Thursday, June 13, 2019

Your Final Bonus Opportunity! (Mr. Stauffer's Class)

Here it is, your last chance at improving your grade...if you choose to accept the task!

Choose one (or more) of the following historical figures (of whom you have probably never heard) and answer the questions:

  • Louis Riel
  • Vasili Alexandrovich Arkhipov
  • Lise Meitner
  • Willie O'Ree
  • Mary Whiton Calkins
  • Benazir Bhutto
  1. What was the historical figures background? (Nationality, education, etc.)
  2. What adversity did they overcome?
  3. What was their lasting impact in their field?
  4. How is this person viewed today in their respective country?  Why?
Please answer on a piece of paper to be turned in by 18 June, 2019.

Wednesday, June 12, 2019

Your message to next year's students...

Tell the AP World 2019-20 cohort what they can expect!

Weighted as 3 HW tasks!  Printed copy must be turned in for credit!

Options:
You will earn a 3 on the task for completing, a 4 for a more thorough discussion of the course and your experience OR for creativity OR professionalism 
n  Letter to next year’s students
n  AP World Top 10 list

Going above and beyond in one of the following can earn you up to an 8 out of 4
n  AP World  “travel guide”
n  AP World User Guide
n  AP World Instructions
n  AP World: Map for Success


n  Discuss any aspects of the course that you think will help a student be successful in AP World
n  As always, be honest and be respectful
n  You can talk about things that worked for you and what you would’ve done differently
n  You can talk about different tasks, the flow of the year, beginning, middle and end of the course
n  Biggest lessons you learned from the course

n  Humor okay, but not more than 50% of the content

AP World Olympics


AP World Olympics
This is your final task for this course.  This project is valued at 10 assignments (about the value of one big packet).  Have fun!
You’ve been commissioned by the IAPWHOC (International Advanced Placement World History Olympic Committee) to design an event for the upcoming games on June 17 (per. 1, 3, 5) and June 18 (Per. 2, 4, 6)
Event Criteria:
·        Related to World History.  Somehow tied to a concept or theme we’ve studied (not an actual Olympic event like luge, archery, biathlon or ski jumping).
·        All event guidelines or criteria written out. If there are printed copies or materials, you create and submit for necessary duplication.
·        Event creators provide all supplies and materials needed for the event.
·        No district property may be destroyed, stolen, or in other ways abused.
·        Event may be either in the classroom or outdoors.  Does not have to be based on speed or strength.  Consider wit, speed, cunning, dexterity, or pure historical knowledge as you design your event.
·        Event must be designed for teams of 4 to participate (or a member of the team)
·        Team must have an identifying color(s), flag, banner, headband, uniform, or the like.
·        Each event must last no more than 10 minutes total
·        Each team member must participate in at least 2 events
·        No harm or bodily injury allowed.  Events designed with contact between participants must approved by instructor.
·        No disrespect or humiliation allowed (but appropriate team pride, cheers, chants, encouraged)

Monday, June 10, 2019

What You Missed...


AP World History – Research Project
“What you missed in History Class” All completed for a 4. On your own or two students in a group
*    Choose a topic or event in history that we did not cover this year or did not study in a detailed manner.  No choices are too obscure!  Only prohibition: cannot be solely from USA!
*    Developments reflect GRASPED IT features (at least four). 
*    You choose format
§  Slide show, movie, original recorded song, display, fact sheet, other??
*    Include the following elements
§  Identification of your topic/questions
§  Key components of your learning – sub questions and findings – broken down into specific parts
§  Conclusion: significance of what you learned
*    Source list – create Works Cited page with Easybib or Microsoft Word (2+ sources in MLA format, with annotations)

Friday, June 7, 2019

Mr. Denning's classes, June 7

Using examples from the movie, respond to two of the following prompts on a sheet of notebook paper, 100+ words each:





  1. The Springboks were a team that represented apartheid era South Africa. Why do you think Nelson Mandela wanted to keep the team together? Why do you think he was against renaming the team and starting over with a new South African rugby team? 
  2. We saw in the final scenes when South Africa won the rugby World Cup that this sport brought people together in a way that had never been seen in South Africa before. Sports have the ability to draw people with many differences together to rally behind a common cause. Can you think of a time that you have rallied behind a sports team and felt part of a larger group because of it? Have you experienced this on different levels (school, city, national or international sporting competitions)? 
  3. When Francoise brought the soccer team to the jail to learn about the place where Mandela had been imprisoned, he was shocked and amazed as much as anyone else about Mandela’s living situation for so many years. How did you feel when you saw the cell where he was imprisoned for so long?
  4. "Invictus" is a movie based on actual events, while "To Live" is a movie set in a historical context with fictional characters to communicate a story. Compare these two movie making methods. What are the advantages of and limits to retelling a true story through a movie, as opposed to using a fictional story to make a statement about historical events?

