The goal of the Global Studies 9 honors course is to develop a greater understanding of the evolution of global processes and contacts in interaction with different types of human societies.This historical understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills.This course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. This course will focus primarily on concepts relating to the human condition throughout the world from the beginnings of human history to approximately 1450. Periodization, or how we structure past eras, forms the organizing principal for dealing with change and continuity.Themes provide further organization to the course, along with constant attention to contacts among societies that form the core of world history.
"Are you doing the most with the gifts you've been given? "
Extra Credit Reading 1st Quarter
When Plague Strikes: The Black Death, Smallpox, AIDS
by James Cross Giblin
by Leslie T. Chang
AP World History Ms. Caine
1450-1750: Part I - The Diary
Directions: Read/Cornell Notes: Chapters 23-28.
You and your partner are going to write the diary of an individual (Juan de SanClemente? Olauda Equiano? Wu Li? Ferdinand Magellan? Andrea del Castagno? Lorenzo de Medici? Isabel Catalana?) that covers the span of their life from 1900 through 1945. This will be a classic tale or perseverance, hard work, good luck, and the ups and downs of life.
You will not have a diary entry in your diary for every day. Rather, aim for momentous occasions, times of trial or great success, moments of cultural growth, family achievement, and the relatives or friends (you may have a son with Kangxi or Queen Nzinga or a nephew at the front in the Seven Years War, for example) as a handy way of including important information without having been there yourself. You should also include pictures, cartoons, ticket stubs, mementos and anything else you can think of that might be saved in a diary. Diary entries will probably run about a page or so in length (some may be a bit longer, some shorter), and written entries (those who write fewer must make up for it by making pictures, mementos, a cover, etc.), identified by your initials.
Some words to the wise:
DO NOT DIVIDE UP BY YEAR OF LIST OF TOPICS or any other seemingly “efficient” way. You will screw yourselves up big-time, end up doing a lot more work than you have to, and will only know a fraction as much by the end. Then you will flunk. I cannot recommend strongly enough that you each research the whole period, become acquainted with all of the issues and conversant with a bibliography on the subjects at hand. In fact, each of you will hand in an individually annotated bibliography commenting on the sources you used in your journey.
NOSLACKING! You cannot succeed on this project if you leave it until the last minute or waste your available class time. You and your group will suffer if everyone does not do his/her fair share
COOPERATION IS A MUST! This is a CLASS effort. There are no books on reserve, so you must share the materials available. Cooperation will also be part of your team grade, and you will be given the opportunity to evaluate your own group participation as well as your teammates.
Use proper citation format, as usual. What, don’t you cite sources in YOUR diaries?
You will be referring to important political events of the day, but you do not need to write political narratives in your diary. You will be providing reactions to events, but not describing them unless it is a part of a personal reflection.
You must focus on the following general areas:
1. Exploration 7. Empires
2. Trade 8. Gender Roles
3. Labor Systems 9. Cultural/Intellectual Developments
4. Colonization 10. Nation States
5. Religion 11. Leadership
6. Commercial Revolution 12. Technology
How to get an “A” on the Diary Project
Rubric for group grade:
A : : *99% of the entries are based on REAL facts, trends, artistic interpretations, etc., which are accurate and can be cited.
*is fully illustrated and supported with scrapbook effects
*is well-organized and has a logical flow; fit’s the character
*is well-written; word-processed, carefully proofread, non-repetitive, creative, humorous when appropriate
*uses a balance of major, textbook-type events and lesser known events of particular interest to the character
*covers the entire period, 1450-1750
*shows evidence of group cooperation and enthusiasm
B : : *most entries citable
*has a few illustrations & scrapbook effects
*may have the odd historical error
*may have a glitch or two in organization
*all of the rest the same as above, except a little less so…
C : : *tends toward over-creativity as a screen for lack of content
*poorly organized, sloppily cited
*shows signs of group constipation
D : : *same as C, only worse…
F : : *plagiarism
*no substance or creativity
*failure of group to cooperate
*significant shortfall in assigned number of entries
To get yourself in the mood…think back to our literature circles…Genghis Khan, Manduhai, Theodora, the Silk Road, the Salt Trade…this is the time period that you will be investigating over the summer!
1)Read and take Cornell Notes on “Worlds Together, Worlds Apart” chapters 9 & 10. (Handout provided.)
2)Find the characters that you have been assigned to research on the handout.
3)Research your assigned characters. Remember…it is not important when they were born, etc…what is important is who they were and what their contributions were to the time period 600-1450. Make sure you address the following: pertinent background information, role in society, determine whether the role is social, political, economic or a combination .
4)Bring in your notes for each of your characters on the first day of school.
5)You will be assigned to assume one of the roles when you come back to school in September. So…make sure you research all equally!
6)Be sure to bring your chapter notes as well as your research to school with you on the first day!J