Giakoumis/Checo_APWH_pd.6-APWH_Period 6 Assignments

Upcoming Assignments RSS Feed

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Aim: What is globalization? How has Globalization impacted the environment? in Google Classroom

Aim: What is globalization? How has Globalization impacted the environment?

Past Assignments

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Aim: What led to Human Rights Violations in the 20th century? How has the international community reacted? in Google Classroom

Aim: What led to Human Rights Violations in the 20th century? How has the international community reacted?

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Aim: What effects did the Iranian Revolution in 1979 have on Iran? in Google Classroom

Aim: What effects did the Iranian Revolution in 1979 have on Iran?

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Aim: How did Kemal Atatürk reform Turkey? in Google Classroom

Aim: How did Kemal Atatürk reform Turkey?

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Aim: Why is there conflict in Israel-Palestine?  in Google Classroom

Aim: Why is there conflict in Israel-Palestine?

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Aim: How were the policies of Mao Zedong and Deng Xiaoping similar and how were they different? in Google Classroom

Aim: How were the policies of Mao Zedong and Deng Xiaoping similar and how were they different?

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Aim: How did Mao Zedong and the Communist Party of China gain, consolidate, and maintain power? in Google Classroom

Aim: How did Mao Zedong and the Communist Party of China gain, consolidate, and maintain power?

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Aim: What efforts were made by Nelson Mandela as well as organizations in and outside of South Africa to end apartheid? in Google Classroom

Aim: What efforts were made by Nelson Mandela as well as organizations in and outside of South Africa to end apartheid?

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Aim: What is Apartheid? in Google Classroom

Aim: What is Apartheid?

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Aim: Why was the Partition of India a turning point for the region? in Google Classroom

Aim: Why was the Partition of India a turning point for the region?

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School Survey- Student and Parent in Google Classroom

School Survey- Student and Parent

Hello all! If you haven't already done so, please complete the school's student survey. Additionally, please ask your parents to complete the parent survey. You can find directions for both surveys attached. Thank you.

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Aim: What led to Indian Independence from Great Britain? in Google Classroom

Aim: What led to Indian Independence from Great Britain?

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Aim: Who was Mohandas Gandhi? What was his point of view concerning British rule of India? in Google Classroom

Aim: Who was Mohandas Gandhi? What was his point of view concerning British rule of India?

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Unit 10.6 Exam- MC in Google Classroom

Unit 10.6 Exam- MC

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Aim: How did the events of the 1980s and 90s help to achieve, maintain, and/or threaten world peace? in Google Classroom

Aim: How did the events of the 1980s and 90s help to achieve, maintain, and/or threaten world peace?

TEST TOMORROW!

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Aim: How did Cold War proxy wars help to achieve, maintain, and/or threaten world peace? in Google Classroom

Aim: How did Cold War proxy wars help to achieve, maintain, and/or threaten world peace?

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APWH test reflection in Google Classroom

APWH test reflection

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Aim: How did the Korean War contribute to Cold War tensions between the United States and the Soviet Union? in Google Classroom

Aim: How did the Korean War contribute to Cold War tensions between the United States and the Soviet Union?

We are starting today's lesson with the nearpod activity and then moving into the google docs reading, video and assignment.

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Aim: How did Cold War proxy wars help to achieve, maintain, and/or threaten world peace? in Google Classroom

Aim: How did Cold War proxy wars help to achieve, maintain, and/or threaten world peace?

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Discussing Units 7-9 | Live Review Session 3 | AP World History: Modern in Google Classroom

Discussing Units 7-9 | Live Review Session 3 | AP World History: Modern

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Aim: How did the arms race and space race help to achieve, maintain and/or threaten world peace during the cold war? in Google Classroom

Aim: How did the arms race and space race help to achieve, maintain and/or threaten world peace during the cold war?

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Aim: How did events in Europe in the early years of the Cold War help to achieve, maintain, and/or thre in Google Classroom

Aim: How did events in Europe in the early years of the Cold War help to achieve, maintain, and/or thre

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Discussing Units 4-6 | Live Review Session 2 | AP World History: Modern in Google Classroom

Discussing Units 4-6 | Live Review Session 2 | AP World History: Modern

Assignment: Unit 6 Progress Check: MCQ


Class: APWH


Available as of: 5/3/2021 10:45 AM EDT


Due: 5/8/2021 11:45 PM EDT


Link for students to take test: https://apclassroom.collegeboard.org/34/assessments/assignments/28994736


Link for teachers to track progress: https://apclassroom.collegeboard.org/34/assessments/progress/28994736

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What alliances formed during the Cold War? Why did countries join them?
What is the Doomsday Clock? Why was it created? in Google Classroom

What alliances formed during the Cold War? Why did countries join them? What is the Doomsday Clock? Why was it created?

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Aim: What political and economic ideologies influenced the foreign policies of the Soviet Union and the United States during the Cold War? in Google Classroom

Aim: What political and economic ideologies influenced the foreign policies of the Soviet Union and the United States during the Cold War?

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Aim: What was the Cold War? in Google Classroom

Aim: What was the Cold War?

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Exam: Unit 10.5- MC in Google Classroom

Exam: Unit 10.5- MC

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Exam: Unit 10.5 CRQ in Google Classroom

Exam: Unit 10.5 CRQ

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Aim: What was the Holocaust? in Google Classroom

Aim: What was the Holocaust?

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Aim: What was war like in WWII? How did it affect those involved? in Google Classroom

Aim: What was war like in WWII? How did it affect those involved?

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Aim: What caused WWII? in Google Classroom

Aim: What caused WWII?

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Why did Japan become an imperial nation? in Google Classroom

Why did Japan become an imperial nation?

