Monday

Today we will look at the packet you were suppose to read on Friday and the overview for the FINAL next Monday.

Thursday and Friday

Thursday you will look at and Soaptone primary sources from chapter 21.

Friday you will read a packet on the World since 1980 and answer the multiple choice questions.

Odyssey

Today, you need to spend 10-15 minutes working on your blogs for Books 13-16.

Then we will read Book 17.  Don't worry we are almost done!

SOAPTone

SOAP the Document:  Making Primary Source Documents
Come Clean!

Source

Who wrote the document?

What is the author’s background/point of view?

Whose point of view, given the topic, is
missing?

Do you consider the source a reliable one on this topic?  Why/why not?

Occasion

When was the document written?

What does the date of the document tell you about its content?

What other historical events were going on during this time?

Audience

To whom is the author writing?

What type of document is this (diary entry, personal letter, public speech,
etc.)?

Does the private/public nature of the document inform you about its content
(is the author sharing private thoughts, making a public pronouncement,
etc.)?

Purpose
Why was the document written?  What is the purpose of the document?

What is the document saying?

Tone

What is the attitude of the speaker?

Friday

Tomorrow - on Friday, you will have a quiz on chapter 20.  You have the pre-quiz guides.  Make sure you review and study!

Unit 6

AP World History – UNIT 6
Learning Goal: Students will be able to analyze and evaluate the accelerating global change and realignments through the 20th century.
4	Students will be able to analyze and evaluate the accelerating global change and realignments through the 20th century and make comparisons to other time periods.
3	Students will be able to analyze and evaluate the accelerating global change and realignments through the 20th century.
2	Students will be able to explain the accelerating global change and realignments through the 20th century.
1	Student will be able to recognize the accelerating global change and realignments through the 20th century.
Key Concepts: ·     Science and the environment ·     Global conflicts and their ·     New conceptualizations of global economy, society, and culture UNIT SIX: Acceleration Global Change and Realignments PERIODIZATION: 1900 to present Class Time: 5 weeks Reading: Ways of the World chapters 21-24 KEY CONCEPTS: 6.1  Science and the Environment 1.    Rapid advances in science spread assisted by new technology 2.    Humans change their relationships with the environment 3.    Diseases, scientific innovations, and conflict led to demographic shifts 6.2  Global Conflicts and Their Consequences 1.    Europe’s domination gives way to new forms of political organization 2.    Emerging ideologies of anti-imperialism contribute to dissolution of empires 3.    Political changes accompanied by demographic and social consequences 4.    Military conflicts escalate 5.    Individual and groups oppose, as well as, intensify conflicts 6.3  New Conceptualization of Global Economy, Society, and Culture 1.    States, communities and individuals become increasingly interdependent 2.    People conceptualize society and culture in new ways 3.    Popular and consumer culture become global Topics for discussion: Crisis and Conflict in Early 20th Century: Anti-Imperial Movements, World War I, Russian, Chinese and Mexican Revolutions, Depression, Rise of Militaristic and Fascist Societies, World War II; Internationalization: Decolonization, the Cold War, International Organizations, the Post-Cold War, World Globalization Assignments: 1)   Writing - Students will continue work on how to write essays. Possible prompts include questions from previous released AP exams: Compare the notion of the “East” and the “West” in Cold War ideology; DBQ- Muslim Nationalist Movements; Choose two revolutions (Russian, Chinese, Cuban, Iranian) and compare their effects on the roles of women; Compare the causes and effects of the World Wars on areas outside of Europe; Compare legacies of colonialism and patterns of economic development in two of the following regions: Asia, Latin America, Africa; Compare patterns and results of decolonization in Africa and India 2)   Timeline – students will create a timeline for the period connecting events by relationships between the causes and consequences of the events. 3)   Reflective Blog – on blogs students will write reflective commentary considering social movements during this era and its connection to the larger story of the world. Go HERE

Unit 5

Industrial Revolution, Imperialism, Global Capitalism, and Revolutions.

Today we are going to go over the following areas:

GSPRITE OR GRAPES

North and South America (outline it) - The United States, Mexico, Haiti, Brazil

Europe (outline it) - Great Britain, France, Belgium, Germany

Asia (outline it) - think Ottoman Empire, China, Japan (and India?)

Africa (outline it) - South Africa, the Congo, etc.