advanced placement world history - lancaster high school · advanced placement – world history...

Advanced Placement – World History

Course Syllabus ’12 – ‘13

Course Description:

The purpose of the AP World History course is to develop greater understanding of

the evolution of global processes and contacts, in interaction with different

societies. The course highlights the nature of changes in international frameworks

and their causes and consequences, as well as comparisons among major societies.

In simpler terms, the course presents a broad survey of the history of the world

between 8000 B.C.E. to the present in order to understand whence we've come and

to better predict where we are going.

One helpful analogy to picture this course by: Think of history as a patchwork

quilt. Each patch represents a specific moment in time, cultural group, or nation

state, yet all are unified into a broad weave of cloth that is much more useful and

beautiful than any individual piece. Each piece has a purpose and a story to tell, but

only by being unified is their ultimate purpose fulfilled.

World historians argue that history is best understood as more than the history of

select nations or people. History is an evolving, complex process that requires a

broad framework.

AP World History:

Course Text and other Reading:

Main Text: Bentley and Ziegler. 2011. Traditions and Encounters: A Global Perspective on the

Past , 5th ed., AP Edition. United States: McGraw-Hill.

Cracking the AP World History Exam, 2013 Edition (College Test Preparation). The Princeton

Review.

Primary Sources:

• Students will read and analyze selected primary sources (documents, images, and maps) in

Reilly, Kevin. Worlds of History: A Comparative Reader. Vols. 1 & 2. New York:

Bedford/St.Martin’s. 2000

On-line Learning Center in Bentley and Ziegler. 2011. Traditions and

Encounters: A Global Perspective on the Past , 5th ed., AP Edition. United

States: McGraw-Hill.

from Document Based Questions released by the College Board

Secondary Sources

• Christian, D. This Fleeting World. 2007. Berkshire Publishing Group

• McNeill, J.R. and McNeill, W. H. 2003. The Human Web. Norton & Co.

World History for Us All. 2012. San Diego State University.

http://worldhistoryforusall.sdsu.edu/

Themes and AP World History: Students in this course must learn to view history thematically. The AP World History course

is organized around five overarching themes that serve as unifying threads throughout the

course, helping students to relate what is particular about each time period or society to a

“big picture” of history. The themes also provide a way to organize comparisons and analyze

change and continuity over time.

The five AP World History Themes that connect the key concepts throughout the course and

serve as the foundation for student reading, writing, and presentation requirements are as

follows:

Theme 1: Interaction Between Humans and the Environment: Demography and disease,

Migration, Patterns of settlement, Technology

Theme 2: Development and Interaction of Cultures: Religions, Belief systems,

philosophies, and ideologies, Science and technology, The arts and architecture

Theme 3: State-building, Expansion, and Conflict: Political structures and forms of

governance, Empires, Nations and nationalism, Revolts and revolutions, Regional,

transregional, and global structures and organizations

Theme 4: Creation, Expansion, and Interaction of Economic Systems: Agricultural and

pastoral production, Trade and commerce, Labor systems, Industrialization, Capitalism

and Socialism

Theme 5: Development and Transformation of Social Structures: Gender roles and

relations, Family and kinship, Racial and ethnic constructions, Social and economic

classes

Consequently, virtually all study of history in this class will be tied back to these themes by

utilizing a “SPECT” acronym.

Social--Development and transformation of social structures

• Gender roles and relations

• Family and kinship

• Racial and ethnic constructions

• Social and economic classes

Political--State-building, expansion, and conflict

• Political structures and forms of governance

• Empires

• Nations and nationalism

• Revolts and revolutions

• Regional, trans-regional, and global structures and organizations

Economic--Creation, expansion, and interaction of economic systems

• Agricultural and pastoral production

• Trade and commerce

• Labor systems

• Industrialization

• Capitalism and socialism

Cultural--Development and interaction of cultures

• Religions

• Belief systems, philosophies, and ideologies

• Science and technology

• The arts and architecture

Technology

matters related to the interaction of humans and tools/inventions

Getting Started: Summer Prepatory Assignment: This Fleeting

World by David Christian See Appendix A for Summer Assignment.