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Albert Quiz: Interwar Period in Google Classroom

Albert Quiz: Interwar Period

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How did Hitler gain, consolidate and maintain power in Germany before the Great Depression? in Google Classroom

How did Hitler gain, consolidate and maintain power in Germany before the Great Depression?

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AP Test App in Google Classroom

AP Test App

Please follow instructions and download APP. 

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Aim: Who was Joseph Stalin? How did he rule? in Google Classroom

Aim: Who was Joseph Stalin? How did he rule?

Graphic organizer to be completed for homework.

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Aim: Who was Vladimir Lenin? What did he believe? in Google Classroom

Aim: Who was Vladimir Lenin? What did he believe?

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APWH DBQ Essay: Imperialism in Google Classroom

APWH DBQ Essay: Imperialism

As always, essays are 45% of your grade. This essay is due before class on Monday April 4th.

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Albert Quiz: WWI in Google Classroom

Albert Quiz: WWI

49 questions and 60 minutes to complete. You have until midnight on April 4th to complete this assignment. Reminder, once you open the quiz the timer starts so make sure you don't start this assignment until you have one hour to devout to it. Thank you and good luck!

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Aim: What were the causes of the Russian Revolution? in Google Classroom

Aim: What were the causes of the Russian Revolution?

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Aim: How did nations work together to build stability and peace after World War I? in Google Classroom

Aim: How did nations work together to build stability and peace after World War I?

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What was war like in WWI? How did it affect those involved? in Google Classroom

What was war like in WWI? How did it affect those involved?

To be completed for homework and will be due Monday by end of day.

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APWH DBQ Essay: Influenza in Google Classroom

APWH DBQ Essay: Influenza

Tomorrow is a half a day and our class does not meet. Use the free time and the weekend to complete this APWH DBQ essay. The essay is due Monday BEFORE class and will be graded as an EXAM.

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Aim: How can we analyze the causes were of World War I? in Google Classroom

Aim: How can we analyze the causes were of World War I?

Unit Essential Question(s): How did cooperation and competition between nations impact the international community and the lives of individuals in the countries involved in the world wars?
Supporting Question(s):
What were the long-term causes of World War I?
Objective(s):
Describe the long-term causes of World War I.

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Aim: What was World War I? in Google Classroom

Aim: What was World War I?

Unit Essential Question(s): How did cooperation and competition between nations impact the international community and the lives of individuals in the countries involved in the world wars?
Objective(s):
Define war.
Identify when World War I occurred, where World War I occurred, and who was involved in World War I.
Discussion Questions:

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Fourth MP Survey in Google Classroom

Fourth MP Survey

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CRQ Exam- Imperialism in Google Classroom

CRQ Exam- Imperialism

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MUST COMPLETE THIS SURVEY in Google Classroom

MUST COMPLETE THIS SURVEY

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Multiple Choice Exam: Imperialism  in Google Classroom

Multiple Choice Exam: Imperialism

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10.4 SQ 10. How did Europeans and people of European descent gain, consolidate, and maintain power in South Africa? in Google Classroom

10.4 SQ 10. How did Europeans and people of European descent gain, consolidate, and maintain power in South Africa?

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Albert Quiz: Imperialism 1 in Google Classroom

Albert Quiz: Imperialism 1

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Aim: What were the causes and effects of the Boxer Rebellion? in Google Classroom

Aim: What were the causes and effects of the Boxer Rebellion?

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Aim: How did Europeans, the Japanese, and the United States gain, consolidate, and maintain power in China? in Google Classroom

Aim: How did Europeans, the Japanese, and the United States gain, consolidate, and maintain power in China?

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Aim: How did British and Chinese points of view concerning trade between the two nations differ? How were they similar? in Google Classroom

Aim: How did British and Chinese points of view concerning trade between the two nations differ? How were they similar?

This is a classwork and homework grade. Please make sure to fully complete it. Thank you!

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Aim: What were the causes and effects of the Sepoy Rebellion? in Google Classroom

Aim: What were the causes and effects of the Sepoy Rebellion?

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Aim: How did the British gain, consolidate, and maintain power in India? in Google Classroom

Aim: How did the British gain, consolidate, and maintain power in India?

This assignment is worth 2 grades- 1 classwork grade and one HW grade. You are to complete"Document Analysis Activity: How did the British gain, consolidate, and maintain power in India?" for HW. It is due before class tomorrow.

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Aim: Why did European powers imperialize other nations? in Google Classroom

Aim: Why did European powers imperialize other nations?

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Exam: Revolutions CRQ in Google Classroom

Exam: Revolutions CRQ

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Revolutions Review Sheet in Google Classroom

Revolutions Review Sheet

Reminder you have an exam tomorrow and Thursday. Tomorrow is the multiple choice portion and Thursday is the CRQ. Complete the review sheet for 5 points on the exam. Good luck!

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Exam: Revolutions MC in Google Classroom

Exam: Revolutions MC

Reminder, you MUST be on zoom with us during the exam or else the exam WILL NOT be graded.

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Aim: How can we write a well organized APWH document based essay? in Google Classroom

Aim: How can we write a well organized APWH document based essay?

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Albert Quiz: Industrial Revolution  in Google Classroom

Albert Quiz: Industrial Revolution

33 Questions- 40 minutes to complete.

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Type APWH Document Based Essay Here: in Google Classroom

Type APWH Document Based Essay Here:

Please make sure to type the draft of your document based essay using the attached google docs link. If your essay isn't typed here, it will not be graded. Also attached, a guided video for this essay, my edited copy of the document analysis (google slides-APWH DBQ_Silver)), my summarized notes on the documents (Notes DBQ Silver) and finally, an essay outline that provides for the possible grouping of your documents. If you have any further questions- please reach out.

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Winter Break Survey in Google Classroom

Winter Break Survey

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Aim: Why did Japan industrialize during the Meiji Period? How did industrialization affect Japan? in Google Classroom

Aim: Why did Japan industrialize during the Meiji Period? How did industrialization affect Japan?

