All homework needs to be on its own side of a page. The homework number must be written at the center of the top of the page, with your choice of at least 3 key terms through the homework underlined or highlighted, so that you can look at it and in 2 seconds know what it is about. Handwriting and typing are both acceptable.
If a date and day of the week for an assignment disagree, the assignment is due the later of the two.
The date of this "blog post" will not change. The most recent homework will usually be on top, but read down until one you did, because sometimes I will post a few days at once, with future homeworks on top of the current one.
NEW WEBSITE FOR SPRING!!
https://sites.google.com/site/bermanapworldspring/
Semester grades: Since we didn't have a final exam, I split the value of the final among categories, so 60% for tests, 17% for participation, 12% for HW, 11% for project.
Third marking period participation grades ("part 3mp") are up on the gradebook.stuy.edu site. See Other Than Homework page of this site for instructions on how to see your grades.
Here is the sheet that explains what the number means: multiples of 5 for lack of participation and multiples of 6 for disruptions.
About Great Gatsby Extra Credit:
I graded these on three categories according to the instructions below 1. How global was your discussion (not at all, only vaguely, very clearly). Some of you did a great job of mentioning things in Europe and Asia at the same time (clearly). Others of you mentioned some global trends (vaguely). Others ignored the main prompt (not at all). 2. How clearly did you describe aspects of the play? Most of you did that well. and 3. Is it more or less one page, as instructed. If you went a little over I stopped reading. If you went way over I gave you a little less credit.
With all that I came up with a number out of 10, and added it to your project grade. I wanted to make it a separate assignment, but it got crazy complicated with my gradebook program, and this way the numbers work out.
TEST CANCELLED!!
Sunday 2:30pm
Due to: 1. The blizzard (hope everyone is safe and warm), which will keep some students from school tomorrow due to transportation issues, and 2. Concerns that some students had an unfair advantage because some, perhaps most, but unlikely all students shared their questions, we will have no test tomorrow in periods 2 and 6. I will figure your grade without it.
For those of you who studied hard for this, whether with or without colleagues' questions, I apologize, and rest assured that everything you studied, particularly the more obscure and less political content, will be incredibly useful not only for the AP exam in May but for the many many (many) essays we will write next semester.
For period 3 who took their exam Friday, I haven't decided if I'll count it or not, and I'll take input in class tomorrow (no, you do not get to see what you got before you state opinions about whether it should count).
---
THE LAST TEST will cover 1. the presentations in your class and 2. anything I covered since the presentations, NOT anything unrelated to the presentations that we did this semester.
Extra credit! I don't generally give extra credit, but a magnificent confluence of me being the faculty adviser for an amazing play and that the content of the play relates to material from the end of the semester impels me to the offer. So:
For extra credit (up to 1% semester grade) go see the student-run play the Great Gatsby, playing Wednesday Jan 13 at 5:30pm, Friday 15th at 6:00pm and Saturday 16th at 6:00pm in our own auditorium. There will be live music, dancing, romance, murder, ornate sets, flapper dresses and suits (formal and bathing), and it is the first show with the auditorium's new sound system, so it should sound amazing.
Then write one page answering: What does The Great Gatsby say about global trends in the early 20th century (1900 to 1928). Yes, you can mention the US, but work hard to make it global, even if it takes five minutes on Wikipedia. You must mention ten details from the show: character names, things that happen, etc, to show that you watched it.
If you can't come to the play it is also acceptable to watch the movie (The 1974 version is better than the 2013 version but either is fine) or read the book, and complete the same writing assignment, but I strongly encourage you to come see your fellow classmates in a real live show! Lydia (6 period) is a producer! Leila (2 period) is a dancer! Ray and Marta (3 period) work backstage! All of them have tickets to sell.
Tickets ($10) are available at the door or from Lydia, Laila, Ray, Marta or Mr Berman or any of the cast and crew, or at the door.
