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AP World History

Page history last edited by John Codega 1 day, 3 hours ago

AP World History: Modern

Mr. Codega and Mrs. Melvin

A.C. Flora High School

Columbia, SC

 

Questions?  Contact us at:

amanda.melvin@richlandone.org

john.codega@richlandone.org

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

Lose your copy of the KEY CONCEPTS or want to use them as a study guide??? Click here!

CODEGA TEST CORRECTION DATES AND TIMES

MELVIN TEST CORRECTIONS DATES AND TIMES

UNITS 7,8, & 9 

18 Class Periods

CODEGA's CLASSES TOPIC 9 1 PAGERS

MELVINS CLASSES TOPIC 9 1 PAGERS

4/15 & 4/16 (18)

  • Units 7,8,9 Test!
  • We'll also do some other stuff...

HOMEWORK

  • We are going to start assigning work from AP Classroom.  They will be due at MIDNIGHT on the day we tell you they are due (link coming soon)
    • "I don't know my login" is NOT a valid excuse.  Your homework is to figure out your username and password BEFORE next class because we'll be assigning these soon!!!!!  

 

4/11 & 4/12 (17)

LEARNING INTENTIONS

  • Students will learn about:
  • 9.1 - Advances in Technology and Exchange

9.2 - Technological Advances and Limitations -- Disease

9.3 - Technological Advances -- Debates about the Environment

9.4 - Economics in the Global Age

9.5 - Calls for Reform and Responses

9.6 - Globalized Culture

9.7 - Resistance to Globalization

9.8 - Institutions Developing in a Globalized World

9.9 - Continuity and Change in a Globalized World 

SUCCESS CRITERIA

  • Students can:
    • Explain how the development of new tech changed the world from 1900 to the present
    • Explain how envio factors have affected human populations
    • Explain the causes and effects of envio changes in the period 1900 - the present
    • Explain the continuities and changes in the global economy from 1900 - present 
    • Explain how social categories, roles, and practices have maintained and challenged over time. 
    • Explain how and why globalization has changed culture over time
    • Explain the various responses to increasing globalization from 1900 - present
    • Explain how and why globalization changed international interactions amongst states 
    • How did science, technology, politics, justice, transportation, communication, and the environment change and stay the same after 1900? 

CLASS ACTIVITIES

  • Bell Work
    • The next set of THREE sets of MC questions = 28-38
      • The usual -- x out the two that are obviously wrong, circle the right one and right a brief explanation.  
  • You have about 15 minutes to finalize your 1 pagers!
    • Make sure they are correct, that everything from the guide is in there, and that there is plenty of HISTORICAL EVIDENCE!
    • File --> Save as --> pdf 
    • email them to your teacher
      • HOW TO NAME IT -- 9_3_Smith_Jones_1A 
        • amanda.melvin@richlandone.org
        • john.codega@richlandone.org
          • Also make sure your group members are on the page somewhere and in the body of the email.
  • Quick presentations of the information!
    • These are 30-60 second elevator pitches that are just to get the 
    • DO NOT READ OFF THE SCREEN!  TALK ABOUT IT LIKE AN ACTUAL HUMAN!!!! 
  • Finally, since we have dropped Chapter 23 on you and there are still 20 pages to read AND take notes on / the test on Monday & Tuesday please use this time to read and take notes.
    • Oh, what's that?  You don't have your book?  Well, we have you covered!!!
    • Also, the these WILL be checked on notebook check AND if these are not done well and honestly (we're not stupid...) points are going to be taken off your grade.  1 page of notes for 40 pages?  You can wear a 2.5% (that's a 1/20) on that part of the notebook check.  You've been warned... 

HOMEWORK

 

 

 

4/9 & 4/10 (16)

LEARNING INTENTIONS

  • Students will learn about:
  • 9.1 - Advances in Technology and Exchange

9.2 - Technological Advances and Limitations -- Disease

9.3 - Technological Advances -- Debates about the Environment

9.4 - Economics in the Global Age

9.5 - Calls for Reform and Responses

9.6 - Globalized Culture

9.7 - Resistance to Globalization

9.8 - Institutions Developing in a Globalized World

9.9 - Continuity and Change in a Globalized World 

SUCCESS CRITERIA

  • Students can:
    • Explain how the development of new tech changed the world from 1900 to the present
    • Explain how envio factors have affected human populations
    • Explain the causes and effects of envio changes in the period 1900 - the present
    • Explain the continuities and changes in the global economy from 1900 - present 
    • Explain how social categories, roles, and practices have maintained and challenged over time. 
    • Explain how and why globalization has changed culture over time
    • Explain the various responses to increasing globalization from 1900 - present
    • Explain how and why globalization changed international interactions amongst states 
    • How did science, technology, politics, justice, transportation, communication, and the environment change and stay the same after 1900? 