Unit Essential Question(s): Do the benefits of innovation outweigh the costs? For whom?
Supporting Question(s):
Why did Japan industrialize during the Meiji Period? How did industrialization affect Japan?

Objective(s):
Explain the social, political, and economic impacts of industrialization on Japan during the Meiji Restoration.

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Aim: What were the causes and effects of the Irish Potato Famine? in Google Classroom

Aim: What were the causes and effects of the Irish Potato Famine?

Unit Essential Question(s): Do the benefits of innovation outweigh the costs? For whom?
Supporting Question(s):
What were the causes and effects of the Irish Potato Famine?

Objective(s):
Describe the causes of the Irish Potato Famine.
Describe the effects of the Irish Potato Famine.

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Albert Quiz Industrialization  in Google Classroom

Albert Quiz Industrialization

22 questions- 35 minutes to complete

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Aim: What is the difference between capitalism, socialism, and communism? in Google Classroom

Aim: What is the difference between capitalism, socialism, and communism?

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Aim: According to Adam Smith's The Wealth of Nations (1776), how does a nation build wealth? in Google Classroom

Aim: According to Adam Smith's The Wealth of Nations (1776), how does a nation build wealth?

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Aim: In Karl Marx and Friedrich Engels' The Communist Manifesto (1848), what points of view are expressed about the impacts of capitalism and the Industrial Revolution? in Google Classroom

Aim: In Karl Marx and Friedrich Engels' The Communist Manifesto (1848), what points of view are expressed about the impacts of capitalism and the Industrial Revolution?

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Aim: How did reform movements attempt to transform society? in Google Classroom

Aim: How did reform movements attempt to transform society?

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Aim: What were the effects of the Industrial Revolution in Great Britain? in Google Classroom

Aim: What were the effects of the Industrial Revolution in Great Britain?

Unit Essential Question(s): Do the benefits of innovation outweigh the costs? For whom?
Supporting Question(s): Industrial Revolution Inquiry Documents: To what extent did people in 19th century Great Britain experience the Industrial Revolution differently? How were their experiences similar?
Objective(s):
Investigate how people in 19th century Great Britain experienced the Industrial Revolution.
Evaluate the reliability of sources for a given purpose.

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Wellness Check in Google Classroom

Wellness Check

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Aim: How did industrialization and urbanization affect British cities and those who lived in them? in Google Classroom

Aim: How did industrialization and urbanization affect British cities and those who lived in them?

Unit Essential Question(s): Do the benefits of innovation outweigh the costs? For whom?
Supporting Question(s): How did industrialization and urbanization affect British cities and those who lived in them?
Objective(s):
Describe how industrialization and urbanization affected cities and those who lived in them.

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Aim: How did innovations during the Industrial Revolution change life in Great Britain in the 19th century? in Google Classroom

Aim: How did innovations during the Industrial Revolution change life in Great Britain in the 19th century?

Unit Essential Question(s): Do the benefits of innovation outweigh the costs? For whom?
Supporting Question(s): How did innovations during the Industrial Revolution change life in Great Britain in the 19th century?
Objective(s):
Describe how innovations during the Industrial Revolution changed life in Great Britain in the 19th century.

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Tutoring for Global History/APWH! in Google Classroom

Tutoring for Global History/APWH!

Please complete this 5 minute survey for HW.

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Aim: What historical circumstances and geographic context led to the Industrial Revolution in Great Britain? in Google Classroom

Aim: What historical circumstances and geographic context led to the Industrial Revolution in Great Britain?

Unit Essential Question(s): Do the benefits of innovation outweigh the costs? For whom?
Supporting Question(s): What historical circumstances and geographic context led to the Industrial Revolution in Great Britain?
Objective(s):
Describe the changes brought about by the Agricultural Revolution in Great Britain.

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Quiz: Nationalism  in Google Classroom

Quiz: Nationalism

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Aim: What was the Industrial Revolution? in Google Classroom

Aim: What was the Industrial Revolution?

Unit Essential Question(s): Do the benefits of innovation outweigh the costs? For whom?
Supporting Question(s): What was the Industrial Revolution?
Objective(s): Describe what the Industrial Revolution was.
Discussion Question: Why is the Industrial Revolution considered a turning point in history?

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Aim: How did the Agrarian Revolution change Great Britain? in Google Classroom

Aim: How did the Agrarian Revolution change Great Britain?

Unit Essential Question(s): Do the benefits of innovation outweigh the costs? For whom?
Supporting Question(s): How did the Agrarian Revolution change Great Britain?
Objective(s): Describe the changes brought about by the Agricultural Revolution in Great Britain.
Discussion Question: How did the Agrarian Revolution enable the Industrial Revolution to occur?

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Aim: What led to independence movements in the Western Hemisphere in the 18th and 19th centuries?  in Google Classroom

Aim: What led to independence movements in the Western Hemisphere in the 18th and 19th centuries?

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Aim: How can we analyze the causes of the Haitian Revolution? in Google Classroom

Aim: How can we analyze the causes of the Haitian Revolution?

This activity will be completed live on zoom and your answers will be directly put into the google slides.

Unit Essential Question(s): How did the development of ideas, beliefs and religions lead to political, social and cultural turning points in World History?
Objective: Engage in analysis and discussion to contextualize the historical circumstances that led to the Haitian Revolution.
Discussion Questions:
Were the slaves driven by Enlightenment ideas or other factors?
Why is the Haitian Revolution so important? (some historians have called it “the most significant revolution in history”)

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Aim: What historical circumstances led to the unification of Germany and Italy? in Google Classroom

Aim: What historical circumstances led to the unification of Germany and Italy?


