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Welcome to AP World History - Mr. Trainor, Instructor

 

“History must serve, however imperfectly, as our laboratory, and data from the past must serve as our most vital evidence in the unavoidable quest to figure out why our complex species behaves as it does in societal settings...History helps us understand change and how the society we live in came to be...The past causes the present, and so the future.” – Peter Stearns, American Historical Association, 1998.


“History doesn't repeat itself, but it does rhyme.” – Mark Twain



 

                
This class is designed to introduce you to the study of history.  Throughout the semester we will cover important events in early world history as well as the skills need to understand the world around you today. 

Please click here for the course overview, and here for the class policies and grade breakdown.  

Homework should be completed based on the following criteria:

First name, last name                                                                           Date

Homework #                                                                                        Period


Please also note these guidelines adapted from Ms. Garcia:


  • These must be hand written in black or blue ink.  Typed homework's WILL NOT be accepted.
  • If assignments exceed one page in length, these must be brought to class stapled.
  • Assignments should be neat
  • Make sure that the material presented in each and every assignment is clear and easy to read (for you and your teacher!!!)If you use a regular ballpoint pen, you may be able to write on the back of the sheet. Let’s save some trees!
  • Once again... Make sure the assignment is NEAT! Wrinkled, stained, battered homework sheets are not given favorable marks!

How the HW is Graded:

Check Plus - 100% of the credit for that assignment.
Check - 85% of the credit for that assignment.
Check Minus - 65% of the credit for that assignment.

Extra Credit: Read this powerful essay by the late Alex Tizon entitled "My Family's Slave."  Answer the following questions:

1.  Locate a passage in the essay that is important to you, and a passage that's important to Tizon. For each passage, identify what led you to choose is as specifically as you can.

2. Trace a term or a figure through the text and describe what it does for Tizon's purposes (Lola, Tizon's Mother, Father, etc)

3. Find one place in the essay that reinforces your first thoughts upon seeing the title and one place that challenges them in some fashion. Write to explore how your thinking about the text has changed in light of these new passages.

This assignment is due Tues. 11/28.

HW#40, due Wed. 11/22. In Bulliet, read pgs. 756-757 on Nationalism and the Unification of Italy.  Next, read pgs. 692-695 from this section of POI on Nationalism and the Unification of Italy and Germany (stop at Bismark Unites Germany).  Finally, check out this piece by Matt Ford in The Atlantic Monthly on the latest secession movement in...Venice! (listen to the podcast and read the article).  Answer the following questions:

 

1.  How can nationalism be seen both as a source of "unity and disunity"?

 

2.  What were the cause of Italian Unification?


3.  After checking out the piece by Matt Ford, respond to the following quote by an Italian statesman:  "We have made Italy, now we have to make Italians."  What do you think was meant by this?  How does this article illustrate the challenge of Italian identity?


HW#39, due Mon. 11/20. In Bulliet, read pgs. 882-883 on Famine and Politics.  Pay special attention to the case of Ireland.  Next, read this overview of the Great Irish Potato Famine.  Answer the following questions:

 

1.  What were the causes of the Great Famine?

 

2.  Was the famine inevitable?  Use evidence from the readings to support your answers. 

 

Also, please read and print out these documents.  Bring them to class for discussion.


HW#38, due Fri. 11/17. Read this section from POI on Reforming the Industrial World.  We have already covered most of this material, but it serves as a nice review.  Take notes on the section and answer the following question:

 

1.  How and why did Britain become more democratic during the 19th century? 


HW#37, due Thurs. 11/16. This assignment is about the end of the slave trade in Great Britain.  In Bulliet, read pgs 670-672 on the Abolition of slavery (focus on Britain, Brazil, and the Caribbean). Next, click here to read about the slave trade debate. Next, read this general overview on why slavery ended in the British empire.  Answer the following questions based on the readings:

 

1.  Compare the process of abolition in the US, Brazil, the Caribbean, and Britain. 


2.  On the basis of the four documents on the slave trade debate, what conclusions can you draw about why the abolitionists ultimately won the debate?

 

3.  Was abolition in Britain primarily the result of economics or social justice?


HW#36, due Wed. 11/15. Read this section from POI on the Transatlantic Slave Trade (for this reading pay attention to the causes and consequences of the transatlantic slave trade).  Next, this section Modern History on the Transatlantic Slave Trade.  Also, check out this website on Equiano, and this primary source on slavery in West Africa.  Answer the following questions:


1.  Compare the Barbot account to Equiano's account.  Which provides us with more insight? Why?


2.  Was slavery a necessary evil?  Use evidence from all readings.


HW#35, due Tues. 11/14.  In Bulliet read pgs. 644-645 on Women in Industry.  Next, read Bulliet pgs. 675-676 on Women's Rights and the Struggle for Social Justice. Finally, read this account of women in the coal mines in Nineteenth-century England.  