CLASS ACTIVITIES

  • Bell Work
    • The next set of TWO sets of MC questions = 20-27
      • The usual -- x out the two that are obviously wrong, circle the right one and right a brief explanation.  
  • Quick talk about the stuff from last class (ages ago I know!) 
  • Time to deep dive into Topic 9
    • Your job is to create a ONE PAGER / INFO GRAPHIC for one topic (assigned by your teacher)
    • The idea here is that you are creating a study guide for your topic (9.1, 9.2, 9.3 etc) that captures all the required info in a neat, well organized way that will be easy to review before the test. 

HOMEWORK

  • Read and take notes on pgs. 1023 - 1041.  WE ARE ALSMOST AT THE END KIDS!!!!  KEEP PUSHING!!!!! 
  • Units 7, 8, 9 test
    • MONDAY 4/15 for A-Day
    • TUESDAY 4/16 for B-Day 

 

SPRING BREAK HOMEWORK

 

3/28 & 4/8 (HAPPY SPRING BREAK!) (15)

LEARNING INTENTIONS

  • Students will learn about:
    • 8.5 - Decolonization after 1900
    • 8.6 - Newly Independent States
    • 8.7 - Global Resistance to Established Power Structures after 1900

SUCCESS CRITERIA

  • Students can:
    • Compare the processes by which various peoples pursued independence after 1900
    • Explain how political changes in the period from 1900 to 2001 les to territorial, demographic, and nationalist developments
    • Explain the economic changes and continuities resulting from the process of decolonization 
    • Explain various reactions to existing power structures in the period after 1900 

CLASS ACTIVITIES

HOMEWORK

  • FINISH WHATEVER YOU DIDN'T GET TO IN CLASS!
  • CHECK THIS SPACE FOR ADDITIONAL SPRING BREAK / EASTER GIFTS FROM YOUR FAVORITE AP WORLD HISTORY TEACHERS! 

 

3/26 & 3/27 (14)

LEARNING INTENTIONS

  • Students will learn about:
    • N/A

SUCCESS CRITERIA

  • Students can:
    • N/A

CLASS ACTIVITIES

  • BW 
    • #14-16
      • X out the two that it isn't
      • Circle the one that it is
      • Write a brief reason WHY it's right that references historical knowledge or evidence from the document.   
  • Chapter 22 Assessment!
  • Time to DBQ!
    • You'll have 1 hour (that's the recommended time you spend on it -- 15 minutes of reading time and 45 minutes of writing)
    • When we are ALL done:
      • Highlight the Historical Context
      • Underline the thesis
      • Highlight where you introduce all 7 documents
        • blah blah blah Doc 3 says...
        • blah blah blah (Doc 2)...
      • Underline your ANALYSIS of each document 
        • This document shows/demonstrates/illustrates/proves/etc 
      • Put a rectangle around the HIPP STATEMENTS (@ least 2 but 4 if you can manage it!) 
      • Circle the OUTSIDE EVIDENCE 

HOMEWORK

  • None tonight.  You earned it! 
    • But if the Chapter 22 assessment did not go well -- how about completing it and getting some credit back...0s kill averages my friends! 
  • Get some rest because after break we are going to get after it!! 

 

 

3/22 & 3/25 (13)

LEARNING INTENTIONS

  • Students will learn about:
    • KC 7.8 - Mass Atrocities after 1900 

SUCCESS CRITERIA

  • Students can:
    • Explain the various causes and consequences of mass atrocities in the period from 1900 to the present.

CLASS ACTIVITIES

  • BW 
    • #11-13
      • X out the two that it isn't
      • Circle the one that it is
      • Write a brief reason WHY it's right that references historical knowledge or evidence from the document.   
  • Mass Atrocities - The Holocaust
    • We're going to look at both the causes and consequences of the Holocaust. Our lesson only scratches the surface and if you are still interested in learning more we encourage you to check out the United States Holocaust Memorial Museum @ https://www.ushmm.org  
    • COMPLETE THIS IN YOUR NOTEBOOK!!!! 
  • Mass Atrocities Part II - Let's take a look at other genocides that occurred in the 20th Century. 
    • Use this Ethnic Conflict Activity PPT to complete the Genocide Graphic Organizer 
      • You will need to start the PowerPoint in Presentation Mode and click in to the room you want to visit.  
      • In that room click on what you want to see/read and it will take you there. When you are finished viewing it click "Return to...." and you'll get back there 
      • Just check out the Armenian and Ukrainian genocides! 

