nsaworldhistory.weebly.com€¦ · Web viewEach Pre-AP course has been developed by committees of expert educators, including middle school, high school, and college faculty. These

Name: ___________________________________ Date: _________________ Period:___________________

Week 1 [Wednesday] Education is Freedom

Welcome to Class! Do Now Please!Questions/Concerns:

Directions: Read and annotate the chart below. Then, answer the questions that follow.

**1. What claim is the chart making?

2. According to College Board, what is the impact of taking AP Classes? Why do you think this is the case?

Directions: Read the description of the Pre-AP program below, then answer the questions that follow.

MAKEUP DEADLINE: 9/4/19 nsaworldhistory.weebly.com 1

Name: ___________________________________ Date: _________________ Period:___________________


About APAdvanced Placement (AP) is a program in the United States and Canada created by the College Board which offers college-level curricula and examinations to high school students. American colleges and universities may grant placement and course credit to students who obtain high scores on the examinations. The AP curriculum for each of the various subjects is created for the College Board by a panel of experts and college-level educators in that field of study

About Pre-APPre-AP provides teachers and students with instructional resources, classroom-based assessments, high-quality professional learning, and meaningful student practice in five new ninth-grade courses. Pre-AP courses will get students ready for college-level coursework, including AP courses and exams. And they'll be open to all.

The Pre-AP program's objectives are to:- Significantly increase the number of students who are able to access and complete college-level work—

like AP—before leaving high school; and- Improve the college readiness of all students.

Each Pre-AP course has been developed by committees of expert educators, including middle school, high school, and college faculty. These development committees work with the College Board to design effective instructional resources that emphasize and prioritize the content and skills that matter most for later high school coursework and college and career readiness. Participation in Pre-AP courses places students on a path to college readiness. These courses provide students with opportunities to engage deeply with texts, motivating problems to solve and questions to answer, and key concepts that focus on the content and skills central to each discipline. Across the ninth-grade Pre-AP courses, students will experience shared classroom routines that foster and deepen college-readiness skills. Finally, students will take classroom assessments that provide meaningful and actionable feedback on college-readiness indicators.

1. What is one benefit of taking an AP course?

2. How does the Pre-AP program help 9th graders prepare for an AP course?

Preparation for AP Courses


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The Pre-AP World History and Geography prepares students directly for AP World History: Modern in 10th grade, and provides the foundational skills for AP U.S. History in 11th grade.

Areas of FocusPre-AP World History and Geography Areas of Focus:

- Evaluating evidence: Students acquire knowledge by evaluating evidence from a wide range of primary and secondary sources.

- Explaining historical and geographic relationships: Students explain relationships among events and people by marshalling evidence for causality, correlation, continuity, and change over time.

- Incorporating evidence: Students demonstrate command of quantitative, qualitative, and spatial data by effectively incorporating them into written and oral arguments.

Underlying Unit Foundations

These big ideas are addressed across units:- Geography- Populations- Culture- State building- Economic systems- Social structures

Unit Structureo Quarter 1: Geography and World Regions Unito Quarter 2: The Classical Period, c. 600 BCE to c. 600 CEo Quarter 3: The Postclassical Period, c. 600 CE to 1450 CEo Quarter 4: The Early Modern Period, c. 1450 CE to 1750 CE

1. How will your development of your skills in the Areas of Focus of Pre-AP World History and Geography help prepare you for 10th and 11th grade?

Maps The Orthodox Church


Name: ___________________________________ Date: _________________ Period:___________________


World Regions

The Qin Dynasty

The Han Dynasty

Confucianism

China

India

Hinduism

Buddhism

The Mauryan Empire

The Gupta Empire

Greek City-States

Alexander and Hellenism

Greek Art and Architecture

The Roman Empire

Republic

Labor Structures

Social Hierarchies

Gender Relations

Trade Networks

Silk Roads

Monsoon Patterns

Christianity

Islam

The Umayyad Caliphate

The Abbasid Caliphate

Byzantium

Crusades

The Catholic Church

Tang and Song Dynasties

The Mongol Empire

The Yuan Dynasty

The Bubonic Plague

Trans-Saharan Trade

Empire of Ghana

Empire of Mali

Empire of Songhai

Swahili City-States

Mayan Society

Incan Empire

Aztec Empire

Central and South American Religions

Iberian Exploration

European Colonialism

Columbian Exchange

Atlantic Slavery

Ottoman Empire

Mughal Empire

Safavid Empire

Ming and Qing Dynasties

Russian Empire

Sikhism

Protestant Reformation

Vodun

The Renaissance

The Scientific Revolution

Short-Hand Tricks


Name: ___________________________________ Date: _________________ Period:___________________


Directions: While reading the table below independently, please put a star next to the trick that you already use and a circle around the tricks that you’d like to use.

Whole word (slow note-taking)

Shorthand tricks(quick, college-ready note-

taking)

Whole word (slow note-taking)

Shorthand tricks (quick, college-ready note-

taking)

Political Pol And, also, in addition +Cultural Cult For example i.e.Environmental envir Between b/wEconomic Econ As a result, caused,

therefore

Social Soc Civilizations CivsGovernment Gov’t Centralized Cent.Empire Emp Technology;

technologicalTech

standardized Stnd. Imperial Imper.is, equal to, same as = because b/cWithin w/in Up/down,

raise/lower, increase/decrease

↑↓

without w/o

Are there tricks that you use that aren’t listed? Write them below!