Course Schedule Unit 1 To 600 BCE: Technological and Environmental Transformations

Key Concepts:

• Big Geography and the Peopling of the Earth

• Neolithic Revolution and Early Agricultural Societies

• Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

Topics for Overview include:

• Prehistoric Societies

• From Foraging to Agricultural and Pastoral Societies

• Early Civilizations: Middle East, South Asia, East Asia, the Americas, Africa, and Oceania

Special Focus:

Issues Regarding the Use of the Concept of Civilization Activities & Skill Development

• Students will identify and analyze the causes and consequences of the Neolithic Revolution in

the major river valleys as well as in Sub-Saharan Africa and Papua New Guinea

• Class Discussion

»»How were gender roles changed by the Neolithic Revolution?

• Collaborative Group-Jigsaw

»»Students will analyze how geography affected the development of political, social,

economic, and belief systems in the earliest civilizations in:

o Mesopotamia

o Egypt

o South Asia

o East Asia

o Mesoamerica

o Andes

Each group will examine a different civilization then compare findings with a new group

where each student examined a different civilization.

• Parallel Reading--Students will complete outline notes based on their reading of Part 1

of Traditions and Encounters: A Global Perspective on the Past.

Unit 2 600 BCE-600 CE: Organization and Reorganization of Human Societies

Key Concepts:

• Development and Codification of Religious and Cultural Traditions

• Development of States and Empires

• Emergence of Transregional Networks of Communication and Exchange


• Classical Civilizations

• Major Belief Systems: Religion and Philosophy

• Early Trading Networks

Special Focus:

• World Religions

o Animism focusing on Australasia and Sub-Saharan Africa

o Judaism and Christianity

o Hinduism and Buddhism

o Daoism and Confucianism

o Islam

• Developments in Mesoamerica and Andean South America: Moche and Maya

»»Bantu Migration and its Impact in Sub-Saharan Africa

»»Transregional Trade: the Silk Road and the Indian Ocean

»»Developments in China—development of imperial structure and Confucian society

Activities & Skill Development:

• Writing a Comparison Essay - Methods of political control in the Classical period, student

choice of two Han China, Mauryan/Gupta India, Imperial Rome, Persian Empire

• Writing a Change and Continuity over Time Essay - Political and Cultural Changes in the Late

Classical Period, students choose China, India, or Rome

• Students will evaluate the causes and consequences of the decline of the Han, Roman, and

Gupta empires

• Students will map the changes and continuities in long-distance trade networks in the Eastern

Hemisphere: Eurasian Silk Roads, Trans-Saharan caravan routes, Indian Ocean sea lanes, and

Mediterranean sea lanes

• Group Presentations

Each group will research and present a major world religion/belief system examining:

»»origin

»»beliefs and practices

»»diffusion

Parallel Reading--Students will complete outline notes based on their reading of Part 2 of

Traditions and Encounters: A Global Perspective on the Past and then

o evaluate the periodization in World History for Us All. 2012. San Diego State

University. http://worldhistoryforusall.sdsu.edu/ Big Eras 3 & 4 as a break as

opposed to the periodization of the course curriculum/text book

Unit 3 600-1450: Regional and Transregional Interactions

Key Concepts:

• Expansion and Intensification of Communication and Exchange Networks

• Continuity and Innovation of State Forms and Their Interactions

• Increased Economic Productive Capacity and Its Consequences


• Byzantine Empire, Dar-al Islam, & Germanic Europe

• Crusades

• Sui, Tang, Song, and Ming empires

• Delhi Sultanate

• The Americas

• The Turkish Empires

• Italian city-states

• Kingdoms & Empires in Africa

• The Mongol Khanates

• Trading Networks in the Post-Classical World

Special Focus:

• Islam - the establishment of empire

• Polynesian Migrations

• Empires in the Americas: Aztecs and Inca

• Expansion of Trade in the Indian Ocean—the Swahili Coast of East Africa

Activities & Skill Development:

• Writing a Comparison Essay

»» Comparing the level of technological achievement including production of goods 500-

1000


• Student choice: Middle East, South Asia, East Asia, Eastern Europe

• Students will evaluate the causes and consequences of the spread of Islamic empires

• Students will compare the Polynesian and Viking migrations


»» Effects of Mongol conquest and rule, students choose two: Russia, China, Middle East

• Class Debates

»» Topic—Were the economic causes of the voyages of the Ming navy in the first half of

the 15th century the main reason for their limited use?

»» Topic—Were the tributary and labor obligations in the Aztec and Inca empires more

effective than similar obligations in the Eastern Hemisphere?

