Ap World Compare And Contrast Essay 2009

Ap World Compare And Contrast Essay 2009-56
Using the “Document Analysis” (Stearns) graphic organizer, students will ascertain point of view/reference and main idea of the article.Students will discuss how there might be problems with the main idea of the article.Ø Students will read Olaudah Equiano’s “The African Slave Trade” narrative focusing on descriptors that tell the conditions of a slave ship.

Using the “Document Analysis” (Stearns) graphic organizer, students will ascertain point of view/reference and main idea of the article.Students will discuss how there might be problems with the main idea of the article.Ø Students will read Olaudah Equiano’s “The African Slave Trade” narrative focusing on descriptors that tell the conditions of a slave ship.

Students will create cause and effect charts as well as a map showing the Bantu migration along with the different climate and ecological zones.

Ø Students will use a snapshot map and change analysis chart to analyze the changes and continuities in long-distance trade networks: Eurasian Silk Roads, Trans-Saharan caravan routes, Indian Ocean sea lanes, Mediterranean Sea lanes.

Ø Students will read the introduction to David Christian’s for homework and compare it to the findings of when history begins according to the various authors explored during class Ø Students will discuss and debate if studying world history requires the help of archaeologists, anthropologists, astronomers, and geologists.

Ø Mesopotamia in the Tigris and Euphrates River Valleys Ø Egypt in the Nile River Valley Ø Mohenjo-Daro and Harappa in the Indus River Valley Ø Shang in the Yellow River or Huang He Valley Ø Olmecs in Mesoamerica Ø Chavín in Andean South America Ø Sub-Saharan Africa Ø Papua New Guinea Items placed on the timeline will come from their textbooks and additional events and people from secondary readings will be included at the end of the unit. Students will come to realize by comparing primary texts to other supplemental texts that dates and events may be contradictory/inconsistent with our text and will learn to understand diverse models of periodization.

Ø In groups, students will be assigned one of the five World History themes.

Students will focus on that theme as they trace the journey of sugar through space and time.

Ø In small groups, students will research and present a major world religion/belief system examining origin, founder, deity, core beliefs, role of women, major texts, diffusion, and contact with other religions.

Ø Students will analyze the environmental impact of the Bantu people on sub-Saharan Africa.

Series Ø Students will discuss reactions to segments Ø Students will work independently in the computer lab using a list of suggested websites to answer a series of focus questions Ø Students will also print at least four documents used and evaluate them for point of view Ø Students will work in small groups to create a Venn diagram or comparative chart showing the similarities and differences between the Bantu and Oceanic/Polynesian Migrations Ø Assessment: Students will write a comparative essay.

Written Sources from Strayer’s : 1450-1750 — Global Interactions Primary Text: Stearns, Chapter 16-22 Key Concepts: Ø Globalizing Networks of Communication and Exchange Ø New Forms of Social Organization and Modes of Production Ø State Consolidation and Imperial Expansion Topics for Overview include: Ø Ø In groups of three, students will read the “Role of Silver,” article from the website or preprinted copies.

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Comments Ap World Compare And Contrast Essay 2009

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