 

1. a-How did industrial work affect women? b-How did it affect family life?

 

2. How did the cult of domesticity change the roles of middle-class women?

 

3. How do the documents help support the textbook readings?  Do they refute the findings in the textbook? How?


See below for the study guide for Exam#3.  This exam will consist of MC questions and one Long Essay Question (LEQ)

MC Study Guide
Agricultural Revolution
Marx, Engles, and Marxism
The origins of the Industrial Revolution in England
Steam engine
Spinning jenny
Electric telegraph
Labor unions
Factory Act of 1833
The impact of the Industrial Revolution on work traditionally held for women
The Ghost Map
Luddites
Changes in kinds of work as a result of the Industrial Revolution

The essay will be a change and continuity over time (CCOT) LEQ with a focus on either the Haitian Revolution or Bolivarian Revolutions in Latin America.  See here for the rubric that will be used to evaluate your essay.

HW#34, due Mon. 11/13. In Bulliet, read 744-747 on New Technologies and the World Economy.  Next, read 676-680 on Development and Underdevelopment in the Western Hemisphere.  Answer the following questions based on the reading:

 

1.  How did the technologies and industries of the “Second Industrial Revolution” affect the world economy?

 

2.  How did the growth of world trade affect nations around the world? What were the roles of particular countries or regions in the world economy? 


HW#33, due Thurs. 11/9.  In Bulliet, read pgs 753-755 including the Diversity and Dominance section by Karl Marx and Friederich Engels on Global Trade and the Bourgeoisie.  Answer the following questions based on the reading:

 

1.  How was the intellectual movement known as socialism transformed into a political movement?

 

2.  How did labor unions develop during the 19th century?

 

3.  How were workers brought into electoral politics in the 19th century?


HW#32, due Wed.. 11/8. In Bulliet, read pgs. 646-648 on New Economic and Political Beliefs.  Next, read this section from POI on The Impacts of Industrialization.  Finally, read this contemporary article on What the Luddites Really Fought Against.  Answer the following questions based on the readings:

 

1.  How did different movements respond to the economic, social, and political challenges posed by the Industrial Revolution?

 

2.  What different solutions were suggested for the problems created by industrialization?

 

3.  Why have the Luddites become such a well-known movement, according to the article?  What were they really fighting against?  How do the Luddites, and what they represented, connect to the forces of technological change taking place today?       

 

HW#31, due Fri. 11/3. In Bulliet, read pgs. 640-646 on The Impact of the Early Industrial Revolution.  Answer the questions based on the reading:


1.  How did the Industrial Revolution change the environments in which people lived?

 

2.  How did the Industrial Revolution change working conditions?

 

3.  How did the Industrial Revolution change society?


HW#30, due Thurs. 11/2. In Bulliet, read pgs. 634-640 on the Technological Revolution (including the Diversity and Dominance section by Adam Smith on the Division of Labor). Read with the Shark Tank activity in mind.  You may also use the internet for any additional research.

SHARK TANK Groups!
1.Josiah Wedgwood/Mass Production Pottery
2.Richard Arkwright/Water Frame
3.Boulton and Watt/Steam Engine
4.Eli Whitney/Interchangeable Parts and Cotton Gin
5.Darby and Cort; Stephenson/Iron Production and the Railroad
6.Robert Fulton/Steam Boat
7.Wheatstone and Cooke/Electric Telegraph

Shark Tank Directions

Tomorrow, you will be presenting a 3-4 minute presentation on your invention. You cannot use the computer, but can bring in props or dress up. Your pitch must cover the following information:

1.When and why was this created?

2.Are you building on any existing technology

3.What need does your product fulfill?

4.How did it contribute to the Industrial Revolution?

5.What are the benefits of your invention? What are potential drawbacks that investors should be aware of?

6.How does your invention benefit society?


For the model pitch that we watched in class today (the 4th period class), click here. Think about the elements of a successful pitch.