• Writing a Change and Continuity over Time Essay

»» Changes and Continuities in patterns of interactions along the Silk Roads 200 BCE-

1450 CE

Parallel Reading--Students will complete outline notes based on their reading of Parts 3

& 4 of Traditions and Encounters: A Global Perspective on the Past.

evaluate the periodization in World History for Us All. 2012. San Diego State University.

http://worldhistoryforusall.sdsu.edu/ Big Era 5 as a break as opposed to the periodization

of the course curriculum

Unit 4: 1450-1750: Global Interactions

Key Concepts:

• Globalizing Networks of Communication and Exchange

• New Forms of Social Organization and Modes of Production

• State Consolidation and Imperial Expansion


Bringing the Eastern and Western Hemispheres Together into One Web

• Ming and Qing Rule in China

• Japanese Shogunates

• The Trading Networks of the Indian Ocean

• Effects of the Continued Spread of Belief Systems

Special Focus:

• Three Islamic Empires: Ottoman, Safavid, Mughal

• Cross-Cultural Interaction: the Columbian Exchange

• The Atlantic Slave Trade

• Changes in Western Europe—roots of the “Rise of the West”

Activities & Skill Development

• Students will evaluate the causes and consequences of European maritime expansion including

the development of armed trade using guns and cannons


»» Processes of empire building, students compare Spanish Empire to either the Ottoman

or Russian empires

• Writing a Change and Continuity over Time Essay


»» Changes and Continuities in trade and commerce in the Indian Ocean Basin 600-1750


Traditions and Encounters: A Global Perspective on the Past.


http://worldhistoryforusall.sdsu.edu/ Big Era 6 as a break as opposed to the periodization

of the course curriculum

»»Consider the question of periodization: 1750 or 1800?

Unit 5 1750-1900: Industrialization and Global Integration

Key Concepts:

• Industrialization and Global Capitalism

• Imperialism and Nation-State Formation

• Nationalism, Revolution and Reform

• Global Migration


• The Age of Revolutions:

»»English Revolutions, Scientific Revolution & Enlightenment, “Atlantic Revolutions”

including American Revolution, French Revolution and its fallout in Europe, Haitian &

Latin American Revolutions

• Global Transformations:

»» Demographic Changes, the End of the Atlantic Slave Trade, Industrial Revolution

and Its Impact, Rise of Nationalism, Imperialism and its Impact on the World

Special Focus:

• Decline of Imperial China and the Rise of Imperial Japan

• 19th Century Imperialism: Sub-Saharan Africa, South and Southeast Asia

• Comparing the French and Latin American Revolutions

• Changes in Production in Europe and the Global Impact of those Changes

Activities include:


»» Comparing the roles of Women from 1750 to 1900—East Asia, Western Europe, South Asia,

Middle East

• Students will write a change and continuity over time essay evaluating changes in production of

goods from 1000 to 1900 in the Eastern Hemisphere



• Students will analyze five political cartoons about European imperial expansion in Asia and

Africa to identify how nationalism and the Industrial Revolution served as motivating factors in

empire building in this time period

• Students will analyze tables showing increased urbanization in various parts of the world to

consider connections between urbanization and industrialization.

• Utilizing a series of documents, maps and charts in the released DBQ about indentured

servitude on in the 19th and 20th centuries, students will assess the connections between

abolition of plantation slavery and increased migrations from Asian countries to the Americas


Unit 6 1900-present: Accelerating Global Change and Realignments

Key Concepts:

• Science and the Environment

• Global Conflicts and Their Consequences

• New Conceptualizations of Global Economy and Culture


• Crisis and Conflict in the 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 World, International Organizations, the Post-Cold War

World, Globalization

Special Focus:

• World War I and World War II: Global Causes and Consequences

• Activity—Skill Development

»» Students will identify and analyze the causes and consequences of the global

economic crisis in the 1930s

• Development of Communism in China, Russia, and Cuba

• Responses to Western Involvement in Sub-Saharan Africa: Imperialism, the Cold War,

and International Organizations

Activities include:

• Writing a Comparison Essay Comparing the political goals and social effects of revolution in:

China, Russia, Mexico: Students choose two

• Writing a Change and Continuity over Time Essay: Changes and Continuities in the formation

of national identities 1900-present. Students choose from among the following regions: Middle

East, South Asia, or Latin America

• Students debate the benefits and negative consequences of the rapid advances in science during

the 20th and early 21st centuries

• Students trace the development of one form of popular culture in the 20th century and present a

graphic or visual display of their research to the class




http://worldhistoryforusall.sdsu.edu/ Big Eras 8 & 9 as a break as opposed to the

periodization of the course curriculum

»»Consider the following: Why does the website divide this era into 2 parts? Why does

Big Era 8 begin with 1900? Why does Big Era 9 begin with 1945? Should these two

periods be split? What are the advantages and disadvantages?

