...and Indian War was an expensive blow financially to the British, so much so that they left the colonists to fend for themselves in the final battles. As a result of this, the royal crown passed tax after tax on the colonies and strictly enforced them as well. This was odd considering they were used to a system of salutary neglect. The colonists cried “No Taxation without Representation” and the seeds of revolution were planted. It only required a little push after that and the Declaration of Independence would be drafted. The French and Indian war was dubbed “the Great War for Empire” because the French were known at the time as the “Empire of France”, and this war would essentially be an attempt to push the French empire out of the new world. 3....
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...Says: “There were two things very wrong with this sudden gift of democracy. The most important was that the Reorganization Act destroyed the old, traditional form of Indian self government.” Means: This quote means that with the introduction of the Reorganization Act, a new form of politics was bestowed upon the Native Americans. Matters: This quote matters because it shows how the old and important ways of Native American self government was completely destroyed with the Reorganization Act. Just like many countries around the world, the US brought its own form of government to them, and like usual, with disastrous outcomes. 2. Says: “[Annie Mae] could make something out of nothing. She made nice meals with seemingly no provisions except dried beans...
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...substances e. Crowded housing and outbreak of diseases. 2. The wealthy insulated themselves from the poverty in the industrial revolution by removing themselves from it. They moved away from the inner city to the suburbia and built road paths that avoided the industrial city. This way they became ignorant about the deteriorating conditions in the inner city. 3. Engels’ observation might lead to a communist society because the masses were working very hard with nothing to show for it and the few Bourgeoisie were maximizing profit and basically cheating the masses. Engels was of the opinion that the masses will eventually start a revolution because they got no gratification for their hard work. Compost City 4. Post- industrialization and World War 2, Hulme was falling apart so the Manchester Plan 1945 was developed. The people were relocated and almost everything (town hall, residential houses etc.) was demolished and rebuilt. It was like building a city from nothing. The people were moved back in after the redevelopment was completed. 5. The problems in the new public housing included the fact that the project was rushed, and much of the infrastructure used was not fully understood. Also there were issues of increased robbery and lack of togetherness. 6. After many families moved out of the government housing, the majority of the population were single people and after a while, squatters who were mainly artists. These artists were of diverse descents and played a wide range...
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...AP World History Summer Assignment Dear Students – Welcome to your 2014-2015 sophomore AP World History course! In preparation for our busy year, you are expected to complete the following FOUR assignments over the summer! Please review the descriptions of the activities listed below and the anticipated due dates and assessments for each assignment. We will begin our course of study in the year 8,000 B.C.E. and finish the school year looking at modern day issues. The majority of your summer assignments will require you to read, reflect and analyze the one book selected from the list provided. You will also have to complete three basic world religions charts, answer questions about the Neolithic Revolution and complete a geography assignment. You may find links to the documents required for these assignments on my teacher Website http://teacherweb.com/WA/LakesHighSchool/Dunnavant/h0.aspx Please feel free to email me over the summer if you have questions. Sincerely, Ms. Dunnavant adunnava@cloverpark.k12.wa.us Assignment One – WORLD RELIGIONS The influence of major religions and semi-religious philosophies on societies will provide a reoccurring theme throughout the course. It is important for you to be familiar with each religion as we proceed. Please follow the directions below: 1. Visit the following sources: • BBC Religion & Ethics Website http://www.bbc.co.uk/religion/religions/ • Infoplease.com http://www.infoplease.com/ipa/A0113529.html ...
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...AP US History, often referred to as 'APUSH' (A as in letter A and push as in push--literally), is the CollegeBoard's second most frequently taken AP class (first is AP English Language and Composition). I took this class during my sophomore year, and I got an A in the class and a 4 on the exam, if you were curious. I was very interested in succeeding in that class and I wanted to share some advice on what helped me, and what I wish I did. The AP US History course is divided up into nine units, and there are seven themes (identity, work exchange, and technology, peopling, politics and power, America in the World, environment and geography, and ideas, beliefs, cultures) that can be, and are applied to each unit. The class is to be identical...