Unit Essential Question(s): How did the development of ideas, beliefs and religions lead to political, social and cultural turning points in World History?
Supporting Question(s): What historical circumstances led to the unification of Germany and Italy?
Objective(s): Describe how nationalism affected Europe in the 19th century with regards to the unification of Germany and Italy, and the weakening of the Austrian and Ottoman Empires.
Discussion Question: See Nearpod link

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Aim: What historical circumstances led to the unification of Germany and Italy? in Google Classroom

Aim: What historical circumstances led to the unification of Germany and Italy?


Unit Essential Question(s): How did the development of ideas, beliefs and religions lead to political, social and cultural turning points in World History?
Supporting Question(s): What historical circumstances led to the unification of Germany and Italy?
Objective(s): Describe how nationalism affected Europe in the 19th century with regards to the unification of Germany and Italy, and the weakening of the Austrian and Ottoman Empires.
Discussion Question: See Nearpod link

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Aim: What is nationalism? What impact can it have? in Google Classroom

Aim: What is nationalism? What impact can it have?

Aim: What is nationalism? What impact can it have?
Unit Essential Question(s): How did the development of ideas, beliefs and religions lead to political, social and cultural turning points in World History?
Objective: Explain what nationalism is and what effect it can have on individuals and on society.
Discussion Question: The attack at the Capitol building on January 6th was an act of Nationalism- Agree/Disagree and Explain.

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Albert Quiz- French Revolution in Google Classroom

Albert Quiz- French Revolution

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Aim: During the Age of Napoleon stage of the French Revolution what actions were taken to address issues in France? To what extent did those actions fix those problems? in Google Classroom

Aim: During the Age of Napoleon stage of the French Revolution what actions were taken to address issues in France? To what extent did those actions fix those problems?

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Making Sense of Yesterday in Google Classroom

Making Sense of Yesterday

Hello beautiful children! We are most defiantly leaving in historic times. The same way you are learning about the Industrial Revolution, students in 20, 50, 100 years from now will be learning about the events that took place yesterday. I am asking you to review the attached power-point for homework and respond to the the prompt on the last slide. If you want to talk to us about any of this, please feel free to reach out and I will make a point of it. Thank you!

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Aim: During the Radical Revolution stage of the French Revolution what actions were taken to address issues in France? To what extent did those actions fix those problems? in Google Classroom

Aim: During the Radical Revolution stage of the French Revolution what actions were taken to address issues in France? To what extent did those actions fix those problems?

Please join the zoom meeting for attendance and mini-lesson. The link can be found in the zoom meeting folder.

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Aim: During the National Assembly stage of the French Revolution what actions were taken to address issues in France? To what extent did those actions fix those problems? in Google Classroom

Aim: During the National Assembly stage of the French Revolution what actions were taken to address issues in France? To what extent did those actions fix those problems?

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Winter Break: Enduring Issues Essay in Google Classroom

Winter Break: Enduring Issues Essay

This essay, as are ALL ESSAYS for this class will be graded as an EXAM. Attached you will find the documents, the essay outline which we strongly recommend you use to write your essay and the rubric that we will be using to grade your essays.

Due:

Winter Break Survey in Google Classroom

Winter Break Survey

Please join zoom! =)

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Aim: What were the social, economic, and political issues that led to the French Revolution? in Google Classroom

Aim: What were the social, economic, and political issues that led to the French Revolution?


Unit Essential Question(s): How did the development of ideas, beliefs and religions lead to political, social and cultural turning points in World History?
Supporting Question(s):
What were the social, economic, and political issues that led to the French Revolution?

Objective(s):
Describe the social, economic, and political issues that led to the French Revolution.

Please join the zoom meeting for attendance and mini-lesson. The link can be found in the zoom meeting folder. This is a two day lesson and the work is due by the end of class tomorrow.

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Unit 5: Enlightenment in Google Classroom

Unit 5: Enlightenment

12 questions- 18 minutes to complete

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Aim: What was the French Revolution? in Google Classroom

Aim: What was the French Revolution?

Unit Essential Question(s): How did the development of ideas, beliefs and religions lead to political, social and cultural turning points in World History?
Supporting Question(s):
What was the French Revolution?

Objective(s):
Describe the French Revolution.

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Snow Day Survey! in Google Classroom

Snow Day Survey!

See you on zoom!

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Aim: What effect did the Enlightenment have on social reform movements and monarchs in the 18th century? in Google Classroom

Aim: What effect did the Enlightenment have on social reform movements and monarchs in the 18th century?


Unit Essential Question(s): How did the development of ideas, beliefs and religions leads to political, social and cultural turning points in World History?
Supporting Question(s): What effect did the Enlightenment have on social reform movements and monarchs in the 18th century?
Objective(s): Explain how Enlightenment ideas influenced the women’s rights and abolition movements in England and Enlightened Despots.

This is a two-day lesson. We will work on it today and tomorrow and it has to be submitted by the end of class tomorrow.

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Aim: What points of view did Enlightenment Thinkers have about government? in Google Classroom

Aim: What points of view did Enlightenment Thinkers have about government?


Unit Essential Question(s): How did the development of ideas, beliefs and religions leads to political, social and cultural turning points in World History?
Supporting Question(s): What points of view did Enlightenment Thinkers have about government?
Objective(s):
Describe the points of view of Enlightenment Thinkers on government.

This is a two-day lesson. We will work on it today and tomorrow and it has to be submitted by the end of class tomorrow.

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Unit 4 Quiz in Google Classroom

Unit 4 Quiz

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Marking Period 3 in Google Classroom

Marking Period 3

Please complete your marking period 3 goals for APWH. If you have achieved your goals from MP1 and MP2 then it is time to set new goals. If you have not met your goals yet, what will you be doing differently to achieve your goals and how can I support you in achieving your goals? Please complete this goals sheet by the end of the week- it will be counted as a homework assignment for MP3.

