Today Joshua learned how the Cold War produced new military alliances and led to nuclear proliferation. We also examined how the Cold War led to proxy wars. Joshua practiced the AP skill of how to make connections between historical events.

Joshua worked on completing the writing portion for the Chap. 12 test today.

Joshua continued to work on the Chapter 12 Test essay question he wasn't able to complete prior to school ending before the break.

Joshua used the period to respond to the following essay question: In what respect were the two world wars total wars?

Joshua completed the first part of his Chap. 12 Test, "Milestones of the Last Century:1900 - 1950." We had some time at the end of class to review for the next testing sections on Wed. & Thurs.

Today we reviewed the interwar period and the causes of WWII. Through AP Central we focused on the skill of explaining connections among historical processes and developments. Joshua learned how to develop a thesis statement and a solid 5-paragraph essay response for LEQ and DBQ questions. We also focused on the skill of explaining connections among historical processes and developments. Joshua understands that the Holocaust and many other major world events in this chapter could literally be studied in their own, separate course. World History: AP is a survey course and moves swiftly. We reviewed a bit for the start of testing on Chap. 12. It will begin tomorrow and comprise our classes through Thurs.

Today we looked at how the Versailles Treaty, post-World War I peace deals and economics led to the rise of totalitarianism in Europe during the 1920s, 30s and 40s. We also looked at how the imperialist aspirations of Japan contributed to World War II. We reviewed how propaganda was used to mobilize support for World War II in both democratic and totalitarian nations. Testing on this chapter will begin on Tues., 3/14.

Today in class we reviewed Joshua's HW re: analyzing documents for the DBQ on the AP Exam. We evaluated excerpts from Hitler's autobiography, "Mein Kampf" and an antisemitic poster from 1930s Nazi Germany. Joshua understands that not all AP Exam documents for the DBQ are in the form of text. There are other primary and secondary formats that may be in this section of the AP for students to analyze.

One of the effects of WWI was the rise of European fascism and communism between 1919 - 1945. Fascism's roots were in Italy and Germany while communism continued to grow in the Soviet Union. During this class period, we looked at how Italy and Germany reacted to the Great Depression. We then practiced the AP skill of creating a strong thesis statement. We also looked at how Russia reacted to the Great Depression with its five-year plans, focusing on the skill of analyzing documents for the DBQ on the AP Exam. For HW Joshua will practice analyzing two primary sources that are examples of historic evidence used for a DBQ on the AP Exam. One of the examples is text, the other is a visual. Answers to assigned questions are due tomorrow. We reviewed the assignment so Joshua has a solid sense of what he needs to do and the expectations.

During this class, we reviewed Joshua's HW reading on how to write a strong essay response to a DBQ (Document Based Question). The first thing a student needs to do is to ask themselves , "What is the PURPOSE (how is the doc. relevant to an argument). We then reviewed a reliable formula to utilize when writing an analysis of one of the DBQ documents: "The goal/purpose of this document was to ________ .(Then describe the action that the author hopes will happen because of the document _______.)