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Historiography

Strayer Note Outline

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World History
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Historiography
Modern history
Postmodern theory
World history
Humanities

? PAGE \* MERGEFORMAT ?12? [[Chapter 20: Colonial Encounters, 1750?1914]] [[RESOURCE TYPE: Note Taking]] CHAPTER 20: Colonial Encounters, 1750?1914 A Second Wave of European Conquests Under European Rule Cooperation and Rebellion Colonial Empires with a Difference Ways of Working: Comparing Colonial Economies Economies of Coercion: Forced Labor and the Power of the State Economies of Cash-Crop Agriculture: The Pull of the Market Economies of Wage Labor: Working for Europeans Women and the Colonial Economy: An African Case Study Assessing Colonial Development Believing and Belonging: Cultural Change in the Colonial Era Education Religion ?Race? and ?Tribe? Reflections: Who Makes History? Documents?Considering the Evidence: Indian Responses to Empire

Help with DBQs

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US History
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Education
Learning
Historiography
Human behavior
Document-based question
Examinations
Advanced Placement
Rhetoric
Logic
Historical method
Thesis
Essay

APUSH Writing the Document-Based Question (DBQ) The APUSH exam format includes one document-based question. Students will have 55 minutes to answer it. Guidelines Long-essay writing skills. The initial mystery of answering a DBQ largely disappears if you remember that it builds on the skills for writing the long-essay question, including the skills of developing a background statement (B), thesis that ?takes a position (TAP)? and has a ?roadmap (R)?; argumentation supported with relevant historical evidence; use of targeted historical thinking skills; contextualization, and synthesis. The basic difference between the long-essay question and a DBQ is that in the DBQ students must analyze and use documents in your supporting arguments.

Industrial Revolution

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US History
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Education
Historiography
Information science
Advanced Placement
Knowledge
Educational psychology
AP United States History
Primary source
Secondary source
Educational assessment
Document-based question

Develop an activity or re-purpose an activity you already teach Identify the historical period(s) Identify the historical thinking skill(s) it addresses Create an assessment for this activity OR an assessment that this activity will help prepare students to take Choose ONE of the following: Write 2-4 short answer questions Write 1 set of multiple choice questions (1 stimulus, 2-4 questions) Write 2 long-essay questions Re-write a DBQ question and extend the analysis (all 4 tactics) for 2 of the documents Use the following template to fill in your activity: Name of activity The Impact of the Industrial Revolution in the United States Historical period(s) Periods 6 and 7 Key concepts Industrialization, Gilded Age, Effects on working classes Historical Thinking Skill(s)

Guns, Germs and Steel video Notes

Subject: 
World History
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Guns, Germs, and Steel
Pulitzer Prize for General Non-Fiction
World history
Humanities
Germs
World Wide Web
Literature
Historiography
Technology
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AP World History Notes on Guns Germs and Steel

Notes on Gus, Germs and Steel Overview ? ? An Inca procession Based on Jared Diamond's Pulitzer Prize-winning book of the same name, Guns, Germs and Steel traces humanity's journey over the last 13,000 years ? from the dawn of farming at the end of the last Ice Age to the realities of life in the twenty-first century. Inspired by a question put to him on the island of Papua New Guinea more than thirty years ago, Diamond embarks on a world-wide quest to understand the roots of global inequality. ? Why were Europeans the ones to conquer so much of our planet? ? Why didn't the Chinese, or the Inca, become masters of the globe instead? ? Why did cities first evolve in the Middle East? ? Why did farming never emerge in Australia?
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