Write-up is due
David Bowie died yesterday (1/10). He sang about feeling under pressure, something you may know something about.
ISIS videos that we watched in class.
CCOT essays: I graded these on a generous curve of 2% per point. So 9=100, 7=96, 5=92 etc.
OVER BREAK:
No homework, but if you have time and want it to be put to good use, I've got something easy, something hard, and something fun, ALL of which will help you write better essays, especially CCOT:
Easy: Get straight in your head the relationship between 18th century, 1800, and 1800s. All of those mean entirely different things and confusing them lost a lot of you points on this essay. I suggest drawing a chart kind of like this. That'll also give you practice with proper nouns.
Hard: Think about continuities. This chart might help.
Fun: Watch Crash Course (season 1, season 2). After (or in the middle) of each Crash Course you choose to watch, write, just write, write, write what he is saying, write what you think, write a bunch. Make connections. Make it fun.
The project is, as it says in the syllabus, worth 10% of your semester grade. Since our "final exam," however, isn't all that final, it will be worth one test, not 10%. With 900 test points at 65% of semester grades, that means that the project's 100 points are worth 139 test points.
For turning in online versions of papers you must do BOTH
1. In turnitin go to class ID 11328065 password imperialism. Project is the only assignment in there.
2. ALSO submit it to my online form.
3. I know that is duplication, but it's all required, and points will be taken off if I see one version isn't there.
For Monday (or whenever your project is due):
Think about the project instructions and the rubric. Think about giving the presentation you would want to see.
I added the second paragraph to the instructions to clarify: Your project must be about what happened between 1700 and 1920. As much as 5% of your paper and presentation can be about things that happened since 1920 and as much as 10% can be about what happened before 1700, so at least 85% is between 1700 and 1920.
Your presentation must be at least 10 minutes and no more than 12*. A student who is timing you will hold up a green card with big writing saying "2 minutes left" at 10 minutes, and then a red card saying "1 minute left," at 11 minutes, then at 12 minutes the class will applaud you even if you are in the middle of a sentence. Unless your group has a preference, you will present in the order you wrote them in, in the order in the schedule (period 2, 3, 6)
*12x3=36 minutes, which only leaves 5 for transitions combined. In order that the third person be given enough time, do your best to have all presentations loaded and ready when the start bell rings.
HW 43 due Thurs 12/17
Fill out the idea worksheet. Here are project instructions.
HW 42 due Wed 12/16
1. Skim Toshiaki's Secret Plan for Government (1798). I know this is earlier than we've been studying, but it's important background on Japan. Write a short paragraph, underlining Japan.
2. Read about race from Monday's NYTimes. Are we all mixed race? The author brings up the idea that race is largely a cultural identification, not clearly defined by birth. In that case, one is of a different race depending on what clothes he or she wears, what music he or she listens to, what language he or she speaks. Not only that, but if you look too hard, no one is pure anything anyway. Are people from Fujian the same race as people from Sichuan? Would it depend on what language they spoke? Write a short paragraph, underlining mixed-race.
3. Keep an eye out around school for the flyers for the Chinese-English bilingual Stuy newsletter. Are they nationalistic?
HW 41 due Tue 12/15
Watch or listen to "Everyone's a Little Bit Racist" (video) (audio only) (lyrics) and/or read about the some psychological reasons for racism. Is everyone a little bit racist? Write a paragraph. Within your paragraph underline racist and nationalist and ethnocentric and bigoted.
Hw 40 due mon 12/14
Watch crash course matthew perry and nationalism. Also, draw a map of the world with the New World on the right and Old World left (Japan nearly center).
Friday 12/11 (ALSO SEE HW 39 due Thursday)
We will have an in-class CCOT essay exam. The rubric will be on the exam. No multiple choice will accompany the essay. The topic will be something we have covered this semester. The best way to prepare is 1. study the rubric and 2. quickly go over all our vocab lists.