HW#29, due Tues. 10/31. In Bulliet, read pgs. 630-633 on The Causes of the Industrial Revolution.  Next, read the first two pages (717-718) of this section in POI on why the Industrial Revolution began in Britain.  Answer the following question:

 

1.  Why did the Industrial Revolution begin in Britain, and not anywhere else?


HW#28, due Mon. 10/30.  In Bulliet, read pgs. 621-624 on The Congress of Vienna and Conservative Retrenchment, 1815-1820.  Next, read this section from POI on The Congress of Vienna.  Finally, read this on the rise of Nationalism and Liberalism in Europe in the post-Napoleonic era.  Answer the following questions based on the readings:

 

1.  What were the goals of the Congress of Vienna? To what extent were these goals achieved?

 

2.  How did support for self-determination and democratic reform grow throughout Europe?   

 

3.  What was the main connection between the Congress of Vienna and the Revolutions of 1848? To what extent were the goals of the revolutionaries in 1848 achieved?

 


See below for the study guide for Exam#1.  This exam will consist of MC questions and one Long Essay Question (LEQ)

MC Study Guide
Trade relationship between European states and China
Rise of joint-stock companies and corporations
Scientific Method
Principia Matematica, Isaac Newton
Francis Bacon
Tycho Brahe
Galileo Galilei
Voltaire
Enlightenment and Church responses
Salon
Deism
Louis XIV
Montesquieu
Thomas Hobbes
Jean-Jacques Rousseau
John Locke
Catherine and Frederick the Great
Enlightened Despotism
Adam Smith and his Wealth of Nations
Mercantilism and Transatlantic trade
Rise and Significance of coffee house culture in Europe

The essay will be a comparative LEQ with a focus on the American and French Revolutions.  See here for the rubric that will be used to evaluate your essay.

HW#27, due Fri. 10/27. In Bulliet, read pgs. 661-670 on The Problem of Order, 1825-1890.  Answer the following question:

 

What major political challenges did Western Hemisphere nations face in the nineteenth century, and why did the United States deal with these challenges more successfully?


HW#26, due Thurs. 10/26. In Bulliet, read pgs. 656-661 on Independence in Latin America, 1800-1830.  Next, read this section from POI on the same subject.  Answer the following questions based on the readings:

 

1.  To what extent did the ideas of the Enlightenment, as well as the revolutions in the North American colonies and

France, influence the revolutions in Latin America?

 

2.  What other factors led to Latin American revolutions?

 

3.  How and why did the process of gaining independence vary among different parts of Latin America?


HW#25, due Wed. 10/25. For a review, read this chapter outline on Colonial Latin America.  Next, in Bulliet, read pgs. 499-503 on Society in Colonial Latin America.  Next, read this primary source by Alexander von Humbolt on Problems and Progress in Mexico (1800).  Also, check out the Map in Bulliet on pg. 494.  Answer the following questions based on the reading:

 

1.  How did the Spanish and the Portuguese administer their colonies in the Americas?

 

2.  How would economic, social, and political conditions in the colonies create problems between the colonial subjects and their “mother countries”?

 

Optional questions to consider (these relate to the map and primary sources, you do not have to include them in your HW, but you will be responsible for this information).  The first two questions relate to the map in Bulliet on pg. 494.  The last question directly relates to the Humbolt piece.   

 

What were the cash crops grown in the Americas, and where were they grown? What was their economic importance to Europe?

 

Describe the Spanish and Portuguese objectives in ruling their lands in the Americas. What governing systems did they employ? Did they want to integrate the peoples of the Americas into their cultures?

 

What does Humboldt's description reveal about the social and political climate in Mexican colonial society?


HW#24, due Tues. 10/24. First, read this article on the discovery of a copy of the Haitian Declaration of Independence.  Next, read the Declaration itself.  Next, read this article about the history of Haiti since the Revolution from The New York Times by Adam Hochschild.  Answer the following questions based on the readings:

 

1.  Why do you think it was so important to Haitians to bring the Declaration back to Haiti?

 

2.  How does the document itself reflect the ideals of the Enlightenment along with the political turmoil in America, and France?

 

3.  Why has the history of Haiti been so "tragic" since the Revolution.  To what extent were the goals stated in the Declaration fulfilled in Haiti, according to the document and the Hochschild article. 


