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AP World History

Page history last edited by John Codega 8 hours, 9 minutes ago

AP World History

Mr. Codega and Mrs. Melvin

A.C. Flora High School

Columbia, SC

 

Questions?  Contact us at:

amanda.melvin@richlandone.org

john.codega@richlandone.org





Still having issues with the writing for this class?

Check out this link for helpful resources on the AP World History DBQs, LEQs, and SAQs



UNITS 3 & 4 (1450 - 1750)

Class Periods 

CODEGA TEST CORRECTION DATES AND TIMES

MELVIN TEST CORRECTIONS DATES AND TIMES


10/20 & 10/21 (6)

KEY CONCEPT 

  • 4.1 -- Globalizing Networks of Exchange and Communication
  • 4.2 -- New Forms of Social Organization and Modes of Production
  • 4.3 -- State Consolidation and Imperial Expansion 

OBJECTIVES 

  • Analyze the political, economic,  religious, social, intellectual, and geographic forces at work in Africa during the Atlantic Slave Trade.

CLASS ACTIVITIES 

  • Chapter 13 Reading Quiz! 
  • Bell work - None today!
  • Discuss the Benin City Article 
  • DBQ Workshop
  • An introductory DBQ - THE BREAKUP 
    • For each document complete the following in your notebook:
      1. Basic meaning -- what is it talking about BUT it has to go beyond just saying what the document is (that's in the source material!)
      2. HIPP Statement (yup, even try the picture)
        1. Do this for 4 out of the 7 -- YOUR CHOICE! 
        2. Remember, you only need 1 of the HIPPs per document -- NOT ALL OF THEM.
          1. For example, you can do Point of View for Document 3 and you're good.   
    • Then for the entire set: 
      • Put the documents into three groups -- try to identify the commonalities of between documents.  Which are sort of similar to others?  What are the commonalities?
      • Make a claim. (What are you going to argue?) Write this as a statement on the bottom of your paper.

HOMEWORK 

  • Read and take notes on Chapter 14 (602 - 634). Expect a reading quiz next week... 

 

10/18 & 10/19 (5)

KEY CONCEPT 

  • 4.1 -- Globalizing Networks of Exchange and Communication
  • 4.2 -- New Forms of Social Organization and Modes of Production
  • 4.3 -- State Consolidation and Imperial Expansion 

OBJECTIVES 

  • Analyze the political, economic,  religious, social, intellectual, and geographic forces at work in Africa during the Atlantic Slave Trade.

CLASS ACTIVITIES 

    1. What assertion is the author making?
    2. What evidence (be specific here -- names, dates, places) backs up that argument.  Please list at least 5 specific pieces of evidence used by the author.
    3. What argument could you make to REFUTE the author's assertion?  Think!!!!!   

HOMEWORK 

  • Finish reading and taking notes on Chapter 13. Expect a reading quiz NEXT CLASSSSSSSSSSSSSS!!!! 

 

 

10/14 & 10/15 (4)

KEY CONCEPT 

4.3 - The Columbian Exchange

4.4 - Maritime Empires Established

4.5 - Maritime Empires maintained and Developed

4.7 - Changing Social Hierarchies from 1450-1750

OBJECTIVES 

  • Analyze the political, economic,  religious, social, intellectual, and geographic impact of European colonization on the Americas.

CLASS ACTIVITIES

HOMEWORK:

    • Finish the Columbian Exchange GO
    • Finish the map of the American Colonies 
    • Start reading and taking notes on Chapter 13 - any format you like! 

 

10/12 & 10/13 (3) -- Sorry B-Day!  Since your class will be 30 or 40 minutes due to the PSAT we'll have to structure things in a way that means more homework for you #sorrynotsorry

KEY CONCEPT 

  • 4.1 -- Technological Innovations from 1450 - 1750
  • 4.2 -- Exploration: Causes and Events from 1450 - 1750 
  • 4.3 -- Columbian Exchange 

OBJECTIVES 

  • Explain how cross-cultural interactions resulted in the diffusion of technology and facilitated changes in patterns of trade and travel from 1450 - 1750
  • Describe the role of states in the expansion of maritime exploration from 1450-1750 
  • Explain the causes of the Columbian Exchange and its effects on the Eastern and Western Hemisphere 

CLASS ACTIVITIES  

HOMEWORK

  • Finish your CH 12 Reading Guide!