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...| Unification of Germany | | | | HISTORY | | | Unification of Germany Introduction Economic success, political failure, and diplomatic tension marked the idea of a unified Germany in the period after the Napoleonic Wars. It was not clear around which power, Austria or Prussia, Germany could achieve national unification (Merriman 2010). Prussian merchants, with the support of the Prussian crown, established the customs and trade union known as the Zollverein in 1834 (AP Central - German Unification 2013). The Zollverein freed trade between most of the German states, with the exception of Austria. The upper class were wary of any change that might threaten the status quo and feared the strong nationalist feeling unleashed by the revolution, the expansion of which might lead to, they reasoned, the proclamation of the equality of all citizens (Merriman 2010). Industrialists and merchants thus brought liberal politics into German nationalism. During the Revolution of 1848, liberals met in the Frankfurt Assembly and drafted a constitution modeled on the ideals of the French Revolution of 1789 (AP Central - German Unification 2013). The assembly offered to share power under a constitutional monarchy and offered the crown of a unified Germany to Frederick William IV of Prussia. The Revolution of 1848 brought some liberal reforms to Prussia, such as the ability of the parliament to obstruct certain forms of taxation. However, the Prussian leadership, which...
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...2013 AP Course Descriptions are updated regularly. Please visit AP Central ® (apcentral.collegeboard.org) to determine whether a more recent Course Description PDF is available. The College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit www.collegeboard.org. AP Equity and Access Policy The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes...
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...AP Economics Mrs. Falk Summer Reading Assignment, 2014 Welcome to AP Economics! I hope you’re ready for a challenging, but eye-opening experience, because you are about to discover that economics is unlike any course you’ve ever taken. Economics will change the way you view the world. In preparation for this September, I would like you to read selections from New Ideas from Dead Economists, by Todd Buchholz. If you haven’t already bought it at the PTSA book sale, you’ll probably be able to find it with no difficulty in the local bookstore or library, and it’s available on Amazon.com. New Ideas traces the development of the study of economics, focusing one by one on many of the most influential economic thinkers of the Modern Era. Buchholz’s historical approach makes this a useful bridge between your study of history over the last few years and the study of economics. Please read Chapters 1, 2, 4, 9 and 10. I’ve selected these chapters as the ones that are most in sync with the early part of the AP Econ curriculum. Feel free to read the other chapters if you’re feeling ambitious; you might especially enjoy Chapter 3 on Malthus, Chapter 6 on Marx and/or Chapter 11 on Public Choice Theory. The questions that follow below will guide your reading and help you to process the ideas of some notable economists. Answer the questions that follow and hand them in on the first day of class. You will also take a test during the first week of school on the reading. Please note that a poor grade...
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...AP European History Objectives: Students will be able to 1. explain why the basic structure of society in eastern Europe became different from that of western Europe in the early modern period 2. describe how eastern absolutism worked and why it came about 3. examine who ruled the absolutist states in Austria and Prussia and how they maintained that power 4. discuss the significance of the Turkish invasion and the world of peasants Opener: Pass up your review questions you completed for homework Active Learning: • Student lead discussions on status of peasants and absolutism in Austria and Prussia Direct Instruction: o Powerpoint “Absolutism in Central Europe” Assessment: • Based on class discussion and your note packet answer the questions on Chapter 17 Homework: • Finish answering the review questions Name:______________________ Block:_____________ Chapter 17: Absolutism in Eastern Europe 1. What were the reasons for the re-emergence of serfdom in eastern Europe in the early modern period? 2. Why would the reign of the Great Elector be regarded as “the most crucial constitutional struggle in Prussian history for hundreds of years?” What did he do to increase royal authority? Who were the losers? 3. Prussia has traditionally been considered one of the most militaristic states in Europe. How do you explain this development? Who or...
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...AP* World History Study Guide and Graphic Organizers – Unit 5: The Modern World, 1914 CE – present 1. World War I Students are required to know the causes, major events, and consequences of WWI 1) Causes a) Imperialism i) No new lands to expand into – some nations didn’t have many colonies (Germany, Italy) ii) Rivalries as nations competed for colonies iii) Sometimes armed conflict in colonial lands for control over resources b) Nationalism i) Pride in one’s nation, want one’s nation to be the best and most powerful ii) Fostered conflict as nations competed to be the best iii) Justified imperialism, militarism iv) Caused disruptions in multi-ethnic nations (Austria-Hungary, Ottoman Empire); rebellions, revolts against foreign rule c) Militarism i) Build up of a country’s military; keeping a large standing army ii) Nations expanded their militaries as a show of power iii) Arms race: each nation needed to have a standing army because their neighbors had standing armies d) Alliances i) Bismarck: German chancellor behind alliance system in Europe ii) Germany, Austria-Hungary, Italy allied; France, Great Britain, Russia allied 2) Events a) Assassination of Archduke Frantz Ferdinand: Serbian terrorists kill the Austrian duke and his wife as they honeymooned in Sarajevo i) Austria demands Serbian submission ii) Russia offers to back Serbians in defying Austrians iii) Austria and Germany declare war on Serbia and Russia (along with Russia’s allies) b) Schlieffen...