Essay Writing

Throughout the course students will be required to write essays in class demonstrating their

mastery of content as well as their ability to develop coherent written arguments that have


a thesis supported by relevant historical evidence. During the first semester the focus will be on

the development of essay writing skills via time spent on essay writing workshops utilizing

the following format in essay development:

Introductory Paragraph—3 to 4 sentences, including a thesis statement

Thesis Statement-what does it need to include?

• time period

• region(s)

• the answer to the prompt

Organization of Body Paragraphs—

• Topic Sentence—this can be general since the thesis contains specificity

• General Assertion—identifies one aspect of thesis (i.e. a change, a difference, etc.)

• Support/evidence/examples—Be specific!

• Analysis-explain cause and/or effect

• General Assertion—identifies one aspect of thesis (i.e. a change, a difference, etc.)

• Support/evidence/examples—Be specific!

• Analysis-explain cause and/or effect

• Repeat format as necessary

• Concluding Sentence

Concluding Paragraph

• 3-4 sentences

• Start by restating (a rephrased) thesis in its entirety

Essay writing workshops will include group discussion utilizing example essay, self-evaluation,

and peer evaluation

Primary Source Document Notebook Assignment

Throughout the first semester students will have the opportunity to develop and enhance

their skills at interpreting, summarizing, and analyzing primary source material including

documents, maps, charts & graphs, and visuals. The ability to comprehend and analyze

primary sources will first be practiced in large group and small group discussion then in

individual primary source assignments that students will summarize and analyze and place

in a Primary Source Notebook which will be turned in once each 10-week grading period.

Directions for Primary Source Write-ups:

READ the document or STUDY the data or visual. Then write a summary (the MAIN point

or points) of the document. This summary should be brief paragraph and should highlight

the main gist of the source in the students own words. The analysis of the source will be

contained in a separate paragraph and should include:

• Historical Context--where the source fits in the framework of history.

• AP themes that the source addresses. Students will be required to identify where and

explain how the source addresses that theme. Students will identify as many themes as

they can find but then evaluate those themes and only include what they consider to be

the two most prominent themes.

»»Point of View—here students must consider point of view of the author, the type of

document and/or tone of the source, purpose and/or intended audience

This skill will be developed throughout much of first semester using class discussion and

partner discussions with the end goal that all students will understand how to analyze the

overall point of view of a source and be able to discuss how that point of view may affect the

source by the end of first semester.

Some of the sources used for these exercises include:

Tacitus from Germania

Female figure from Catalhuyuk (visual)

Graph—world population 3000 BCE -1500 CE

The Code of Hammurabi

“Be a Scribe” The Writings of Han Fei

Murasaki Shikibu, From The Tale of Genji

Sei Shonagon From The Pillow Book

The Era of the Ancient Silk Roads Bentley's Old World Encounters Handout

Missionaries, Pilgrims, and the Spread of World Religions Bentley's Old World

Encounters

Asoka, Rock and Pillar Edicts

Pericles Funeral Oration

Shi Huangdi’s Terracotta Army (visual)

Fu Xuan, How Sad it is to be a Woman

Procopius from On the Buildings and The Secret History

Einhard, The Life of Charlemagne

Feudalism: An Oath of Homage and Fealty

Manorialism: Duties of a Villein

The Magna Carta

Andreas Capellanus, From The Art of Courtly Love

Lynn White, Jr., The Historical Roots of Our Ecological Crisis

Amin Maalouf, From The crusades Through Arab Eyes

Anna Comnena, From The Alexiad

Robert the Monk, Pope Urban II's Call to the First Crusade

Ibn Battuta, Travels in Asia and Africa

The Chronicle of Novgorod

William of Rubruck, Journey to the Land of the Mongols

Anderson and Zinsser, Women and Science

Zaheer Baber, From The Science of Empire: Scientific Knowledge, Civilization, and

Colonial Rule in India

Lynda Shaffer, China, Technology, and Change

Ernst Zu Reventlow, From The Vampire of the Continent

Rosa Luxemburg, From The Russian Revolution

The League of Nations Covenant

World Population Growth 1000-2000 (graph)

Students will continue to practice their skills at interpreting and analyzing primary sources

by using them to synthesize information in DBQ essays. After introducing the concept of

the DBQ to the students via roundtable discussion and practice writing of thesis statements

and individual body paragraphs, students will write 3-5 DBQ essays that include written and

visual sources as well as map, charts, and graphs.