Due:

Aim: What historical circumstances led to the Enlightenment? in Google Classroom

Aim: What historical circumstances led to the Enlightenment?

https://us02web.zoom.us/j/87995348696?pwd=QjBGbEpqaGIwMnExYkpOY3UvaW1yQT09

Unit Essential Question(s): How did the development of ideas, beliefs and religions leads to political, social and cultural turning points in World History?
Supporting Question(s): What historical circumstances led to the Enlightenment?
Objective(s):
Describe what the Enlightenment was and the historical context in which it took place.

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Aim: How can we contextualize Unit 5: Revolutions of APWH?
 in Google Classroom

Aim: How can we contextualize Unit 5: Revolutions of APWH?

Unit 5: Revolutions c. 1750 to c. 1900
Unit Essential Question(s): How did the development of ideas, beliefs and religions leads to political, social and cultural turning points in World History?

Due:

APWH Midterm_CRQ in Google Classroom

APWH Midterm_CRQ

Midterm exams are worth 50% of your grade. This exam is due by the end of the period. No exceptions. Your final answers must be recorded on the google forms link.

Due:

APWH Midterm_MC in Google Classroom

APWH Midterm_MC

Reminder you must be logged into zoom during the exam and your answers MUST be submitted by the end of the period if you want your answer sheet to be graded. Thank you.
https://us02web.zoom.us/j/83392134478?pwd=SS85Y0FVQmdTMEk1YUxtVlIrZVNWZz09

Midterm exams are worth 50% of your grade. This exam is due by the end of the period. No exceptions. Your final answers must be recorded on the google forms link.

Due:

Midterm Review Sheet in Google Classroom

Midterm Review Sheet

Midterm Exam will be on Monday December 7th (multiple choice) and Tuesday December 8th (CRQ). Please complete HW that is attached as a HW assignment. Additionally, you can receive 5 extra credit points on the exam for completing it.

Due:

Wellness Form 12.04.20 in Google Classroom

Wellness Form 12.04.20

https://us02web.zoom.us/j/83392134478?pwd=SS85Y0FVQmdTMEk1YUxtVlIrZVNWZz09

Due:

Aim: What were the Political, Economic, Cultural and Geographic Impacts of European Colonization? in Google Classroom

Aim: What were the Political, Economic, Cultural and Geographic Impacts of European Colonization?


Unit Essential Question: How have human adaptation and innovation resulted in increased efficiency, comfort, and security, and how have technological advances shaped human development and interactions with both intended and unintended consequences?
Objectives:
Discussion Question:

Due:

Aim: What was the impact of the Columbian Exchange on the Old World and New World? in Google Classroom

Aim: What was the impact of the Columbian Exchange on the Old World and New World?


Unit Essential Question: How have human adaptation and innovation resulted in increased efficiency, comfort, and security, and how have technological advances shaped human development and interactions with both intended and unintended consequences?
Objectives:
Discussion Question:

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Aim: How did the geographic and historical context of the Spanish, Aztecs, and Inca affect interactions between the American civilizations and the Spanish?
 in Google Classroom

Aim: How did the geographic and historical context of the Spanish, Aztecs, and Inca affect interactions between the American civilizations and the Spanish?

Due:

Thanksgiving Break: Enduring Issues Essay in Google Classroom

Thanksgiving Break: Enduring Issues Essay

This essay, as are ALL ESSAYS for this class will be graded as an EXAM. Attached you will find the documents, the essay outline which we strongly recommend you use to write your essay and the rubric that we will be using to grade your essays.

Due:

Aim: What impact did Christopher Columbus have on global history? in Google Classroom

Aim: What impact did Christopher Columbus have on global history?


Unit Essential Question: How have human adaptation and innovation resulted in increased efficiency, comfort, and security, and how have technological advances shaped human development and interactions with both intended and unintended consequences?
Objectives: Explain the causes of the Columbian Exchange and its effects on the Eastern and Western Hemispheres.
Discussion Question:

Due:

Unit 3 Quiz in Google Classroom

Unit 3 Quiz

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Aim: How did European exploration impact trade networks and power dynamics in the Eastern Hemisphere? in Google Classroom

Aim: How did European exploration impact trade networks and power dynamics in the Eastern Hemisphere?


Unit Essential Question: How have human adaptation and innovation resulted in increased efficiency, comfort, and security, and how have technological advances shaped human development and interactions with both intended and unintended consequences?
Objectives: Explain the process of state
building and expansion among various empires and states in the period from 1450 to 1750.
Discussion Question:

Due:

Aim: What motivated European exploration in the 15th and 16th centuries? in Google Classroom

Aim: What motivated European exploration in the 15th and 16th centuries?


Unit Essential Question: How have human adaptation and innovation resulted in increased efficiency, comfort, and security, and how have technological advances shaped human development and interactions with both intended and unintended consequences?
Objectives: Describe the role of states in the expansion of maritime exploration from 1450 to 1750.
Discussion Question:

Due:

Aim: How did technological innovation impact the Age of Exploration? in Google Classroom

Aim: How did technological innovation impact the Age of Exploration?


Unit Essential Question: How have human adaptation and innovation resulted in increased efficiency, comfort, and security, and how have technological advances shaped human development and interactions with both intended and unintended consequences?
Objectives: Explain how cross-cultural interactions resulted in the diffusion of technology and facilitated changes in patterns of trade and travel from 1450 to 1750.
Discussion Question:

Due:

Aim: How can we contextualize Unit 4: Transoceanic Interconnections? in Google Classroom

Aim: How can we contextualize Unit 4: Transoceanic Interconnections?

Unit Essential Question: How have human adaptation and innovation resulted in increased efficiency, comfort, and security, and how have technological advances shaped human development and interactions with both intended and unintended consequences?
Objectives: Compare the methods by which various empires increased their influence from 1450 to 1750.
Discussion Question: How can we compare and contrast land-based empires to maritime empires?

