AP WORLD
HISTORY
(3rd, 5th & 6th PERIODS)
Monday
21 January 2013
Tuesday
22 January 2013
Wednesday
23 January 2013
Thursday
24 January 2013
Friday
25 January 2013
Hook Exercise: Is Imperialism
Ever Justified?
Read Background Essay and
Complete Background Essay
Questions
Primary Source Analysis –
Cecil Rhodes’ “Confession of
Faith”
“European Imperialism”
Reading Quiz (open
notebook)
Essential
Question:
What was the driving force
behind European imperialism
in Africa?
What was the driving force
behind European imperialism
in Africa?
What was the driving force
behind European imperialism
in Africa?
What was the driving force
behind European imperialism
in Africa?
Measureable
Objective:
Identify and analyze the
historical causes of European
imperialism in Africa by
analyzing sources to
determine what was the
primary force behind the
“scramble for Africa”
1. Mid-term Exam Review and
nd
Binder Set-Up for 2
Semester
2. Lecture/Discussion:
Background Essay to MiniQ
Identify and analyze the
historical causes of European
imperialism in Africa by
analyzing sources to
determine what was the
primary force behind the
“scramble for Africa”
1. Cooperative Groups:
Document Analysis Stations
(3 docs, 10 mins. each)
Identify and analyze the
historical causes of European
imperialism in Africa by
analyzing sources to
determine what was the
primary force behind the
“scramble for Africa”
1. Cooperative Groups:
Document Analysis Stations
(3 docs, 10 mins. each)
Comprehension
Check:
Create pre-buckets for the
documents that will be used
for analysis
Evaluate pre-buckets
Evaluate pre-buckets
Homework:
Read and take notes on
“Foundations of Empire” in
Chapter 32 (pgs. 731-736)
Read and take notes on the
first part of “European
Imperialism” in Chapter 32
(pgs. 736-740, stop at The
Scramble for Africa)
Read and take notes on the
second part of “European
Imperialism” in Chapter 32
(pgs. 740-746, begin with The
Scramble for Africa)
Identify and analyze the
historical causes of European
imperialism in Africa by
analyzing sources to
determine what was the
primary force behind the
“scramble for Africa”
1. Cooperative Groups:
Presentation and
discussion on last
document group analyzed
2. Whole Group:
Post-Bucketing
Exit Slip – Write a welldeveloped thesis statement
that answers the essential
question
No Homework this weekend
– catch up on any missing or
incomplete work
Things Fall Apart due Monday
Things Fall Apart due Monday
Period 5: Industrialization and
Global Integration, c. 1750-1900
Key Concept 5.2 Imperialism and
Nation-State Formation
I. Industrializing powers
established transoceanic empires
Period 5: Industrialization and
Global Integration, c. 1750-1900
Key Concept 5.2 Imperialism and
Nation-State Formation
I. Industrializing powers
established transoceanic empires
Bell-Ringer
Opener:
Class
Activity:
NO SCHOOL –
DR. MARTIN LUTHER KING,
JR. DAY
Things Fall Apart due Monday
College Board
AP Standard(s):
Period 5: Industrialization and
Global Integration, c. 1750-1900
Key Concept 5.2 Imperialism and
Nation-State Formation
I. Industrializing powers
established transoceanic empires
Things Fall Apart due Monday
Period 5: Industrialization and
Global Integration, c. 1750-1900
Key Concept 5.2 Imperialism and
Nation-State Formation
I. Industrializing powers
established transoceanic empires
AP PSYCHOLOGY
(1st & 2nd PERIODS)
Monday
21 January 2013
Bell-Ringer
Opener:
Essential
Question:
Measureable
Objective:
Class
Activity:
Comprehension
Check:
Homework:
College Board
AP Standard(s):
NO SCHOOL –
DR. MARTIN LUTHER KING, JR.
DAY
Tuesday
22 January 2013
Wednesday
23 January 2013
Thursday
24 January 2013
Friday
25 January 2013
Handout 11-1: Fact or
Falsehood? Introductory Quiz
Handout 11-2: Behavioral
Checklist
Handout 11-3: The Maudsley
Personality Inventory
Multiple Intelligences Test
How do psychologists define
intelligence, and how do
various theories of intelligence
differ?
Compare and contrast historic
and contemporary theories of
intelligence by tracing the
origins of intelligence testing
and describing Stern’s formula
for IQ
How do psychologists define
intelligence, and how do
various theories of intelligence
differ?
Define intelligence and list
characteristics of how
psychologists measure
intelligence by tracing the
origins of intelligence testing
and describing Stern’s formula
for IQ
Is intelligence one general
ability or several specific
abilities?
What is the influence of
heredity and environment on
the development of
intelligence?
Synthesize how biological,
cognitive, and cultural factors
converge to facilitate
intelligence by discussing and
evaluating the role heredity and
environment play in a person’s
intelligence
1. Introductory Activity:
What is Intelligence?
2. Lecture/Discussion:
12 Interesting Facts about
Intelligence
3. Video Presentation:
Discovering Psychology:
Testing and Intelligence
List traits for people you
consider highly intelligence and
traits for those you consider to
be below-average intelligence
1. Finish Video Presentation:
Discovering Psychology:
Testing and Intelligence
2. Lecture/Discussion/Stations:
The Origins of Intelligence
Testing: IQ Test Go to War –
Measuring Intelligence in the
Army
Exit Slip – Write a definition of
intelligence in your own words
Read and take notes on “The
Origins of Intelligence Testing”
in Chapter 11 (pgs. 419-422)
Read and take notes on “What
is Intelligence?” in Chapter 11
(pgs. 422-431)
XI. Testing and Intelligence
(5-7% of AP exam)
XI. Testing and Intelligence
(5-7% of AP exam)
XI. Testing and Intelligence
(5-7% of AP exam)
XI. Testing and Intelligence
(5-7% of AP exam)
An understanding of intelligence
and assessment of individual
differences is highlighted in this
portion of the course. Students
must understand issues related to
test construction and fair use.
An understanding of intelligence
and assessment of individual
differences is highlighted in this
portion of the course. Students
must understand issues related to
test construction and fair use.
An understanding of intelligence
and assessment of individual
differences is highlighted in this
portion of the course. Students
must understand issues related to
test construction and fair use.
An understanding of intelligence
and assessment of individual
differences is highlighted in this
portion of the course. Students must
understand issues related to test
construction and fair use.
Define intelligence and list
characteristics of how
psychologists measure
intelligence by describing the
nature of intelligence and
discussing whether intelligence
should be considered a general
mental ability or many specific
abilities
1. Classroom Exercise:
The Factor Analysis
Approach
2. Lecture/Discussion:
Gardner’s Theory of Multiple
Intelligences
Savant Syndrome
Successful Intelligence
Write a paragraph which
answers the essential question
– Is intelligence one general
ability or several specific
ability?
Complete analysis sheet for 40
Studies That Changed
Psychology – “How You Are
Intelligent”
1. Lecture/Discussion:
Genetic and Environmental
Influences on Intelligence
Reading quiz (open notebook)
on “What is Intelligence?”
No Homework – Enjoy the
weekend!