HW 39 due Thursday 12/10
By request from more than a few students, let's practice CCOT again.
So bring to class Thursday (and if you are short on time see what you can do in 20 minutes) an essay responding to the following CCOT prompt:
Analyze the changes and continuities in the process of industrialization and the economic, social and intellectual impact in Western Europe and one of the following regions between 1750 and 1900.
East Asia South Asia Sub-Saharan Africa Latin American
You get the HW points if you bring in something you wrote that looks vaguely essay-like.
HW 38 due TUESDAY 12/8
Write a CCOT essay using the rubric we discussed in class and answering the following prompt. Provide at least 1 continuity, 1 change and 1 more continuity or change. Use world historical context (big global historical concepts) to back up both a continuity and a change.
We will discuss the rubric more on Monday so if you find it confusing you may want to take the weekend off and write Monday night.
The Prompt: Analyze changes and continuities in long-distance migrations in the period from 1700 to 1900 in two of the following regions:
Sub-Saharan Africa
South Asia
Latin America
East Asia
FRIDAY 12/4
Bring questions on everything up to quinine to class Thurs.
Quizzam (1/2 test) on the following terms from Ch 25 and 27:
British raj
Mughal Empire
Sepoy Mutiny
sepoy
nawab
durbars
sati
Indian Civil Service
cholera
Rammohun Roy
Indian National Congress
Singapore
Burma
White Colonies:
-New Zealand
-Australia
-Canada
clipper ships
free trade
ambergris
Maori
aborigines
quinine (787)
(the following will be covered in class Thurs)
New Imperialism
Cecil Rhodes
Berlin Conference
Emilio Aguinaldo
Panama Canal
Suez Canal
Battle of Omdurman
diamonds
Asante
TODAY Wednesday 12/2 10th period, in the auditorium, two women, one Israeli and one Palestinian who know each other through their shared experience of breast cancer, will be speaking together. I strongly encourage you all to attend. Even breast cancer, which you think isn't related to global history, is a great example of a disease not impacted by level of development, which we'll get to in April.
Also, if you want to talk about the AP test, go hang out with Mr. Trainor Wednesdays after 10th period in 333. He has taught AP World much more than I have.
HW #37 due Wednesday 12/2
Read/Skim Hobson's definition of imperialism. Then write a short paragraph answering: would Hobson think the British Raj was imperialism? What does he think ought to be done about imperialism?
HW #36 due Monday 11/30
Read/skim this article about currently building the Silk Road. Then write two sentences:
The ancient Silk Road and today's Silk Road are similar in that...
The ancient Silk Road and today's Silk Road are different in that...
You may want to look up Silk Road in your textbook or watch Crash Course Silk Road to remember the old Silk Road stuff.
[I know I was going to have you think about projects, but I want you to relax a little this weekend. Although if you have time, or are looking to escape your annoying extended family, it is always a great time to look over the Crash Course World History catalog and watch a couple on topics you feel weak on. Bored of those? There's also a season 2 Crash Course World History that's a little bit more conceptual (although John Green's voice is a little more hoarse.)]
And hey, look, mercenaries and proxy war, happening right now! Those are great AP vocab.
Quiz (12 questions multiple choice) WEDNESDAY 11/25 on the following terms:
Congo Free State
King Leopold
Scramble for Africa
Boer War
Mahdia
Charles Gordon
Sokoto Caliphate
Zulu kingdom
Hausa
Ismail Pasha
Emperor Tewodros
Ethiopian exceptionalism
Abd al-Qadir
David Livingstone
Afrikaners
Zanzibar
Swahili coast
Tippu Tip
White Man's Burden
HW #35 DUE TUESDAY 11/24
Read the White Man's Burden at least twice. Then write a paragraph about it. Underline the terms imperialism, USA, Britain, Philippines. Why is it important that a British person wrote this? Include a quote of one or two lines.
