If you’re studying for a midterm, be sure to check out this video which covers periods 1-5. I also have 10 minute reviews of each of the nine periods. Good luck!

This week is homecoming week, so I will be giving less homework to students since there are so many activities they are involved in each night. I don’t do this often, but I try to consider outside factors when something big is going on in school. The only other time I do this is the week of the musical in early March. Every year it seems that AP students are the ones that are most often involved in EVERYTHING in school.

Monday, 9/24

• Review Video #8 for the first few minutes of class
• Reading/Discussion on the Pueblo Revolt
  • Connect to the Encomienda System, how was this a turning point in Spanish relations with Natives? How did the treatment of Natives by the Spanish AFTER this event differ from English relations with Natives?
• HW for tomorrow:
  • Part II of Video #8 V.G.
  • Video #9

Tuesday, 9/25

• Quick assessment on religion in the colonies
  • This will focus on the 1^stGreat Awakening, but also reviewing religious characteristics of the colonies (review from previous week)
• Reading/Discussion of “Sinners in the Hands of an Angry God”
  • This is actually part II of the Enhanced V.G. for video #9
• 5-10 multiple-choice question assessment. I’ll be testing next Monday on period 2, so this will give me a good idea where students are at with this time period.
• HW for tomorrow:
  • Video #10

Wednesday, 9/26

• Quick review of video #10 PowerPoint
• Like yesterday, we will be working on part II of the video guide in class together
• Once finished, I will review the multiple-choice assessment from yesterday, specifically focusing on any questions that a lot of students might miss and try to figure out why
• HW for tomorrow:
  • None
  • Tonight is the PowderPuff game that most of the junior class is involved with in some form

Thursday, 9/27

• Vocab quiz on Period 2
  • This is the same vocab quiz they took last week, but I will make them write out the definitions this time – I will only give them the terms
• Students will analyze several documents from Period 2. They will be required to summarize the documents, and answer questions about their purpose and intended audience
  • I’ll be introducing them to their first DBQ soon so they should be familiar with aspects of HIPP
• HW for tomorrow:
  • Period #2 in 10 minutes

Friday, 9/28

• Due to our homecoming pep assembly, we have shortened mods today
• I’ll give the students a 10 question quick assessment on period 2 and we will discuss the answers as a class
• HW for Monday:
  • Study for period 2 test

Have a great week!

Unfortunately, I won’t be able to blog on a daily basis as I hoped to do. AP World is taking up a lot of my time. As a result, I’ll outline what my plans are for the coming week.

Monday, 9/17

• Review Video #5 for the first few minutes
• Give students a random characteristic of European Colonization to place on the board
  • Review/Discussion of the terms
  • Students will write an introductory paragraph with Contextualization and a thesis statement
• HW for tomorrow:
  • Part II of #5 Enhanced Video Guide
  • Video #6

Tuesday, 9/18

• Quick assessment about the British colonies (5 questions or so students will answer WITHOUT notes
• Venn Diagram comparing the Chesapeake and New England colonies
• 2015 SAQ on New England and Chesapeake colonies
• HW for tomorrow:
  • Chapter 3 outline
  • Part II of #6 Enhanced Video Guide

Wednesday, 9/19

• In-class essay on European colonization
• HW for tomorrow:
  • Video #7

Thursday, 9/20

• Review Video #7 the first few minutes of class
• Show an interactive timeline of slave ships from the 1500s – 1860 from Slate.com
• Analyze Mercantilism political cartoon
• Compare and Contrast the Pequot War and Metacom’s War
• HW for tomorrow:
  • Part II of #7 Enhanced Video Guide
  • Vocab Quiz on period 2 terms

Friday, 9/21

• Vocabulary quiz
• 5 multiple-choice questions on videos 5 – 7
• I will select various activities from John P. Irish’s Historical Thinking Skills book for students to complete
  • While they are working, I will conference with students about this week’s material
• HW for Monday:
  • Video #8
  • More to decide

Students began class by taking the vocab quiz on period 1. For the next ten minutes, I reviewed the PowerPoint for video #4. We discussed questions 8-11 from yesterday’s quick assessment and students wrote down answers to questions they got wrong.

I then introduced students to an activity that we will be doing often this year, mindmaps or sketchnotes. I gave the students a list of topics from Period 1 and they will illustrate the terms. I’m always looking for ways to reinforce the material and have had success with this in the past.

As students were working on their mindmaps, I called students over to conference in small groups. I reviewed big ideas from Period 1 with them and we went over some practice multiple-choice questions.

HW for tomorrow: Study for period 1 quiz

Have a good night!

Students came in having watched Video #3 on Spanish Exploration and Colonization. They also had to complete their outline for chapter 1 of their textbook. I spent a few minutes getting feedback on the format of the outline. I’m making small changes, but the outline seems to be working so far.

After students completed the Encomienda System Quick Assessment, we discussed their answers as a class.

We spent most of the rest of class going over the second part of the Enhanced Video Guide for Video #3. This is the first exposure this group has to an AP history class, so we spent a lot of time discussing HIPP, especially Intended Audience and Point of View for the document. One of my goals this year is to incorporate more documents into my class discussions. In addition to having students analyze documents for their hw, I want to expose them to documents in class as well.

I spent a lot of time looking over old nonfiction books and rereading quotes and/or other info I highlighted. I am taking many of those excerpts and using them in class as a way to analyze secondary sources. I’ve realized that a lot of my reading is heavily focused on the late-18^th– mid-19^thcenturies. I am a bit obsessed with that period.

HW for tonight:

• Video #4
• Begin outlining chapter 2 – due Friday
• Vocab quiz – Wednesday

Have a good night!