HOMEWORK

  • There's a pretty good chance you didn't finish all this stuff so make sure you do and it's ready to be checked next class.
  • Continue reading and taking notes on pages 987 - 993. 

 

 

3/20 & 3/21 (12) -- HAPPY FLORA INTERNATIONAL DAY!!!  Go support some cool charities and eat some fantastic food!

LEARNING INTENTIONS

  • Students will learn about:
    • KC 8.1-Setting the stage for the Cold War & Decolonization
    • KC 8.2 -The Cold War
    • KC 8.3-Effects of the Cold War 

SUCCESS CRITERIA

  • Students can:
    • Explain the historical context of the Cold War after 1945
    • Explain the causes and effects of the ideological struggle of the Cold War 
    • Compare the ways in which the United States and the Soviet Union sought to maintain influence over the course of the Cold War 

CLASS ACTIVITIES

  • Bell work
    • Next set  -- that's numbers 7-10
    • X out the two that it isn't
    • Circle the one that it is
    • Write a brief reason WHY it's right that references historical knowledge or evidence from the document.  
  • Let's talk about the Chapter 21 Reading quiz
  • Next some more quick notes about the COLD WAR
  • Then finish up the timeline activity from last class!
    • See last class for all the info about this assignment... 

HOMEWORK

  • Read and take notes on pgs. 975 - 987.  Stop at The Case of South Africa 

 

3/18 & 3/19 (11)

LEARNING INTENTIONS

  • Students will learn about:
    • KC 8.1-Setting the stage for the Cold War & Decolonization
    • KC 8.2 -The Cold War
    • KC 8.3-Effects of the Cold War 

SUCCESS CRITERIA

  • Students can:
    • Explain the historical context of the Cold War after 1945
    • Explain the causes and effects of the ideological struggle of the Cold War 
    • Compare the ways in which the United States and the Soviet Union sought to maintain influence over the course of the Cold War 

CLASS ACTIVITIES

  • Bell work
    • Next set of 3 -- that's numbers 4-6
    • X out the two that it isn't
    • Circle the one that it is
    • Write a brief reason WHY it's right that references historical knowledge or evidence from the document.  
  • Chapter 21 Reading Quiz 
  • The Cold War -- for the next two class periods!
    • Let's take some quick notes on how the Cold War starts
    • Next, your job is to create an interactive timeline for 6 key events of the Cold War
      • Take two (2) sheets of blank paper and one (1) sheet of colored paper
        • Fold the white paper into a 1/4 (in half then in half again) sized sheet of paper
        • Unfold the paper and cut along the folds to get 8 1/4 sixed sheets of paper.
        • Finally fold the 1/4 sheet in half (hamburger?) -- it makes a little landscape booklet 
      • Now, here are the six Cold War events you'll need to research (**they are NOT in order):
        • The Korean War
        • The Vietnam War
        • The Marshall Plan
        • Cuban Missile Crisis
        • Berlin Crisis / Airlift
        • Creation of NATO & the Warsaw Pact
      • Here is a link with LOTS of good information for this mini project 
      • Your job is to figure out the following:
        • On the front flap you need
          1. A picture that represents the event
          2. The date (or dates) of the event
          3. Where it occurred
        • On the inside top
          1. Who's involved (directly and indirectly)
          2.  How does it relate / is an example of a Cold War Conflict (this is the WHY it matters)
        • On the inside bottom
          • Results / Outcome / Impacts on the Cold War of this event
      • Once you complete ALL six of the flappy book things then you need to put them in chronological order in two columns using tape or glue on the colored paper:
        • Event 1  Event 4 
          Event 2  Event 5 
          Event 3  Event 6 

           

        • Here is what it should look like(ish)

          •  

        • Make sure you write somewhere on the colored paper please label it:

          • COLD WAR TIMELINE 1947 - 1991

HOMEWORK 

  • Enjoy this rare night off - we'll finish our timelines in class next class. 