Thursday, June 6, 2019

Mr. Stauffer's Class June 6-7, 2019

One of the skills we would like you to have is an awareness of world events and how they came about historically.  Here are several sources for world newspapers in English.  Of course if you are fluent in languages other than English you are welcome to read the news in Swahili, Russian or Portuguese.

Your task:
  1. Find an article that has some link to some aspect of history we have studied (or maybe not).
  2. Briefly summarize the article (20+ words).
  3. Describe the link to the past (50+ words).
  4. Briefly describe a modern connection to the United States or, why does it matter to us?
Do this for three articles.  You may use the same region for all articles except for Canada and Mexico which you may use for one of the articles.  You may NOT use news sources from the United States of America.  

Tuesday, June 4, 2019

Mr. Denning's classes - June 4

Link to the Invictus poem

Heading: "Invictus Poem Analysis"
Answer the following questions on your own paper in 200+ words:

Do you find this poem inspiring? Can you think of a way that this poem could apply to overcoming struggles in your own life?
If you have time left after analyzing, you may view other links from yesterday's lesson.

Monday, June 3, 2019

Mr. Denning's Classes - June 3rd

Complete the following on a separate sheet of paper:

Apartheid
View and take notes on the 3 videos (be patient and wait through the ads...) at this site: https://www.history.com/topics/africa/apartheid

Read the accompanying article and write one note for each paragraph, then write a 30 word summary of the videos and article

Sharpeville Massacre
Read the background article and make brief notes.
Skim and scan the article here and take a look at the photos.

Soweto Uprising
How did this uprising shape the movement to end apartheid?

Steve Biko
Read this article and write one note for each paragraph, then write a 50 word analysis of the way Biko's life shaped the anti-apartheid movement in South Africa.

Biko - Peter Gabriel (released 1980)
Lyrics:

September '77
Port Elizabeth weather fine
It was business as usual
In police room 619
Oh Biko, Biko, because Biko
Oh Biko, Biko, because Biko
Yihla Moja, Yihla Moja
The man is dead
The man is dead
When I try to sleep at night
I can only dream in red
The outside world is black and white
With only one colour dead
Oh Biko, Biko, because Biko
Oh Biko, Biko, because Biko
Yihla Moja, Yihla Moja
The man is dead
The man is dead
You can blow out a candle
But you can't blow out a fire
Once the flames begin to catch
The wind will blow it higher
Oh Biko, Biko, because Biko
Yihla Moja, Yihla Moja
The man is dead
The man is dead
And the eyes of the world are watching now, watching now

Look up any lines you don't understand.  Write down 3 or 4 lines that stand out to you and explain why.

Music video - watch and write down any specific parts that leave an impression on you.

Conclusion
Photographer Ian Wells shares about his experiences taking photos during the final years of apartheid.  What are his conclusions?

Thursday, May 30, 2019

To Live

Click here to open the movie in YouTube


Using examples from the movie and in 200+ words:
lHow has watching “To Live” shaped your understanding of life in 20th century communist China?
OR
lWhat does “To Live” teach about the human spirit?Essay grade

Then give rating out of 5 stars 

Answer both for some bonus points…

Thursday, May 23, 2019

Global Food System

Go to the following article and read only the introduction entitled"Overview of the Global Food System"and the section called "Changes Over Time and Space".  Take notes on the template provided.  The template also includes the reading.  When you have completed the task, share it with Ms. Jacobsen (marissajacobsen@live.com)

Wednesday, May 15, 2019

AP TEST DAY!

Take a few of these practice tests.  Take a screen shot of your score and share it/send it to me:  mstauffer@nthurston.k12.wa.us.
Also, for one question per test, show some kind of a link to a modern circumstance, situation, person or country.

Thursday, May 2, 2019

On-line map Review


§  Using time maps,  find a visual representation for each key concept (as shown below).  Once an example is found, write down the region and year(s) and explain how it exemplifies the concept in a new page in your notebook. Then, write one question for the map/concept, in SAQ or MC style.  To sum up, you are studying 6 or seven maps for each day and analyzing as described above.  Write the concept number AND full description/title.