HW #34
Read the introduction to King Leopold's Ghost. Write a half page of your impressions. Why did Hochschild write about Morel? How did Morel figure out what was happening? Why did he name his book King Leopold's Ghost?
HW #33
Read pages 714-720. Draw a full-page map of Africa. Put on it all the words in bold or green from 714-720. Color code which refer to Muslim movements and which are not, and include a brief (5-10 word) description of each person/movement next to its label. Do not just copy the map on 717. Leave off any items you don't have descriptions for.
HW #32 due Wednesday 11/18
Spend 10 minutes reading about ISIS. Take your pick of these or any other media. Then write a paragraph based on Renan about whether you think ISIS is or is not a nation (or what kind of nation it is).
http://www.nytimes.com/2015/11/17/world/middleeast/where-isis-claims-it-has-struck-and-why.html
http://www.theatlantic.com/magazine/archive/2015/03/what-isis-really-wants/384980/
https://en.wikipedia.org/wiki/Islamic_State_of_Iraq_and_the_Levant
https://www.foreignaffairs.com/articles/middle-east/2015-02-16/isis-not-terrorist-group
https://www.washingtonpost.com/news/worldviews/wp/2015/11/16/the-islamic-state-wants-you-to-hate-refugees/
SEE BELOW. ALSO: Please check your grades at the bottom of the Other Than Homework section to your right. GRADES LINK UPDATED TUESDAY 8:30 AM
HW #31 due Tuesday 11/17
Read (or at least thoroughly skim, but you don't have to read the end notes) Ernst Renan's 1882 essay/lecture "What Is a Nation?" While reading it, make a list of 10-20 of the various peoples/countries/nations he mentions. For each one, make a note about whether you think it qualifies as a nation and why.
THEN, write a short paragraph about the difference between ethnic and civic nationalism (see note at the top). You might have to look those up.
This is kind of long, so I'm giving you the weekend plus Monday night to do it.
For Thursday 11/12
1. Have a parent sign the bottom of your contract. BRING IT TO CLASS THURSDAY.Here is the blue pamphlet. Here are links to both in other languages.
2. Review Ch 24. Here is a list of vocab terms. That list has a bunch of items we haven't covered yet in class, and we will do our best to cover them on Thursday, but they'll be on the test regardless.
HW#30 due Tuesday 11/9
Do 10 minutes of research (Wikpedia and your textbook are both fine) and then write a paragraph from the perspective of a Miao peasant in the 1800s. Be sure to mention:
Miao rebellions under the Ming
Miao rebellions under the Qing
autochthonous
Uighur
Speaking of China, here's a fun 4 minute student-made video summarizing Chinese history. Your final semester presentation will include an element of performance, so be inspired about how it isn't really that hard to be both funny and historical!
HW#29 due Monday 11/8
Fill out the thematic chart that I handed out on Friday with the key terms from the key term list that I handed out on Friday. Have at least 3 terms in each box. If you want to use the same term for multiple boxes, put different examples in parentheses after each occurrence of that term. Continue to put circles around terms you find mind-boggling or mysterious so that you know when you have a free moment anytime between now and May what to look up in the textbook index or watch a Crash Course about.
HW #28 due Thursday 11/5
Watch this video on Florence Nightingale. Then find another woman in history that you can compare her to. Compare them in a paragraph.
HW #27 due Wednesday 11/4
Watch at least 15 minutes more of the video we began in class today (https://www.youtube.com/watch?v=Pqik0WDMDco) OR do your own research on the Crimean War. Either way, underline or highlight
HW#26 due Tuesday 11/3
Study the images on pages 692 and 693. What is the POV of the artists? What are those images trying to convey about 19th century Ottoman Empire?
HW #25 due Monday 11/2
Watch Crash Course Ottomans and Venice (youtube, khanacademy. Summarize it in a paragraph that has at least 10 proper nouns. Underline the proper nouns.