HW#23, due Mon. 10/23. In Bulliet, read pgs. 619-621 on The Haitian Revolution, 1789-1804.  Answer the following questions based on the reading:

 

1.  What were the causes of the Haitian Revolution? 

 

2.  What is the main point of the quote from Toussaint L'Ouverture on pg. 621.  Do you agree with him?  Why? 


HW#22, due Thurs. 10/19. Go back to the reading from Western Civilizations on Napoleon from HW#19, and focus on Napoleon's downfall.  Next, read these primary source documents on Napoleon's policies, and his appeal.  Finally, read the first three pages of this explanation of how Napoleon changed France.  Answer the following questions:

 

1.  What factors contributed to the downfall of Napoleon?  Was his downfall inevitable?

 

2.  To what extent did Napoleon uphold the ideals of the French Revolution? To what extent did he betray these ideals? 


HW#21, due Wed. 10/18. In Bulliet, read pgs 615-618 on Reaction and the Rise of Napoleon.  Next, read this from Western Civilizations on Napoleon and Imperial France.  Answer the following questions based on the reading:

 

1.  How did the radicalization of the French Revolution contribute to the rise of Napoleon Bonaparte?

 

2.  How did Napoleon establish popular authoritarianism in France?  What was the nature of this form of leadership?


HW#20, due Tues. 10/17. In Bulliet, read pgs. 613-615 on The Terror.  Next, read this section in POI on the radicalization of the French Revolution.  Answer the following questions based on the reading:

 

1.  Why did the French Revolution become more radical?  

 

2.  Why do you think this did not happen during the American Revolution?

 

3.  Which groups gained more influence during the radical period of the French Revolution? Which ones lost influence?


HW#19, due Mon. 10/16. In Bulliet, read pgs. 610-613 (stop at The Terror, 1793-1794).  Answer the following questions based on the reading:

 

1.  How did the French Revolution challenge and ultimately undermine traditional monarchy, hereditary aristocracy, and the power of the Catholic Church?

 

2.  To what extent did the accomplishments of the early French Revolution represent the ideals of the Enlightenment?


HW#18, due Fri. 10/13. First, read this review of the Transformations in Europe from 1500-1750(pay attention to the notes on France).  Next, read this section from POI on the causes of the French Revolution.  Answer the following questions based on the readings:

 

1.  What conditions led to revolution in France?

 

2.  To what extent could the Revolution have been avoided?  


HW#17, due Thurs. 10/12.  In Bulliet, read pgs 606-610 on "The American Revolution."  Next, read this section from POI on the same topic.  Finally, read the American Declaration of Independence.    

 

1.  What were the primary causes of the American Revolution?

 

2.  In what way was the form of government established by the United States Constitution the most democratic of the era?

 

3.  Of the Declaration of Independence, its author Thomas Jefferson once wrote that he intended it to be an "expression of the American mind."  What values make up the "American mind" according to this document?


HW#16, due Tues. 10/10.  For this assignment we will be turning the class in to the ultimate Enlightenment Salon!  Click here for the assignment instructions.  I will assign everyone their roles in class tomorrow (10/6).

HW#15, due Fri. 10/6.  First, read this section from the Journal of Science and Technology on Women in Antiquity.  Next, read No Scientific Revolution for Women, by Anderson and Zinnser.  Answer the following questions based on the reading:

 

1.  What changes did women undergo in the participation in the sciences over the years?  What are the forces that led to women taking a more prominent or less prominent role in the sciences?

2.  Describe some of the continuities with women in the sciences over time.  Why do you think women have continued to play these roles over time?

3.  According to historians Anderson and Zinnser, why was there no Scientific Revolution for women?


HW#14, due Thurs. 10/5.  Read this article from The Economist on the rise of a new Coffee House Culture on the Internet

We will discuss the historical connections tomorrow, as we briefly look at the role of coffeehouses in 18th Century Europe.  You may want to print out the article and bring it in to class for discussion. 


HW#13, due Wed. 10/4.  First, read this chapter from Patterns of Interaction (POI) on The Enlightenment.  Some of the information might seem repetitive, but you should take notes on the important elements of the chapter, such as the key philosophe's, their ideas, and the legacy of The Enlightenment.  Also, pay special attention to the section on Women in The Enlightenment as this is a subject we will be returning to later in the unit. 

 

Next:  Voltaire once famously said "I do not agree with a word you say, but will defend to the death your right to say it."

 

In no more than 75 words answer the following question:

 

Do you support Voltaire’s position? What if the message is highly offensive and discriminatory? What if the message could potentially result in the loss of life?


HW#12, due Tues. 10/3. In Bulliet, read pg. 467 on the Early Enlightenment, AND 602-605 on The Enlightenment and the Old Order.  Next, finish reading the section from Strayer posted above on Science and the Enlightenment (742-744).  Answer the following questions based on the reading:

 

1.  What influences affected the intellectual movement known as the Enlightenment?

2.  How did Enlightenment thinkers try to apply the methods and questions of the Scientific Revolution to the study of human society?