Due:

Happy Friday! in Google Classroom

Happy Friday!

Please complete both surveys and complete the goals sheet for MP2.

Due:

Marking Period 2  in Google Classroom

Marking Period 2

Goals Sheet

Due:

Aim: Does Peter Romanov deserve the title, “Peter the Great?” in Google Classroom

Aim: Does Peter Romanov deserve the title, “Peter the Great?”

Aim: Does Peter Romanov deserve the title, “Peter the Great?”
Unit Essential Question: How did a variety of internal and external factors contribute to state formation, expansion and decline?
Objectives:
-Analyze how Peter the Great used absolutism to maintain and consolidate power in Russia
-Evaluate the extent to which Peter the Great took steps during his reign (1682 - 1725) to modernize Russia and transform it into a major European power.
Discussion Question:
Homework: Finish Classwork

Due:

Aim: How did Europe begin to rebuild after the Mongol Empire, the Bubonic Plague and the Crusades? in Google Classroom

Aim: How did Europe begin to rebuild after the Mongol Empire, the Bubonic Plague and the Crusades?

Unit Essential Question: How did a variety of internal and external factors contribute to state formation, expansion and decline?
Objectives:
-Analyze how trade and travel during the Crusades helped revive the economy.
-Evaluate how changes in culture lead to the break-up of Christian unity.
Discussion Question: Do you believe Martin Luther's ideas were impactful enough that they would have spread even without the creation of the printing press? Explain and cite evidence.

Due:

Aim: How did the Ming Dynasty gain, consolidate, and maintain power? in Google Classroom

Aim: How did the Ming Dynasty gain, consolidate, and maintain power?

Unit Essential Question: How did a variety of internal and external factors contribute to state formation, expansion and decline?
Objective(s): Describe how the Ming Dynasty gained, consolidated, and maintained power
Discussion Question: How was the Ming Dynasty able to maintain order through a variety of administrative institutions, policies and procedures?
Homework: Finish Classwork

Due:

Aim: How did the Tokugawa Shogunate gain, consolidate, and maintain power in Japan? in Google Classroom

Aim: How did the Tokugawa Shogunate gain, consolidate, and maintain power in Japan?

Today we will review Japan and its Geography and we will learn about the Tokugawa Shogunate. The second part of today's work, "How did the Tokugawa Shogunate gain, consolidate, and maintain power in Japan?" must be completed as HW over the weekend. You will receive TWO grades for today's assignment, one for classwork and one for HW so please make sure the entire assignment is fully completed. Thank you.

Due:

Aim: How have the Gunpowder Empires impacted World History? in Google Classroom

Aim: How have the Gunpowder Empires impacted World History?

https://us02web.zoom.us/j/83392134478?pwd=SS85Y0FVQmdTMEk1YUxtVlIrZVNWZz09

Due:

Aim: How can we contextualize what we will be learning about the land-based empires that developed between c. 1450 to c. 1750? in Google Classroom

Aim: How can we contextualize what we will be learning about the land-based empires that developed between c. 1450 to c. 1750?

https://us02web.zoom.us/j/83392134478?pwd=SS85Y0FVQmdTMEk1YUxtVlIrZVNWZz09

Due:

CRQ Exam in Google Classroom

CRQ Exam

https://us02web.zoom.us/j/83392134478?pwd=SS85Y0FVQmdTMEk1YUxtVlIrZVNWZz09
This exam is made up of 3 constructive response questions. You must read each document and answer the questions that follow. This will be graded as an exam.

Due:

Aim: What were the environmental effects of trade between c. 1200 to c. 1450? in Google Classroom

Aim: What were the environmental effects of trade between c. 1200 to c. 1450?

https://us02web.zoom.us/j/83392134478?pwd=SS85Y0FVQmdTMEk1YUxtVlIrZVNWZz09

Due:

Aim: Aim: What were the cultural effects of trade between c. 1200 to c. 1450? in Google Classroom

Aim: Aim: What were the cultural effects of trade between c. 1200 to c. 1450?

Unit Essential Question(s): How did the development of societies affect and are affected by the ways that they produce, exchagem and consume goods and services?
Objective(s):
Explain the intellectual and cultural effects of the various networks of exchange in Afro-Eurasia from c. 1200 to c. 1450.

Due:

Aim: How did the Trans-Saharan trade routes impact the expansion of empires and ideas along this route? in Google Classroom

Aim: How did the Trans-Saharan trade routes impact the expansion of empires and ideas along this route?

Due:

Aim: How did the Networks of Exchange enable Marco Polo, Ibn Battuta and Zheng he to explore the world? in Google Classroom

Aim: How did the Networks of Exchange enable Marco Polo, Ibn Battuta and Zheng he to explore the world?

Due:

Aim: How did the Indian Ocean Trade Routes impact exchange in the Indian Ocean?
 in Google Classroom

Aim: How did the Indian Ocean Trade Routes impact exchange in the Indian Ocean?

Due:

Wellness Check in Google Classroom

Wellness Check

For HW, please complete this wellness check. Please make sure to hit "turn in" on google classroom after you've completed this google form.

Due:


Aim: How did the Mongols build the largest contiguous empire in history? in Google Classroom

Aim: How did the Mongols build the largest contiguous empire in history?

Join Zoom Meeting
https://us02web.zoom.us/j/87995348696?pwd=QjBGbEpqaGIwMnExYkpOY3UvaW1yQT09

Meeting ID: 879 9534 8696
Passcode: 756305

Due:

Homework #8: Silk Roads in Google Classroom

Homework #8: Silk Roads

Due:

Aim: How did the silk road impact the development of Asia, Africa and Europe? in Google Classroom

Aim: How did the silk road impact the development of Asia, Africa and Europe?

https://us02web.zoom.us/j/87995348696?pwd=QjBGbEpqaGIwMnExYkpOY3UvaW1yQT09

Due:

Aim: How can we contextualize Unit 2: Networks of Exchange of APWH? in Google Classroom

Aim: How can we contextualize Unit 2: Networks of Exchange of APWH?