APPENDIX A:

This Fleeting World: A Short History of Humanity

By David Christian

Summer Reading assignment: Prequel (pp. xx-xxviii); pp. 1-92. You are responsible for acquiring this

book. You must purchase your own hard copy or e-copy on-line or through a book store for about

$10.

Reading Guide

This Fleeting World is your launch pad for a year of historical exploration; these questions and

suggestions will help to guide you. Feel free to meander through the book at your leisure, lingering on

the “thought experiments” or following a tangent of an idea or link that interests you within this guide.

The first thing you’ll notice about This Fleeting World is that it moves fast! But don’t worry; it’s not

meant to tell you everything you need to know about human history. Rather, this book provides broad

brushstrokes, noting the most significant ”threshold moments” that changed the way we have lived on

Earth.

We’ll have time to discuss this together in September. Until then, enjoy the journey!

Sincerely,

Mr. Walsh

P.S. – Please email me no later than Monday June 11, 2012 to let me know you received this

assignment.

Due date: August 24, 2012. Email all responses, completed projects, and concerns to:

[email protected]

*Point Value: This assignment is intended to provide you with a very brief, yet informative overview of

the scope and historical habits of mind that you will need for this course. Therefore, I will award 100

points to all that successfully complete it by the required date. These points will be “banked” in your

account. They can be withdrawn throughout the year to be used as bonus credit on future tests and

quizzes. Maximum bonus points will be limited to 15 points per test or quiz until your account is

depleted.

Respond to all questions by:

mailto:[email protected]

typing in a Micorsoft Word document

Times New Roman font size 12

Be sure to put your name on it

Complete sentences are not necessary but sufficient details from the book are required.

Most answers will probably be 2-4 sentences or their equivalent. Bulleted information is

acceptable.

There are essentially 3 parts to this project:

1. Comprehension questions for each of the 4 sections of the book.

2. Vocabulary for each of the 4 sections.

3. 2 Big Thought Activities

Prequel: Before the Beginning

Einstein said he could never understand it all:

Planets spinning through space,

The smile upon your face,

Welcome to the human race!

Isn’t it a lovely ride?

James Taylor, American songwriter

Comprehension Questions:

1. How did planets form, and what was Earth like in its first 500 million years of existence?

2. Christian describes life as “a new form of complexity” (xxiv). How did oxygen and photosynthesis

cause life to begin on Earth?

3. Eventually, multi-celled organisms emerged from water, to land, and eventually (about 7 million

years ago) into human ancestors. What were some stages in the development to our species, homo

sapiens?

Terminology: Reviewing these can help if you’re stuck on vocabulary. Choose 2 terms below and

provide a brief explanation including how it relates to world history. (Use Google, Wikipedia etc…)

Cosmology

The Big Bang

Quarks

Fusion

Interstellar space

DNA

Natural selection

Photosynthesis

Homo sapiens

“Lucy”

For Further Exploration:

American Museum of Natural History “Hall of Planet Earth”:

http://www.amnh.org/rose/hope/?src=e_h

American Museum of Natural History “Hall of Human Origins”:

http://www.amnh.org/exhibitions/permanent/humanorigins/?src=e_h

Beginnings: The Era of Foragers (250,000-8,000 BCE)

Ceaselessly the river flows, and yet the water is never the same, while in the still pools the shifting

foam gathers and is gone, never staying for a moment. Even so is man and his habitation.

Kamo no Chomei, Japanese poet (1155-1216)

Comprehension Questions

4. What are some leading hypotheses (informed theories) about how our species emerged? How are

humans different?

http://www.amnh.org/rose/hope/?src=e_h

http://www.amnh.org/exhibitions/permanent/humanorigins/?src=e_h

5. What was the relationship among human foragers and the environment/nature, and how was it

different from our relationships to other humans today and to our environment?