 

3/13 & 3/14 (10)

LEARNING INTENTIONS

  • Students will learn about:
    • 8.4 -- Spread of Communism after 1900 
    • 7.1 -- Shifting Power after 1900 

SUCCESS CRITERIA

  • Students can:
    • Explain the causes and consequences of China's adoption of Communism. 
    • Explain how internal and external factors contributed to change in various states after 1900. 

CLASS ACTIVITIES

  • Bell Work
    • Next set -- we'll be using this for a while so please don't lose it!
      • X out the two that it isn't
      • Circle the one that it is
      • Write a brief reason WHY it's right that references historical knowledge or evidence from the document. 
  • It's LEQ time - you have 45 minutes....
    • After you finish: 
      • Put a box around your historical context 
      • Highlight your thesis in yellow
      • Highlight your evidence in green
      • Highlight your analysis in pink 
    • Now let's try our hand at peer grading. Complete the checklist on the front. On the back write two strengths and two weaknesses.

HOMEWORK

  • Finish Chapter 21 .  There will be an assessment on this material early next week!

 

3/11 & 3/12 (9)

LEARNING INTENTIONS

  • Students will learn about:
    • 8.4 -- Spread of Communism after 1900 
    • 7.1 -- Shifting Power after 1900 

SUCCESS CRITERIA

  • Students can:
    • Explain the causes and consequences of China's adoption of Communism. 
    • Explain how internal and external factors contributed to change in various states after 1900. 

CLASS ACTIVITIES

HOMEWORK

  • Read and take notes on pages 936 - 947 .  There will be an assessment on this material early next week!

 

 

3/7 & 3/8 (8)

LEARNING INTENTIONS

  • Students will learn about:
    • Economy in the Interwar Period
    • Unresolved Tensions After WWI  

SUCCESS CRITERIA

  • Students can:
    • Explain how different governments responded to economic crisis after 1900.
    • Explain the continuities and changes in territorial holdings from 1900 to the present 

CLASS ACTIVITIES 

  • No bell work today!  Too much to do but we'll be back at it next class...
  • Finish the Anatomy of a Dictator project
    • Remember, you'll only have around 35-40 minutes.  Once we call time that's it -- it's done and you'll be assessed on what you've completed.
  • Next we are on to a quick GALLERY WALK

HOMEWORK

  • Read and take notes on pgs. 929 - 936.

 

3/5 & 3/6 (7)

LEARNING INTENTIONS

  • Students will learn about:
    • Economy in the Interwar Period
    • Unresolved Tensions After WWI  

SUCCESS CRITERIA

  • Students can:
    • Explain how different governments responded to economic crisis after 1900.
    • Explain the continuities and changes in territorial holdings from 1900 to the present 

CLASS ACTIVITIES 

  • No bell work today!  Too much to do but there is a quick check of the reading to make sure you did it...
  • Anatomy of a Dictator!

HOMEWORK

  • Since we gave you a ton last class you get a pass tonight BUT if you don't think you'll be able to complete this project in the time given please come at Falcon Time or take it with you! 

 

3/1 & 3/4 (6)

LEARNING INTENTIONS

  • Students will learn about:
    • Economy in the Interwar Period
    • Unresolved Tensions After WWI  

SUCCESS CRITERIA

  • Students can:
    • Explain how different governments responded to economic crisis after 1900.
    • Explain the continuities and changes in territorial holdings from 1900 to the present 

CLASS ACTIVITIES 

  • Bell Work -- THE SAQ's (do a,b,c) #12 (it's the one with the picture!)
    • Take out the SAQ writing stuff you have in your notebook
    • Write them!  Good luck and make sure they are with the other bell work stuff for this unit. 
    • 15 minutes...GO! 
  • Let's discuss the last quiz
  • Then let's talk about the LEQ
  • Now it's time to take some quick notes
  • Then we're on to intro-ing the project we are getting into next class
    • The rise of TOTALITARIAN regimes
    • We'll be doing this by examining four different totalitarian rulers from the 20th Century using excerpts from "How to be a Dictator" by Frank Dikotter
      • Mussolini (Italy)
      • Stalin (USSR)
      • Mao (China)
      • Kim il Sung (North Korea)
    • More details will be on the way next class but you need to DO THIS READING AND HIGHLIGHT / UNDERLINE / WHATEVER really looking for examples of what we talked about in the notes
      • How did they rise to power?
      • What methods did they use to maintain their control? 
      • How did they keep tabs / control citizens?
      • How did they utilize propaganda?
      • How did they indoctrinate citizens?
      • Who was persecuted and why?
      • Any other interesting / weird things that you came across in the reading.  Each readings has some really weird stuff so be on the lookout for anecdotes that stand out.  
    • You'll have 30ish minutes to read this so please use this time wisely!  You cannot roll in here next class and expect to participate in the project we have planned without having read this material! 