 

10/8 & 10/11 (3)

KEY CONCEPT 

  • 4.1 -- Technological Innovations from 1450 - 1750
  • 4.2 -- Exploration: Causes and Events from 1450 - 1750 
  • 4.3 -- Columbian Exchange 

OBJECTIVES 

  • Explain how cross-cultural interactions resulted in the diffusion of technology and facilitated changes in patterns of trade and travel from 1450 - 1750
  • Describe the role of states in the expansion of maritime exploration from 1450-1750 
  • Explain the causes of the Columbian Exchange and its effects on the Eastern and Western Hemisphere 

CLASS ACTIVITIES   

 

 

10/6 & 10/7 (2)

OBJECTIVES 

  • Describe the civilizations in the Americas and Oceania before European arrival  

CLASS ACTIVITIES  

  • NO BELLWORK TODAY -- back at it next class! 
  • NEW SEATS for Melvin's class!
  • Also for Melvin's class -- cover page check and return notebook checks
  • Now let's get to our test corrections...
    • Grab an APWH Test Corrections Sheet
    • Go through the questions missed, find the right answer, find the matching key concept, and fill out your sheet like this:
    •  
  • A few notes about test corrections....
    • In order for them to be graded you must complete ALL of them. So if you missed 23 questions you need to plan on doing 23 test corrections.
    • You must WRITE OUT the key concept - giving us some numbers and letters means nothing.
    • If you do the test correction correctly AND get the answer correct you can earn half credit back. (That's 0.9 points per question, kids!) 

HOMEWORK

  • Chances are VERY good that you did not finish the guided reading questions from last class so you need to get that done - quiz next week! (in fact, there is a better chance of Codega growing to be 6ft tall or Melvin picking Alexander Hamilton as her favorite American historical figure) <-- Still true.

 

10/4 & 10/5 (1)

OBJECTIVES 

  • Describe the civilizations in the Americas and Oceania before European arrival  

CLASS ACTIVITIES  

  • NO BELLWORK TODAY -- back at it next class! 
  • NEW SEATS for Codega's class!
  • Mrs. Melvin's class -- she's out today so she'll get to the cover page check and notebook grades on Wednesday!
    • Cover Page check and hand back notebook checks! 
  • Quick Notes on Oceania and The Americas before the 16th century 
    • Melvin's class -- take these on your own!   
  • Time to reset our expectations/what you need to do for Reading Notes 
    • From the notebook checks (and reading quizzes) it was fairly obvious that we need some help here.  Therefore... 
    • Basically Melvin and Codega have curated a list of questions that capture the main ideas of the first part of Chapter 12. This is the type of of information you need to get from reading the textbook.  
    • We'll give you some time IN CLASS to start 

HOMEWORK

  • Chances are VERY good that you did not finish the guided reading questions (in fact, there is a better chance of Codega growing to be 6ft tall or Melvin picking Alexander Hamilton as her favorite American historical figure) 

Image result for hamilton gif

short super mario GIF 

 

  • FINISH THE READING GUIDE 
  • We'll debrief the test once everyone has taken it!
  • Test corrections start later this week


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


 


MISSED SOMETHING FROM THE 2021/2022 SCHOOL YEAR?

Unit 0

Units 1 & 2

Units 3 & 4

Units 5 & 6 

Units 7, 8 & 9

May 2022 Review

1.Write a 25 (exactly) word summary about the article).
2.What form of coerced labor did the Spanish use to mine in Potosi?  How did it differ from the original Inca system?
3.How did Potosi signal the start of a truly globalized economy?  Make sure you back up whatever you say with evidence from the text!

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