Paleolithic

Archeology

Animism

Creation myth

Indigenous

Kinship

Migration

Extinction

For further exploration:

Mark Twain’s 1903 essay, “Was the World Made for Man?” reprinted here:

http://smcgrat.blogspot.com/2007/12/mark-twains-was-world-made-for-man.html

UW’s Burke Museum archeology resources:

http://www.washington.edu/burkemuseum/collections/archaeology/index.php

View resources from the Archeological Institute of America, including articles from Archeology

magazine: http://www.archaeology.org/

On the World History for Us All site from San Diego State University, check out the short video

“A History of the World in Seven Minutes”: http://worldhistoryforusall.sdsu.edu/

http://smcgrat.blogspot.com/2007/12/mark-twains-was-world-made-for-man.html

http://www.washington.edu/burkemuseum/collections/archaeology/index.php

http://www.archaeology.org/


Acceleration: The Agrarian Era (8,000 BCE—1750 CE)

Arjuna saw all the universe

in its many ways and parts,

standing as one in the body

of the god of gods.

From the Bhagavad-Gita


6. Why can the Agrarian Era be considered a time of acceleration (speeding up)?

7. What changes to human life were caused by settled agricultural development?

8. Where did cities first emerge, and what was earliest urban life like?

9. What were some of the most influential faith systems that developed during this time?



Agriculture

Overpopulation

Global climate change

Irrigation

Epidemics

Prehistory

Imperial state

Faith system


World History Connected, a collection of articles and resources promoting global citizenship and

world history teaching: http://worldhistoryconnected.press.illinois.edu/index.html.

The British Museum contains a treasure trove of objects from around the world and every era:

http://www.britishmuseum.org/.

The Metropolitan Museum of Art in New York has a fascinating art history timeline with overviews

of specific eras and images from the Met’s vast collection: http://www.metmuseum.org/toah/.

Our World: The Modern Era (1750-present)

Dare to know!

Have the courage to use your own reason!

This is the motto of the Enlightenment.

Immanuel Kant, German philosopher (1724-1804)


10. What are the major features and trends of the Modern Era?

11. What were the main causes of humanity’s revolution from agrarian societies to modernity?

12. Why is the 20th century considered a century of crisis?

http://worldhistoryconnected.press.illinois.edu/index.html

http://www.britishmuseum.org/

http://www.metmuseum.org/toah/



Democratic government

Nationalism

Commercial society

The Enlightenment

Industrialization

Consumerism

Capitalism

Communism


Gapminder, a site founded by Hans Rosling, allows you to examine global changes in the modern era

through a variety of interactive statistical tools. See its “Health and Wealth of Nations” in particular:

www.gapminder.org.

To hear the author David Christian explain what big history is, watch his TED talk:

http://www.ted.com/talks/lang/eng/david_christian_big_history.html.

Periodization in World History


13. What is periodization?

14. What are some of the THEORETICAL, ORGANIZATIONAL, EHTICAL, and

TECHNICAL problems of periodization in World History?

http://www.gapminder.org/

http://www.ted.com/talks/lang/eng/david_christian_big_history.html

15. Why are the periodization labels ANCIENT, MEDIEVAL, and MODERN problematic?

Complete both “Big Thought” activities below:

BIG THOUGHT ACTIVITIES

Big thought activity #1

Understanding history depends on asking good questions. This is a skill and art that we will develop further this year. A good question is one that asks how or why; not who or what. Good questions almost always lead to more questions than answers. Don’t feel you need “correct” answers to any of these. I will not have “correct” answers to all of them either!

Pose 4 questions about the history described in this book. What do you want to

know more about? What do you WONDER about? Please create 1 for each main

section of the book (Prequel, Beginnings, Acceleration, and Our World). Do your

best to “answer” your question in no more than 1 typed paragraph per question.

Big thought activity #2

The secret to “getting it” is often applying new information you receive to your own world. The objective here is to have you think about the relevance to your own lives of studying history from any era. After you have finished each section of the book, visit at least one of the websites in the “For

Further Exploration sections.

In one paragraph, identify the website and section of the book that connects to the

article/idea you explored and describe how the two are connected in your thinking.

Project Check Sheet – Did you:

Obtain the book?

Read it?

Respond to the 15 comprehension questions?

Explain 2 terms from each section (8 terms total)?

Complete the 2 Big Thought activities?

Type all responses in Times New Roman, font size 12, double-

spaced?

Email your project to Mr. Walsh by August 24, 2012?

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