3. How did the new ideas of the Enlightenment affect societies in Europe and the Americas?


HW#11, due Mon. 10/2. Click here and read Strayer, 737-742 (from "The Birth of Modern Science" to "Science as Cultural Revolution").  Also, read Bulliet 465-467 ("The Scientific Revolution").  Answer the following questions based on the reading:

 

1.  Why did the Scientific Revolution occur in Europe? Why didn't this "revolution" take place in the Islamic world or in China?

2.  Are you persuaded by Strayer's conclusions?  Why?

3.  Why and how did the Catholic Church respond to the emerging field of modern Science?


See below for the study guide for Exam#1.  This exam will consist of MC questions and primary source document analysis. 

 

Study Guide:


Difference between a primary and secondary course document

All four Historical Thinking Skills - Comparison, CCOT, Comparison, Contextualization and Causation

Periodization and the six WHAP time periods

AP World regions/sub-regions

The five WHAP themes

Content indirectly covered on the exam:

Ancient Rome

Ancient Greece

Mauryan India and the Castes System

Maya belief system

China under the Sui and Tang 

Chola and Vijayanagar Kingdom's


Primary Source Document analysis using HIPP


Historical Context
Intended Audience
Purpose

Point of View

HW#10, due Wed. 9/27.  Write the essay for this DBQ from the most recent WHAP exam (pgs. 7-12).  Limit yourself to only the time allotted for the exam.  Write the essay by hand and do not use the internet for outside research.  Bring your essay to class and be prepared for peer review.  Do not write your name on your essay, only your OSIS number.  


HW#9, due Wed. 9/20.  Instead of writing the full DBQ essay that we discussed in class, I want you only to develop a thesis to the prompt and submit it to the below Google Form corresponding to your class.  For a concise overview of helpful tips in writing the DBQ see this guide made by another WHAP teacher and tailored to the new exam.  


Period 4


Period 5



Here are the links to the overviews for period 5 and period 6, which we will be covering over the span of this year.  You should print out all overviews and keep them for reference throughout the year.  

HW#8, due Tues. 9/19.  Please print out and bring this overview of period 4 to class. 

HW#7, due Mon. 9/18.  Please print out and bring this overview of period 3 to class.

HW#6, due Fri. 9/15.  Please bring in your summer assignments and be prepared to hand them in.  Also, please print out these overviews of periods one and two from the College Board. 

Finally, as announced in class we will be spending some time on Day of Empire over the next two weeks.  You will be broken up into groups of more than five and each group will perform a skit in class using the book and matching it to the themes covered in AP World History.  Please see here for the directions and rubric.  If you want to self-select your groups, each group must have a group leader and that person must fill out the Google Form below corresponding to your period.




HW#5, due Thurs. 9/14.  Please complete this geography worksheet.  Bring it to class tomorrow and be prepared to share.

HW#4, due Wed. 9/13.  Please read this piece on what historians actually do. Next, answer these questions based on the graphic organizer comparing how different textbooks divide time for the purposes of studying history.  Please print out the worksheet and bring it to class for discussion.  

HW#3, due Tues. 9/12.  This assignment is about time and our relationship to it.  I want you to create a timeline of your life!  Please fill out this worksheet and then write a one-page essay about your life.  Staple the worksheet to the essay and bring both to class.  


HW#2, due Mon, 9/11 - Check out this overview and timeline of the attacks on September 11, 2001 from the 9/11 Tribute Center.  After reviewing the events you are to interview a parent/guardian, first responder, teacher or other adult who can recall the events of 9-11-2001.  Be prepared to discuss your interviews in class.  Suggested questions are below:

 

1.  Where were you on the morning of 9/11?

2.  How did you first hear about the attacks?

3.  How do you feel that the world has changed as a result of the attacks?

4.  How do you think the world has remained the same since the attacks?

5.  What do you see as the most important lesson that students should learn about 9/11? 


HW#1, due Fri. 9/8 - For this assignment we will start familiarizing ourselves with the key elements of the AP World History exam.  Click here for the exam description and complete the following document scavenger hunt:

1.  Find the first description of the History Reasoning Skills.  After reading about each skill list them in your notebooks and rank them in order of how challenging you think they will be for you with 1 being the least challenging and 4 being the most challenging. Explain your ranking in a paragraph under your list.

2.  Find the Thematic Learning Objectives.  Read the descriptions of each (the descriptions are 1-2 paragraphs under the heading for each theme)  Which theme do you find the most interesting?  The least interesting?  Explain your choices in a short paragraph. 

3.  Find the historical periods.  There are six different historical periods.  Why do you think the test-makers chose to divide all of history in this way?  


Finally, please complete this form.  Print it out and bring it to class.