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... ▪ Students review patterns of writing, which they will imitate throughout the course: reflection, narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern day person who has been shunned. Provide at least two research sources for the other person. (project grade) Reading: “Sinners in the Hands of an Angry God” Jonathan Edwards Analyzing:...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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...Kevin Gomez AP US History 26 July 2015 Summer Work Assignment 3 1) Word Bank: Furled- roll or fold up and secure neatly (a flag, umbrella or sail). 2) Droop- Bend or hang downward dimply. 3) Stern- Serious or unrelenting. 4) Bulwarks- a defensive wall. 5) Motley-incongruously varied in appearance or character. 6) Portentous- Of or like a portent. 7) Derogatory- showing a critical or disrespectful attitude. 8) Abhor- Regard with disgust or hatred. 9) Ladle- a large handled spoon with a cup-shaped bowl. 10) Excrement's-waste matter 11) Aver- state or assert to be the case. 12) Subsistence- the action or fact of maintaining or supporting oneself at a minimum level. 13) Ineptitude-a lack of skill or ability 14) Condescending-showing or implying a usually patronizing descent from dignity or superiority. 15) Feudalism- nobility held lands from the crown and were also protected by the crown. 16) Steadfast- performing the duties expected or required of one 17) Subdue- Overcome 18) Serf- an agricultural laborer bound under the feudal system to work on his lord's estate. 19) Servitude- he state of being a slave or completely subject to someone more powerful. 20) Communal- Shared by all members in the community 21) Stark- Severe or bare in appearance or outline. 22) Breadth- The distance or measurement from side to side of something. 23) Scruples- a feeling of doubt. 24) Illicit-forbidden...
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...she can demonstrate today’s spelling lesson to her first grade class. Mr. Price is waiting for the bulb in his projector to achieve its maximum brightness before he begins showing his fourth grade history class an interactive map about Christopher Columbus and his discovery of a new world. Mrs. Peattie disperses electronic touch screen tablets for her students to use as they learn how to diagram sentences. Later in the day, Mrs. Thomas makes sure all the laptop computers for her classroom have a full charge so she can teach her seventh grade math students the importance of fractions as they work out exercises on the machines by themselves. These instances are a common occurrence in modern schools and classrooms. Technology is being integrated into classrooms all over to enhance and enrich students’ educations. But who really benefits from having this technology in the classroom? Both students and teachers benefit from the integration of technology in the classroom by creating new opportunities for learning, improving performance, and increasing involvement. The general purpose of having technology in the classroom may not be as evident to everyone. With the teacher/student ratio on the rise, individual attention for students is limited. Beneficially, technology is the answer. Teachers can utilize tech for a multitude of reasons. They can illustrate a particular method to the class, have the ability to interact with the students and immerse them into the lesson, or track...
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...http://www.washingtonpost.com/business/economy/apple-a-history-of-one-of-the-worlds-most-valuable-companies/2012/02/29/gIQA1VFVmR_gallery.html#photo=16 Apple was founded in a garage by Steve Jobs, pictured here, and Steve Wozniak. The young entrepreneurs brought different strengths to their fledgling company: Jobs had a flair for conceptualizing products, while Wozniak had the technical know-how to make them happen. In this 1977 photo, Steve Jobs introduces the Apple II, one of the company's early successes. This is an undated file photo of an advertisement for the Apple II computer. Despite the gadget's success, Newsweek reported in 1985 that Jobs "has long been known to hate the Apple II, which he considers a 'boring' and technologically clumsy machine." The first Apple Lisa was released in 1983. The computer wasn't well received. The price of nearly $10,000 was seen as too high, and the system ran slowly. A year later the computer was discontinued and replaced with the Lisa II (pictured), which also suffered a short shelf life. Apple ended up dumping unsold Lisas in a Utah landfill, according to reports. Steve Jobs shows off his company's new Macintosh computer following a shareholders meeting in Cupertino, Calif. When the device was unveiled in January 1984, The Washington Post wrote that it was "the most important new product in Apple's history and, says the company, the foundation for its future as a force in the computer industry." Apple spent more than $30 million...
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