For Friday 10/30
(Yes, even with Halloween we will have a test).
You will answer 5 multiple choice questions based on:
Napoleon in Egypt
Muhammad Ali
Muhammad ibn Abd al-Wahhab
"Sick Man of Europe"
Ottoman rise and decline
Sultans:
Mehmed the Conqueror
Suleiman the Magnificent
Mahmud II
Then you will write a Comparison aka Compare/Contrast essay. You will NOT have the rubric in front of you, so memorize it.
The essay will, like your practice essay prompt and the essay prompt on the rubric, be fairly general, and will refer to material in at least 2 of the 3.5 chapters we've covered. Quickly review Ch 21, 22 , and 23, because you need to remember a bunch of things to use for evidence, but there is no one particular thing that you will absolutely have to know.
HW #24 due Wednesday 10/28
Write an essay using the CC rubric and answering the following prompt.
Compare and contrast the growth AND decline of TWO of the following empires:
Napoleon’s
Ottoman
Spanish or Portuguese[so you cannot compare/contrast Spanish to Portuguese]
Bring it to class on Wednesday with your birthday not name on it.
Typed or handwritten, either is fine.
TRY NOT TO WRITE MORE THAN WOULD FIT ON BOTH SIDES OF A SCANTRON.
TRY NOT TO SPEND MORE THAN ABOUT 40 MINUTES ON IT.
HW #23 due Monday 10/26
In preparation for Ch 24 (Ottomans, Russians and Qing after 1800), skim (read if you feel weak on content from the end of last semester) chapters 19-20, especially pp 548-556 and 574-591. Make a timeline of the Ottoman, Russian and Qing empires from 1500-1800.
Homework #21 due Thursday 10/22
Go over the Ch 23 vocab sheet. Note that I just added quilombo and capoeira to it. Circle words you are unfamiliar with and find a brief definition. We'll have a test or quest on Ch 23 on Friday. Watch any video of capoeira even for a few seconds.
Homework #20 due Wednesday 10/21
Read the two-page segment in the chapter called "the Afro-Brazilian experience" and answer the questions that go with it (sorry no page number, almost 3pm and no book in front of me).
Homework #19 due Tuesday 10/20
Read about Argentina in 1845. Answer the three questions at the end, and also: 4. What parallels do you see between Argentina and Mexico?
Homework #18 due Monday 10/19
Draw a visual representation of Mexican history between 1810 and 1919. Include at least 10 terms from the Chapter 23 vocab sheet. It can be a timeline (with pictures), a comic strip, an annotated map or some other visual way to represent this tumultuous time.
Homework #17 due Thursday 10/15
Read Simon Bolivar's Jamaica Letter (passed out in class today) and answer the four questions at the top.
Homework #16 due Wednesday 10/14
Draw a map of contemporary Latin America. Here is a good one, but any will do. Label countries, at least the biggest 10 or 12.
Homework #15 due Tuesday 10/13
Watch Crash Course World History #31: Latin American Revolutions. (We'll be discussing the Americas next week). Take some notes: Write down at least a dozen proper nouns and why they are significant. While you are there, pick your choice of at least one other Crash Course between 1 and 30 that you feel weak on and watch that (you don't have to write anything for that, but knowing you, you probably will anyway.)
Quest (half a test, double a quiz) tomorrow on everything from the Ch 22 terms list, plus basic understanding of the Communist Manifesto. Please don't go reading every detail of that document just to study (if you are into it, hey, don't let me stop you.) Know the words from HW 13 and maybe skim the wikipedia synopsis. (I copied it so none of you could go changing it tonight to fool your colleagues.)
Homework #14 due Thursday 10/8
Add the terms from HW 13 to your Ch 22 terms list. 2. Go down that list and write a couple of words for every term you haven't already put something for, either from memory or look it up. We'll have a quest (50% of a test) on the terms from that list on Friday.