     For Monday, May 6:

  Period 1 - Technological and Environmental Transformations, to c. 600 BC
Key Concept 1.1 Big Geography and the Peopling of the Earth
Key Concept 1.2 The Neolithic Revolution and Early Agricultural Societies
Key Concept 1.3 The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies
§  Period 2 - Organization and Reorganization of Human Societies, c. 600 BC to c. 600 AD
Key Concept 2.1 The Development and Codification of Religious and Cultural Traditions
Key Concept 2.2 The Development of States and Empires
Key Concept 2.3 Emergence of Transregional Networks of Communication and Exchange
    For Tuesday, May 7:

§  Period 3 - Regional and Interregional Interactions, c. 600 CE to c. 1450 CE
Key Concept 3.1 Expansion and Intensification of Communication and Exchange Networks
Key Concept 3.2 Continuity and Innovation of State Forms and Their Interactions
Key Concept 3.3 Increased Economic Productive Capacity and Its Consequences
§  Period 4 - Global Interactions, c. 1450 CE to c. 1750 CE
Key Concept 4.1 Globalizing Networks of Communication and Exchange
Key Concept 4.2 New Forms of Social Organization and Modes of Production
Key Concept 4.3 State Consolidation and Imperial Expansion
    For Wednesday, May 8:

§  Period 5 - Industrialization and Global Integration, c. 1750 CE to c. 1900 CE
Key Concept 5.1 Industrialization and Global Capitalism
Key Concept 5.2 Imperialism and Nation-State Formation
Key Concept 5.3 Nationalism, Revolution, and Reform
Key Concept 5.4 Global Migration
§  Period 6 - Accelerating Global Change and Realignments, c. 1900 AD to the Present
Key Concept 6.1 Science and the Environment
Key Concept 6.2 Global Conflicts and their Consequences
Key Concept 6.3 New Conceptualizations of Global Economy, Society, & Culture

Thursday, April 18, 2019

Cultural Landscapes

https://lightworld.okstate.edu/

Changes in Women's Status in the Modern World


x

Extra Credit - Faces of Globalization


Read the background together (p. 1064)

Study each image (pp. 1064-1071)

In notebook, answer one question from those with red bullets for each image

After reviewing all images, make a corroboration and contradiction analysis from the image set.

Then, list an outside evidence feature you could refer to.

Finally, answer #3 and 4 on page 1072 in 50+ words each.

Tuesday, April 16, 2019

Global Terror and Economics Infographic - For Tuesday, April 16


An infographic is a visual image such as a chart or diagram used to represent information or data:"a good infographic is worth a thousand words"

Here are some really great examples of infographics!

Your task: Create an infographic on one of the following:
  • Global Terrorism
  • Persian Gulf War
  • the Taliban
  • 9/11 attacks
  • NAFTA
  • European Union
  • McDonaldization

Include the following related to your choice.
  • 2 key people with descriptions
  • Map with caption
  • Chart showing measurement of some aspect of the war/policy/group/process
  • Timeline
  • 2 key events with description in terms of LEQ thinking

Use a google slide or drawing.  You may create your own or work with a partner!  Please put both of your names on it if you do!

Friday, April 12, 2019

Decolonization

The post-World War II era saw huge changes in colonialism and imperialism in Asia and Africa.  Recovering from the terrible human and economic loss, many of the Western countries that had colonies in Africa and Asia surrendered those colonies as both humanitarian and economic pressures increased.  Watch the following video, taking notes about the goals, causes, processes and outcomes of decolonization as related by Mr. Green.

Other links related to today's topics:

South African activists talk apartheid, Arab-Israeli conflict

Stories related to the 100th anniversary of the Amritsar Massacre
Legacy in India's elections
Theresa May "regrets" the massacre
Audio Story

Wednesday, March 20, 2019

One Pager Directions

AP World History "One-Pager"

Use 8 ½ x 11 inch paper for this task.  Create the one-pager in such a way that your audience will understand the context of your thinking and what you have read.

On the front side:

1.   Select three or four quotations from the chapter/section(s) and write them on the page.

2.   Use visual images from your book, computer, or hand-drawn media to create a central focus for your page.  People, movements, contacts, migrations, changes, groups, events, etc.

3.   Cluster around these images dominant impressions, feelings, or thoughts regarding what you have read.

4.   Use colored pens, pencils, crayons, markers, etc. The more visually appealing, the more you may be able to retain for the future!

On the back side:

5.     Identify and state the historical significance of three individuals in the chapter/section(s).

6.     Describe and state the historical significance of two major issues.


7.     Make a personal statement about what you have read. 

Tuesday, March 19, 2019

Animated WWII Maps


  • Features of WWII
    • View, pause when needed, add to your 6.5 notes in a new color
The War Goes Global

Turning Points of WWII - Extra Credit

Copy the 10 events to a google document
Bold 3 events that you would consider to be the most significant turning points of the war
For each of your 3 events, find 2 or 3 pieces of evidence (images, text, maps) that show the significance. Insert into your doc and explain.