HOMEWORK

  • MAKE SURE YOU READ!!!  You need to come in ready to participate next class! 
    • This WILL be checked next class... 

 

2/28 & 2/29 (5) -- HAPPY LEAP YEAR!!!!

LEARNING INTENTIONS

  • Students will learn about:
    • KC 7.5 - Unresolved Tensions after WWI 
    • KC 7.6 - Causes of World War II 
    • KC 7.7 - Conducting WWII 

SUCCESS CRITERIA

  • Students can:
    •  Explain the continuities and changes in territorial holdings from 1900 to the present 
    • Explain the causes and consequences of World War II 
    • Explain the similarities and differences in how governments used a variety of methods to conduct war 

CLASS ACTIVITIES

HOMEWORK

  • Finish up whatever you didn't get to in class! 
  • Codega and Melvin must be slipping...enjoy this relative downtime while it lasts... 

 

2/26 & 2/27 (4)

LEARNING INTENTIONS

  • Students will learn about:
    •  KC 7.4 - Economy in the Interwar Period
    • KC 7.5 - Unresolved Tensions After WWI 

SUCCESS CRITERIA

  • Students can:
    • Explain how different governments responded to economic crisis after 1900.
    • Explain the continuities and changes in territorial holdings from 1900 to the present 

CLASS ACTIVITIES

HOMEWORK  

 

 

2/22 & 2/23 (3)

LEARNING INTENTIONS

  • Students will learn about:
    • 7.1 -- Shifting Power After 1900

SUCCESS CRITERIA

  • Students can:
    • Explain how internal and external factors contributed to change in various states after 1900.

CLASS ACTIVITIES  

  • Bell Work - #s 7 - 10
  • Quick talk about the GO from last class 
  • So remember when we talked about LEQs a little while ago...yea...about that...
    • Put a box around your historical context 
    • Highlight your thesis in yellow
    • Highlight your evidence in green
    • Highlight your analysis in pink 
  • Keep working on your reading notes... quiz next class! 

HOMEWORK

  • Finish your reading notes for Chapter 20 ... reading quiz next class... 

 

2/20 & 2/21 (2)

LEARNING INTENTIONS

  • Students will learn about:
    • 7.1 -- Shifting Power After 1900

SUCCESS CRITERIA

  • Students can:
    • Explain how internal and external factors contributed to change in various states after 1900.

CLASS ACTIVITIES 

HOMEWORK

  • Finish the graphic organizer (both sides!) 
  • Read and take notes on pgs 895 - 906  -- reading quiz next week 
  • LEQ NEXT CLASS!! 

 

2/14 & 2/15 (1)

LEARNING INTENTIONS

  • Students will learn about:
    • 7.1 -- Shifting Power After 1900
    • 7.2 -- Causes of WWI
    • 7.3 -- Conducting of WWI 

SUCCESS CRITERIA

  • Students can:
    • Explain how internal and external factors contributed to change in various states after 1900.
    • Explain the causes and consequences of WWI
    • Explain how governments used a variety of methods to conduct war. 

CLASS ACTIVITIES 

  • Bell Work
    • Packet MC -- Questions 1-3
      •  X out the two that are incorrect, circle the one that is correct and give a short reason WHY it's right... 
  • Let's talk about World War I
  • Then we'll grade some samples of the LEQ we worked with before the test
    • Grade three the three samples using the grading criteria from College Board
      • The only change is that the evidence is a bit easier / complex understanding is attainable. 
  • EXIT TICKET -- turn in on the way out!
    • What were two things  you learned from grading those other essays?  

HOMEWORK

    • Start reading Chapter  20, pages 881 - 895
    • MRS. MELVIN'S CLASS WATCH THE SECOND CRASH COURSE VIDEO! In your notebook after the WWI notes explain how and why WWI was the deadliest conflict in history. 

Miss something from a prior unit?

Units 1 & 2 

Units 3 & 4

Units 5 & 6

Units 7, 8, & 9

Review

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