enter. 
2. DO NOW: Finish the rest of the pages of the DBQ on The Black Death. Read the documents and analyze them using MAP Main Point, Analysis, Point of View. (10 min)
3. Cooperative group analysis of documents, grouping them, thesis discussion. 
4. Groups will create a DBQ Poster. Each poster will have the question listed at the top, the documents will be cut out and pasted on the poster in groups, analysis of the group of documents will be written below each, & a thesis written at the bottom of the poster.
Posters collected at the end. We'll Gallery Walk them on Friday.

Steve Jobs, February 24, 1955 – October 5, 2011, co-Founder Apple Computer.

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Friday, December 14, 2012
Quote of the Day: "A Freudian slip is when you say one thing but mean your mother." - Author Unknown

Learning Targets & Essential Questions:
* Compare the views from European world and Islamic world in response to the Black Death.
* How does one "WHAP" the DBQ?
* Use Point of View when analyzing documents.
* Categorize documents according to analysis to answer prompt with a clear, yet thorough thesis.


Agenda:
Corrections due for Mock AP Test.
Extra Credit (Review &/or Graphic Org.) due.
1. DO NOW: Finish posters in groups, prepare to present/gallery walk/discuss analysis & thesis.
2. 2nd Nine Week Eagle & Pigeon Awards.

Prep for Fall Mock AP Test

Notes: WHAP-AP-Test-Review-Themes-Regions-People-Periods

Great videos to help your study and review of the semester:
Andrew Marr's A History of the World, Episode 1
Andrew Marr's A History of the World, Episode 2
Andrew Marr's A History of the World, Episode 3

Student videos to help your review:
WHAP Survival Guide: Studying
WHAP Survival Guide: The Test
World History AP in 20 minutes