1939   Germany invades Poland: This is typically considered the start of WWII.

Battle of Britain         Summer of 1940: an air battle fought between the German Luftwaffe (air force), which carried out extensive bombing in Britain, and the British Royal Air Force. Nazi Germany failed to invade Britain. It was one of the turning points because Nazi Germany took over many other places but Britain, and Britain won.

Pearl Harbor Sunday, December 7, 1941 at 7:55 A.M.: United States military base on Hawaii that was bombed by Japan. It was attacked. This was a turning point because the US got involved in WW2. "Date that will live in Infamy" -FDR

Battle of Midway       June 4, 1942: U.S. naval victory over the Japanese fleet, in which the Japanese lost four of their best aircraft carriers. It marked a turning point in World War II because it benefitted US forces more than Japanese forces; in fact, it weaken Japanese forces.

Stalingrad      August 1942: Also called "Invasion of Russia" Unsuccessful German attack on the Soviet Union. It was a turning point because the USSR left the Axis to go to the Allies since Hitler broke the non-aggression pact and attacked them. (He wanted this city to tumble down.)

D-Day June 6, 1944: Also called "Battle of Normandy": Led by Eisenhower, over a million Allied troops (the largest invasion force in history) stormed the beaches at Normandy, France and began the process of re-taking France. The turning point of World War II because the Allied Force re-took France.

Surrender of Germany        May 8, 1945

Hiroshima      August 6, 1945: One of the Japanese towns that got bombed by US: "Little Boy" was dropped.

Nagasaki       August 9, 1945: One of the towns that got bombed by US; "Fat Boy" was dropped on.


Surrender of Japan September 2, 1945


Survey

Click here to take the student survey

Monday, March 11, 2019

Monday, February 4, 2019

American and French Revolutions

From the following websites, find TWO original documents for each, summarize and give POV, context, audience or purpose in complete sentences.  Make sure you give the title of the documents that you are analyzing:
Put your answers in your notes.

Thursday, January 31, 2019

Final Bonus Opportunity!!

Here is your last chance to earn some points to boost your grade.  This may not help but NOT doing it will definitely NOT help your chances.

  • Read the following article(s) and summarize.  Devise several (more than one) LVL II or III questions for analysis and then answer them. Do as many as you wish.
  • OR/AND
  • Pick a favorite topic from 600-1750 and BRIEFLY describe why it is your favorite.  Then pick a favorite topic that might be included in the next time period, 1750-1900 also describing why it might be your favorite.  Then do a quick comparison between the two in ANY aspect you choose.
  • Use google docs and please share it with me.
  • This must be done by today! (Do some at home if you wish as long as it is sent by today.)

Wednesday, January 23, 2019

MC Practice

Here are a few practice tests.  If you do not have your Princeton Review, you may attempt some of these.

Wednesday, January 16, 2019

Task for class, Jan 16. Due Jan 17


Pick a specific technology or female personality from 1450-1750

  • Navigation, military, trade, medical/science
  • Isabella of Spain, Queen Nzinga, Eliz. I Eng., Mary Queen of Scots, Catherine the Great (Russia)
Using 5 GRASPED IT topics to show the following:
  • continuity or change over time
  • cause and effect
  • significance
On a separate piece of paper or a google drawing/slides

Tuesday, January 8, 2019

Reading Frame

Reading Frame

Before you read:
  • What do you already know about the topic the author will cover?
  • Determine what you want to learn or find out from the material.
  • Skim to find out how the author has chosen to present the material.
As you read:
  • Define vocabulary words in margins/on sticky notes
  • If a printed copy or your review book, write directly on the page: underline key words, phrases, or sentences; write comments or questions in the margins; bracket important sections of the text; number related points in sequence; and make note of anything that strikes you as interesting, important, or questionable.  If school textbook, make notes in notebook.
  • When you don't understand something, review your notes to see where you got off track, reread the passage, talk to another person, or consult on-line resources.
After you read:

  • Reread any passages that you did not understand.
  • Summarize what you have read by restating main ideas from the text.
  • Jot down two questions you still have about the topic.

Monday, January 7, 2019

For Mr. Stauffer's Sixth Period AP World History Champions

Here is the homework.  No penalty for being (a bit) late:

Vocab below #83-97
4.13 Ottomans, Safavid, Mughals, Africa C Notes Princeton 285-middle of 288 OR Strayer 516-522

83. Ottoman Empire
84. Osman Bey
85. janissaries
86. Sulieman the Magnificent
87. Istanbul
88. devshirme
89. Safavid Empire
90. Mughal Empire
91. Babur
92. Akbar
93. jizya
94. Sihkism
95. Shah Jahan
96. Taj Mahal
97. Aurangzeb