Teacher Model: Taking Quality Cornell Notes


Name: ___________________________________ Date: _________________ Period:___________________


What Maps Tell Us

When we think of maps we often assume they are scientifically objective tools that help us get from here to there, that they are telling us truths about the world in which we live. However, maps are subjective, and like any form of art and design they have stories to tell and reveal a lot about the times in which they were produced. The most successful maps are selective, leaving in information that is important to the agenda of the cartographer and excluding the chaos of other details that are irrelevant to the narrative. There is a beautiful economy of design to a good map, and many maps can help us decode the belief systems of its audience.

Period 0: Unit 1- Principles of GeographyKhan Academy: “What Maps Tell Us”August 20th, 2019What Maps Tell Us

What are maps used for?

- Maps not = fact, actually subjectiveo Based on author/time

- Best maps are selective: includes important information, leaves out irrelevant details

o Cartographer : map maker- Maps help understand beliefs of author

Independent Practice: Cornell Notes


Key Ideas/Questions I Ask Myself:

Name: ___________________________________ Date: _________________ Period:___________________


Directions: First, please copy the heading from my model into your Cornell Notes, and set up your page. Then, in the next 6 minutes, please read the rest of this section, taking Cornell Notes as you read.

Is North Always Up?In the 21st century, particularly if one lives in the Northern Hemisphere, we assume maps to be oriented north up. However, this is a recent convention that is not consistent with maps produced up through the sixteenth century when Europe became the center of map production. Europe became a global power during the age of exploration and put itself at the top of the world.

The most important part of a map for the intended user tends to be at the top, and in the Middle Ages, this often reflected religious rather than political points of view. For example, both Christian and Muslim cartographers created maps with a holy city (Jerusalem) in the center of the map, as seen in Al-Idrisi’s Mappa Mundi (right).

Maps tell stories, not factsMaps are narratives that tell a story of the time and people of their origin, even the modern Google Earth is a product of subjective choices of visual signs and symbols of our time. These seemingly objective maps, like any other, involve selections of information, human editing, and a visual language legible to the current end user.

Next time you are looking at the standard map of the world oriented to the north, consider the 20th century Upside-Down Map of the World published in New Zealand. Tired of being put on maps "down under," New Zealand and Australia are at the top and the effect is jarring; our sense of orientation all depends on your point of view.


Name: ___________________________________ Date: _________________ Period:___________________


Exit Ticket


Name: ___________________________________ Date: _________________ Period:___________________


**1. Which topics are you most interested to study this year? Why?

**2. What must be included in CN Headings?

**3. How should you write CN?

**4. Name two reasons why maps can be subjective.


Name: ___________________________________ Date: _________________ Period:___________________


Homework


Name: ___________________________________ Date: _________________ Period:___________________


Directions: Read and annotate the map below, making quality marginal notes as you read. Then, answer the questions that follow.

Why world maps are misleading- The popularity of the 500-year-old Mercator projection of the globe perpetuates a distorted view of the worldJan 6th 2015 by G.D., The Economist

**Maps of the world have the impossible task of portraying the Earth—a three-dimensional shape—on a flat

sheet of paper. Mapmakers have to choose a projection of the globe that approximates the basic properties of

shape, size, direction, distance and scale. Of the many projections available, none is perfect. All of them distort

some aspect of the globe in the necessary trade-off between these properties. That can give a misleading, and

some would say biased, view of the world. How?

**Online maps provided by Google, Microsoft and others use the Mercator projection to display the world. In

doing so they perpetuate huge distortions in how the Earth is seen. The 16th-century cylindrical projection by

Gerardus Mercator, a Flemish cartographer, makes life easier for navigators by keeping parallels and meridians

as straight lines. But in doing so it distorts the world in a way that misrepresents countries’ shape and size to a

degree that increases the farther away they are from the Equator. This results in Africa, which sits across the

equator, appearing smaller than high-latitude Greenland when it is in fact 14 times larger. The “Greenland

problem” has long been recognised, even outside professional cartographic circles.

**One of the Mercator projection’s fiercest critics was Arno Peters, a German historian. He reckoned that the

widespread use of Mercator out of the thousands of projections available was a sign of bias. In Peters’ view, the

Mercator projection was preferred because it exaggerates the size of northern European countries to make

them appear more powerful when set against their conquests in the southern hemisphere. His solution, a

modified projection known as the Galls-Peters projection, preserves area. This approach displays the size of

countries accurately but still distorts their shapes, and has failed to become widely adopted (see our map

"slider" above for a comparison of the two projections). For online mappers such as Google, the ability to zoom

in and out of the globe, while maintaining North at the top of any view, requires a projection with vertical lines

of longitude. The distortions are negligible when viewing small parts of the globe with Mercator’s projection and

generations have grown up viewing the projection in atlases and wall maps at school. The benefits of its

rectangular shape, simplicity and familiarity are hard to beat.

But there is no such thing as a perfectly accurate map. All maps distort reality and convey bias (whether

deliberately or not). With modern mapmaking software, choosing a different and perhaps more appropriate


Name: ___________________________________ Date: _________________ Period:___________________


projection, depending on the area to be displayed, should be much easier. Perhaps the time has come to

abandon the universal reliance on the Mercator projection in favour of maps that offer a better compromise on

the true shapes and sizes of the various countries of the world.

**1. What type of map do Google and Microsoft use?

**2. What issues arise in using this projection?

3. According to the article, what options are available for more accurate map making?


Documents

nsaworldhistory.weebly.com€¦ · Web viewEach Pre-AP course has been developed by committees of expert educators, including middle school, high school, and college faculty. These