Join zoom using the link that can be found in our zoom link folder for attendance and mini-lesson

Due:

APWH Unit 1 Exam in Google Classroom

APWH Unit 1 Exam

Hello, login into zoom for attendance. You will then be instructed to click on the link attached below and begin your exam. There are 32 questions and you are being given 50 minutes to complete the exam. The exam is timed, so once you have reached 50 minutes, you will be locked out of the exam. On the AP exam, you have one minute per question- we will work on building up to that as the year progresses. You will be allowed to do test corrections for the exam, starting the next day and you will have until Friday to submit them-- more about that after the exam.

Due:

Aim: How can we analyze the developments in Africa from 1200-1450? in Google Classroom

Aim: How can we analyze the developments in Africa from 1200-1450?

Aim: How can we analyze the developments in Africa from 1200-1450?
Unit Essential Question(s): How did state systems in the Americas, as in Afro-Eurasia demonstrate continuity, innovation, and diversity?
Objective(s):
Explain how and why states in Africa developed and changed over time.

Join Zoom Meeting
https://us02web.zoom.us/j/87995348696?pwd=QjBGbEpqaGIwMnExYkpOY3UvaW1yQT09

Due:

Wellness Check in Google Classroom

Wellness Check

For HW, please complete this wellness check. Please make sure to hit "turn in" on google classroom after you've completed this google form.

Due:

Unit 1 Review Sheet in Google Classroom

Unit 1 Review Sheet

Your Unit 1 exam will be done on ALBERT on Tuesday 10/19/20. The review sheet is due Sunday night.

Due:

One of the five pillars of Islam is called almsgiving. Alms, are physical gifts (money, food, or goods) intended to help those who are poor. Historians believe that Mansa Musa was willing to give away up to 5.5 billions dollars worth of gold while on his pilgrimage to Mecca. It is also believed that by giving away so much gold, Mansa Musa unknowingly devalued the worth of gold and hurt the economies of the places of which he travelled through. What are your thoughts and reactions to this statement?  in Google Classroom

One of the five pillars of Islam is called almsgiving. Alms, are physical gifts (money, food, or goods) intended to help those who are poor. Historians believe that Mansa Musa was willing to give away up to 5.5 billions dollars worth of gold while on his pilgrimage to Mecca. It is also believed that by giving away so much gold, Mansa Musa unknowingly devalued the worth of gold and hurt the economies of the places of which he travelled through. What are your thoughts and reactions to this statement?

Please respond to the question using the components of an argument that were taught to you-- claim, evidence, reasoning. After you've responded, you will then need to respond to at least 1 other students statement in order to receive full credit.

Due:

Aim: How can we analyze the developments of the Americas from 1200-1450?
 in Google Classroom

Aim: How can we analyze the developments of the Americas from 1200-1450?

Aim: How can we analyze the developments of the Americas from 1200-1450?
Unit Essential Question(s): How did state systems in the Americas, as in Afro-Eurasia demonstrate continuity, innovation, and diversity?
Objective(s): Explain how and why states in the Americas developed and changed over time.

Due:

Homework #7: 1.5 State Building in Africa in Google Classroom

Homework #7: 1.5 State Building in Africa

Due:

Aim: How did the Byzantine Empire rise and fall? in Google Classroom

Aim: How did the Byzantine Empire rise and fall?

Aim: What was life like during the Middle Ages in Europe?
Unit Essential Question(s): How did state systems in the Americas, as in Afro-Eurasia demonstrate continuity, innovation, and diversity?
-Explain how the beliefs and practices of the predominant religions in Europe affected European society.
Join Zoom Meeting
https://us02web.zoom.us/j/87995348696?pwd=QjBGbEpqaGIwMnExYkpOY3UvaW1yQT09

Due:

If you were living in Western Europe during the Middle Ages, which social class would you want to belong to and why? Explain your answer.  in Google Classroom

If you were living in Western Europe during the Middle Ages, which social class would you want to belong to and why? Explain your answer.

Directions: Respond to the question below by stating a claim, providing evidence and explaining your reasoning. After you have responded to the question, you MUST respond to at least 1 other classmates responses in order to receive full credit.

If you were living in Western Europe during the Middle Ages, which social class would you want to belong to and why? Explain your answer.

Due:

Aim: What was life like during the Middle Ages in Europe? in Google Classroom

Aim: What was life like during the Middle Ages in Europe?

Join Zoom Meeting
https://us02web.zoom.us/j/87995348696?pwd=QjBGbEpqaGIwMnExYkpOY3UvaW1yQT09

Aim: What was life like during the Middle Ages in Europe?
Unit Essential Question(s): How did state systems in the Americas, as in Afro-Eurasia demonstrate continuity, innovation, and diversity?
-Explain how the beliefs and practices of the predominant religions in Europe affected European society.
-Explain the causes and consequences of political decentralization in Europe from c. 1200 to c. 1450.

Due:

Aim: How can we analyze what happened in East Asia from 1200-1450? in Google Classroom

Aim: How can we analyze what happened in East Asia from 1200-1450?

Aim: How can we analyze what happened in East Asia from 1200-1450?
Unit Essential Question(s): How did state systems in the Americas, as in Afro-Eurasia demonstrate continuity, innovation, and diversity?
Objective(s): Explain the systems of government employed by Chinese dynasties and how they developed over time.

Due:

How advanced were the Mesoamerican Civilizations before the arrival of Europeans? Use evidence from the assignment to support your claim. in Google Classroom

How advanced were the Mesoamerican Civilizations before the arrival of Europeans? Use evidence from the assignment to support your claim.

