Read pp. 566-570 & 571-575. Answer all questions in complete sentences. Due Wednesday, 6/5. Questions: 1) Vocabulary Builder: Find one word in the reading that you don't know or are unsure of the meaning. Look up each word in the dictionary. For each, write out t he word, the definition, and an original sentence (a sentence that you created yourself) that uses the word. Choose regular words, not social studies key terms that are boldfaced in the text. Do NOT leave this blank because you think you know every word -- you WILL lose credit! (pp. 566-570) 2) Describe one cause of slavery in Africa and at least two causes of the Atlantic slave trade. 3) Describe the roles of the Spanish, the Portuguese, the English, and African rulers/merchants in the slave trade. 4) Describe the life of an American slave, and some examples of how slave resisted their bondage. 5) Explain at least three different consequences (effects) of the Atlantic slave trade on Africa and/or the Americas. (pp. 571-575) 6) What was the Columbian Exchange? What were some items that traveled form the Americas to the rest of the world? What items traveled from the rest of the world to the Americas? 7) What is capitalism? What were some positive and negative effects of this system? 8) What is mercantilism? In what way was it a competition? Why were colonies were an important part of this economic policy? 9) Describe the impact of these economic changes on European society. 10) Claim/Counter-Claim: Write a 2-paragraph “claim/counterclaim” response to the question “Did the Columbian Exchange have more of a positive or negative impact on world history? Write one paragraph supporting your claim, and a 2nd paragraph acknowledging (but refuting) the counter-claim. [Refute means to prove false.] In other words, explain why someone might support the counter-claim, and then explain why they would be wrong.
Complete the Practice Enduring Issues assignment. Answer all questions in complete sentences. Due Friday 5/31.
Complete the Practice Enduring Issues assignment. Answer all questions in complete sentences. Due Wed. 5/29. (Extended!)
Read pp. 529-535 & 553-559. Answer all questions in complete sentences. Due Wed. 5/29. (Extended!) Questions: 1) Vocabulary Builder: Find one word in the reading that you don't know or are unsure of the meaning. Look up each word in the dictionary. For each, write out t he word, the definition, and an original sentence (a sentence that you created yourself) that uses the word. Choose regular words, not social studies key terms that are boldfaced in the text. Do NOT leave this blank because you think you know every word -- you WILL lose credit! (pp. 529-535) 2) Describe the economic motives for European exploration. What goods were involved? Describe the religious motives. 3) Describe the new technologies that helped make exploration possible. 4) Describe Portugal's progress in exploration in the late 1400s. Include Dias, Prince Henry, and Da Gama in your response. How did this lead to competition with Spain? 5) Describe Portugal's progress in Asia in the early 1500s. How did it compare to progress by the Dutch, British, and French? (pp. 553-559) 6) Create a 3-column chart: Explorer; Places Explored. Take brief notes on Columbus, Vespucci, Balaboa, and Magellan. 7) Explain the factors that enabled the Spanish to defeat the great Aztec empire. 8) Describe Spain's pattern of conquest in the Americas, including the encomienda system. How was this similar/different from the Portuguese settlement of Brazil? 9) Describe some examples of opposition to Spanish colonization by native Americans, as well as by other Spaniards. 10) Creative Response: Letter from a Conquistador: Choose one of the conquistadors you read about in the assignment. Write a 2-paragraph letter to be delivered to your friends back in Europe that describes your experiences crossing the ocean on a ship, encountering the natives, and/or settling the land. Feel free to be creative!
Please follow the directions carefully. This is a DOUBLE HOMEWORK. It is due Thursday. Deadline is firm- won't be extended! :) The attached poster provides further information about Enduring Issues. The Regents Exam is in 13 days- it's time to get fired up! - Mr. S
In case you lost your hard copy, here's the Study Guide. Due Thursday (possibly Friday).
10th Grade Students: Here are all of the PowerPoint files for Lessons 8.1-8.7. - Mr. S
https://drive.google.com/drive/folders/1T1B_1UaWwl7ly8fltPfn6nzvAtvHd7yw?usp=sharing Although the format of the Global Regents Exam has changed, there are still materials from the old exam that can be helpful!
Materials from previous Regents exams are available online at: http://www.nysedregents.org/globalhistorygeography/. When using these for Multiple Choice prep, remember to start at or around question 17-19 (where 10th Grade questions start!), because 9th Grade material is not covered on the new exam. There are lots of fun and useful study materials for the Regents available for free on the internet. One good place to start is YouTube. I'll be showing some videos in class. Explore on your own, and let me know when you find something amazing! I like the YouTube videos created by a teacher named Mr. Klaff. Check out his website and YouTube videos: http://www.mrklaff.com/ http://www.youtube.com/watch?v=H-O1XVDklBI http://www.youtube.com/watch?v=N1hr7C943ss Crash Course videos are also a great way to refresh your memory about topics we studied this year: https://www.youtube.com/watch?v=lTTvKwCylFY Here are some other videos that are also fun for multiple choice practice: http://www.youtube.com/watch?v=yiZ-X_Jqnjk https://www.youtube.com/watch?v=V_v2R9RN7mA If you have kept an organized binder throughout the year, you have several other options at your disposal:
The Global History & Geography II Regents Exam (New Exam) will be administered on Monday, June 3. It is a morning exam.
Format of the Exam: Part 1— 28 Stimulus-Based Multiple-Choice Questions (Approx. 54% of Score) In each multiple-choice question, students will be presented with a stimulus or set of stimuli and a series of two or more questions related to that stimulus/stimuli. Occasionally, a stimulus may be used to test a single question. Students will be asked to answer multiple-choice questions based on the stimulus/stimuli and on their knowledge of social studies. Part 2— 2 Sets of Short-Answer Constructed-Response Questions (CRQs) (Approx. 17% of Score) Short-answer constructed-response questions are designed to assess social science and historical thinking skills using primary and secondary sources. Each set of CRQs is based on a pair of documents and has three parts; context, sourcing, and relationship. There will always be two CRQ sets on each examination; one Cause and Effect set and one Similarities/Differences or Turning Point set. Part 3—1 Enduring Issues Essay (Approx. 29% of Score) The enduring issues essay question will include five documents. Each of the five documents will contain multiple issues. An enduring issue is a challenge or a problem that has been debated or discussed across time. An enduring issue is one that many societies have attempted to address with varying degrees of success. The task requires students to identify and define an enduring issue based on a historically accurate interpretation of at least three documents, define the issue using evidence from at least three documents, and argue that this is a significant issue that has endured. The argument should include how this issue has affected people or has been affected by people and how the issue has continued to be an issue or has changed over time. 9th & 10th Graders: If you were absent last Thursday, you missed this classwork assignment. Please complete the reflection sheet and place three pieces of work in your Student Work Folder. The sheets are available in the Missed-It Handouts bin.
The makeup deadline for this assignment is Friday, May 17. |
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