Homework #13 due Wednesday 10/7
Read/skim part I (pages 14-21) of the Communist Manifesto. Write a paragraph describing Marx and Engels' main ideas (be sure to include the terms bourgeois, bourgeoisie, proletarian, proletariat, class struggle, capitalist). I have a class set, so you'll have a copy in front of you in class even if you don't print one.
Homework #12 due Tuesday 10/6
Skim this dense article ("Time, Work-Discipline and Industrial Capitalism" by EP Thompson). The article is long and dense, so do not read every word, just try to get the main idea. Write a short paragraph beginning "Thompson's argument is..."
Homework #11 due Monday 10/5
1. This is a great short summary of Vladimir Putin's speech to the UN last Monday. It is distant to what we are studying, but I think it's worth checking out. We don't have time to really talk about current events in AP World, but being able to reference them in your AP essays is useful. Just read it and we'll discuss it briefly Monday.
2. Watch some Crash Course. Have your Chapter 22 vocab list in front of you and write a couple of words next to each term he mentions. I'd forgotten to link the vocab list when I originally posted it. It is here.
Friday 10/2 you will write a DBQ essay in class. You will need, as it says at the bottom of the rubric I handed out in class, 3 Groups, 2 Additional Documents*, and 3 POVs to get the basic 7 points. READ THE COMMENTS YOUR CLASSMATES GAVE YOU TODAY. They might be harsh, but they are almost certainly helpful.
*I capitalized those because in some sense they are proper nouns. Not groups in the general sense, but Groups in the AP sense. Maybe that's wrong, but hey, grammar doesn't count!
A couple of you were asking for essay samples. There are samples on the AP website. Here are sample essays from the silver question you answered.
Homework #10 due Thursday 10/1 (two days to complete)
Write a DBQ essay based on the prompt and documents on pages 2-6 of the 2006 AP World exam. You should spend 40 focused minutes (5-10 for reading, 30-35 for writing). Spend no more than 50 minutes from the time you start the documents. Set a timer. Your essay can be typed or handwritten. DO NOT PUT YOUR NAME ON IT. Instead put your birthday (month/day) prominently at the top (a classmate will mark it, so anonymity is best). You will get both homework points if you bring an essay (not just a paragraph, an essay) that you wrote. Remember:
1. Your intro is just an acceptable thesis, doesn't need to be great. One sentence.
2. Your paragraphs should each contain a group of documents (identify group theme), mention documents by document number (doc 1), should describe the documents in very few words, identify their point of view when possible (POV to be discussed Wed in class) and use them to back up your thesis.
3.Quotes are generally a waste of time. Paraphrase. Quote a couple of words only if the particular words are essential.
4. Your additional documents need to be imagined documents, not just imagined people.
5. Your conclusion is the place to give a more nuanced, provocative thesis, to bring in a small bit of outside context, analyze, synthesize, etc.
Friday you will write a similar DBQ in class, one at least somewhat related to the time period and themes we've been discussing so far this term. Your time is much better spend reviewing the DBQ rubric than reviewing the material.
Homework #9 due Tuesday 9/29
1. Read this AP World DBQ rubric very carefully. What do you need to get a 7? What do you need to get a 9? What does expanded core mean. Why do you think I'm asking you to read it?
2. Glance at the pictures in Ch 22.
Homework #8 due Monday 9/28
Read both an excerpt from Friedrich Engels' Condition of the English Working Class (or this one) and an excerpt from Emile Zola's Germinal. (If those links don't work, google for different excerpts from those works, any will do.) Then write a poem (ballpark 50-100 words) from the perspective of an industrial worker during the 1800s in Europe. What does your character do? What does it feel like?
Test Friday 9/25 (see homework for Tuesday below)
The test will include 40 multiple choice questions (80%) on the vocab and 20% for the map, 1% for each of the following being recognizable in context. THE FOLLOWING LIST WILL NOT BE ON THE EXAM.