Directions: Respond to the question below by stating a claim, providing evidence and explaining your reasoning. After you have responded to the question, you MUST respond to at least 2 other classmates responses in order to receive full credit.

How advanced were the Mesoamerican Civilizations before the arrival of Europeans? Use evidence from the assignment to support your claim.

Due:

Homework #6: 1.4: State Buildings in the Americas c. 1200 to 1450 in Google Classroom

Homework #6: 1.4: State Buildings in the Americas c. 1200 to 1450

Aim: Aim: How can we analyze the developments of the Americas from 1200-1450?
Unit Essential Question(s): How did state systems in the Americas, as in Afro-Eurasia demonstrate continuity, innovation, and diversity?
Objective(s): Explain how and why states in the Americas developed and changed over time.

Over the three day weekend, you will be reviewing State Building in the Americas 1200-1450. I suggest you begin the assignment by watching the video, then move to reviewing the power-point, then complete the google docs assignment, finally end with the ALBERT quiz. The ALBERT quiz includes questions on this topic, therefore I think it is best to leave it last. All this work is to be completed by Monday night 11:59 PM. Reach out with any questions

Due:

Aim: How can we analyze life in South and Southeast Asia from 1200-1450? in Google Classroom

Aim: How can we analyze life in South and Southeast Asia from 1200-1450?

Aim: How can we analyze life in South and Southeast Asia from 1200-1450?
Unit Essential Question(s): How did state systems in the Americas, as in Afro-Eurasia demonstrate continuity, innovation, and diversity?
Explain how the various belief systems and practices of South and Southeast Asia affected society over time.

Due:

Homework #5: 1.3: Post-Classical South, Southeast Asia  in Google Classroom

Homework #5: 1.3: Post-Classical South, Southeast Asia

Due:

Aim: How can we analyze the developments of Dar al-Islam from 1200-1450? in Google Classroom

Aim: How can we analyze the developments of Dar al-Islam from 1200-1450?

Aim: How can we analyze the developments of Dar al-Islam from 1200-1450?
Unit Essential Question(s): How did state systems in the Americas, as in Afro-Eurasia demonstrate continuity, innovation, and diversity?
Objective(s): Explain how systems of belief and their practices affected society in the period from c. 1200 to c. 1450.

Due:

Homework #4: 1.2: The Expansive Realm of Islam Guided Notes in Google Classroom

Homework #4: 1.2: The Expansive Realm of Islam Guided Notes

Use the attached power-point to answer the attached questions. This assignment is due at the start of class tomorrow.

Due:

Aim: How can we contextualize Unit 1: The Global Tapestry of APWH? in Google Classroom

Aim: How can we contextualize Unit 1: The Global Tapestry of APWH?

Due:

Homework #3: 1.1: Early Post-Classical East Asia in Google Classroom

Homework #3: 1.1: Early Post-Classical East Asia

Using the power-point as your reading guide answer the questions in the worksheet attached. This HW assignment is due on Tuesday.

Due:

Aim: How to Write an APWH DBQ essay? in Google Classroom

Aim: How to Write an APWH DBQ essay?

AP World History Document Based Essay.

Due:

Homework #2: Geography Review in Google Classroom

Homework #2: Geography Review

You have 5 days to complete this Geography review practice. The HW assignment will be graded as an exam. Please make sure it is completed by the due date and time.

Due:

Historical Thinking Skills and Enduring Issues Quiz in Google Classroom

Historical Thinking Skills and Enduring Issues Quiz

There will be a zoom meeting for attendance purposes today, afterwards you will be taking a quick quiz. This is a 10 question multiple choice quiz, due by the end of the period- no exceptions.

Due:

Aim: What enduring issues are in Global History? in Google Classroom

Aim: What enduring issues are in Global History?

Please log-in to the zoom meeting first for attendance and mini-lesson before beginning your classwork.

Due:

Aim: What is an enduring issue? in Google Classroom

Aim: What is an enduring issue?

Please log-in to the zoom meeting first for attendance and mini-lesson before beginning your classwork.

Due:

Aim: How do historians construct arguments? in Google Classroom

Aim: How do historians construct arguments?

Please log-in to the zoom meeting first for attendance and mini-lesson before beginning your classwork.

Due:

Aim: What is context? How do historians use it to understand and write about the past? in Google Classroom

Aim: What is context? How do historians use it to understand and write about the past?

Please log-in to the google classroom for the mini-lesson before starting the classwork.

Due:

Aim: How and why do historians corroborate their sources?
 in Google Classroom

Aim: How and why do historians corroborate their sources?

Please log-in to the google classroom for the mini-lesson before starting the classwork.

Due:

Marking Period 1 in Google Classroom

Marking Period 1

This goal setting worksheet is homework #1 and will be due tomorrow by the end of the period. Thank you.

Due:

Aim: What practices do historians use to examine sources? in Google Classroom

Aim: What practices do historians use to examine sources?

Please log-in to the google classroom for the mini-lesson before starting the classwork.

Due:

Aim: What sources do historians use to learn about the past? in Google Classroom

Aim: What sources do historians use to learn about the past?

Please log-in to the zoom meeting for a mini lesson, attendance and support before beginning this activity.

Due:

Aim: What is history? How does point of view affect it?  in Google Classroom

Aim: What is history? How does point of view affect it?

Please log-in to the google classroom for the mini-lesson before starting the classwork.

Due:

Ms. Giakoumis and Mr. Checo would like to get to know you! in Google Classroom

Ms. Giakoumis and Mr. Checo would like to get to know you!

Please complete the attached google forms and hit submit on google classroom so that we know you completed your assignment.

Due:

Quick Survey  in Google Classroom

Quick Survey