Land: North America (with Caribbean islands), South America, Africa, Europe, Asia, Arabia, India, Southeast Asian peninsula and islands, Britain, Japan.
Regions: Middle East, East Asia, Southeast Asia, South Asia, Latin America, Western Europe, Eastern Europe, North/West Africa, South/East/Central Africa, Oceania.
[Africa has five regions but only 2 points.]
Homework #7 due Tuesday 9/22:
Continue your story from last night (or chose a different character if you are tired of yours) to include:
Concordat
Napoleonic Empire
Russia in the winter 1812
Wars of Coalition
Congress of Vienna 1815
Metternich
Holy Alliance
Greek independence from Ottomans 1821
Corn Laws
Chartists
Louis Philippe
Revolutions of 1848
Louis Napoleon (aka Napoleon III)
Read pages 610-618. (Optionally watch Crash Course, too (youtube, Khan Academy) Write a 1-2 page first-person narrative from the perspective of a Parisian during the French Revolution using the following terms. Highlight or underline the terms. Your narrator can be (choose one) bourgeois, noble, artisan, factory worker, farmer from the edge of town, or another occupation, and can be man, woman or child.
National Assembly
Attack on the Bastille
Marie Antoinette
Declaration of Rights of Man and Citizen
Jacobins
Robespierre
Mary Wollstonecraft
The Terror
Guillotine
Napoleon Bonaparte
Other items from the vocab list, too, if you can.
Homework #5 due Friday 9/18
Study those Enlightenment characters! Tomorrow's quiz will only be on the terms from the first column of the vocab, not the map, and nothing from ch 16. Saint Domingue is what Haiti used to be called.
Homework #4 due Thursday 9/17
Skim pages 600-610 of your textbook. Read what the book says about the Enlightenment thinker you were assigned in class today, and then do a little outside research. What would/did your thinker think about democracy, revolution, science, monarchy, and maybe even race? What would/did your thinker think about other thinkers listed? What was he or she like? In what country and century did your thinker live? Tomorrow you will be that thinker during class and we will have a salon where you will meet and talk to the other thinkers. In order to make tomorrow's salon more enjoyable, try to come to class wearing a piece of clothing or decoration/accessory that your enlightenment thinker might wear/use, perhaps made of paper (costume is great but not required).
Homework #3 due Wednesday 9/16
1. Print your summer homework and hand it in at the beginning of class Wednesday. This is not the time to be working on it, and I will not grade it carefully, so don't stress about it now. If I catch you cheating, that you didn't write it all yourself, that will be a big deal, but as long as you did it and it looks complete you'll get full credit. I decided that it will only be worth 2 regular homeworks. It doesn't need a cover page and can be double-sided. We will discuss the assignments on Wednesday. Here is the assignment if you lost it.
2. Read this article ("Letter to My Son" by Ta-Nehisi Coates from the Atlantic July 2015). I know it is mostly about the USA and we are going to try not to discuss the USA in this class, but I just read the whole book length version of this article (the book is called Between the World and Me) and it's the most powerful writing I've read in a long time, and maybe says some essential things about not just what it means to be American but what it means to be human in history. After you read/skim it, write 1/2 to 1 page about how what Coates discusses relates to the history of Africa and the histories of Latin America , East Asia, and India.
3. Glance at page v of your textbook (brief contents).
Homework #2 due Friday 9/11
1. Finish drawing the AP World regions map. Keep it handy. It will be very useful to you this and next semester. Here is the blank map in case you want to print it again.
2. Draw the 18 (both sides) little world maps. No labels are necessary. You can glance at the linked map above if you want. Try to really spend between 1 and 2 minutes per map.
3. It's not too late to fill out the form below if you didn't. You can now pick your period number. If you already submitted it, I'll put you in the right period, don't submit again.
Homework #1 due Thursday 9/10:
1. Read the syllabus.
2. Then fill out this form.
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