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HISTORY Documents

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  • 2 pages Sorting out Post Classical
    • Sorting out Post Classical
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • Using SPICE Themes Key Concepts 1. Expansion and intensification of communication and exchange networks (econ & culture) 2. Continuity and innovation (change) of state forms and interactions (political) 3. Increased economic production capacity (economy,
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    Sorting out Post Classical

  • 3 pages 3. Migrations before 1492
    • 3. Migrations before 1492
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • Migrations Pre-Classical Original Human Migration Bantu Migration Indo-European Polynesian Migration Classical Jewish Diaspora Huns Post-Classical Vikings China in Southeast Asia Original Human Migrations Origin: Africa (Mesopotamia) Led to B
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    3. Migrations before 1492

  • 4 pages Religion Chart
    • Religion Chart
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • Name of Diety Origin Basic Beliefs Social Impacts Women's Roles Buddhism Zoroastrianism No real deity, Buddha himself can be considered because after his death, Siddhartha Guatama saw he was madewas out prince; so. death, sickness, and suffering, left to
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    Religion Chart

  • 3 pages 1. Ancient and Classical Civs
    • 1. Ancient and Classical Civs
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • Characteristics Cities Specialized labor (gender hierarchy and social stratification) Complex institutions (gov, religion, education) Advancing technology Record keeping (leads to writing systems) Idea of Barbarians (settled agri. Communities vs. no
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    1. Ancient and Classical Civs

  • 2 pages Post Classical Group Review Questions
    • Post Classical Group Review Questions
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • 1. In what ways was the Islamic world all about change in the postclassical era? TJ: In the Islamic world, people were discovering olde information (Aristotle) and using it to create new innovations (the House of Wisdom). Such innovations included the lar
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    Post Classical Group Review Questions

  • 2 pages Foraging to Farming P. 1
    • Foraging to Farming P. 1
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • 1.) How did the Foragers organize themselves? Gender roles separated the people for their individual responsibilities. (relatively equal) 20-30 people per group who did not have long life expectancies (~20 years); small groups allowed nomadic settlement
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    Foraging to Farming P. 1

  • 3 pages Ch. 14 Discussion Questions
    • Ch. 14 Discussion Questions
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • 1. Discuss the changes and continuities of this new unit. You may consider just the period 14501750, or you may compare this unit to the one(s) before it. RK: A change compared to the Post Classical Era, is the mixing of races being acknowledged as well
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    Ch. 14 Discussion Questions

  • 1 pages Industrialization: The Spark for Global Integration
    • Industrialization: The Spark for Global Integration
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • 1. How any why did industrialization change how goods were produced? With more people going from rural areas to the urban cities, there was an increased demand for goods. As a result, innovation was needed to supply the demand (after all, the global popul
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    Industrialization: The Spark for Global Integration

  • 12 pages 1.3-1.4 Compositions and Inverses Note KEY
    • 1.3-1.4 Compositions and Inverses Note KEY
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • 1-3 Function Operations and Composition f(x) = 4x + 7 and g(x) = 12 + x addition: 4x + 7 + subtraction: 4x + 7 12 + x - (12 + x) *distribute! f(x) + x2 - 9 and g(x) = x + 3 multiply: (x2 - 9)(x + 3) = divide: x2 - 9 x+3 (f g)(x) f(g(x) this both mean "f"
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    1.3-1.4 Compositions and Inverses Note KEY

  • 16 pages 2.3-2.5 Graphing Absolute Value Note KEY
    • 2.3-2.5 Graphing Absolute Value Note KEY
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • January 17, 2016 January 17, 2016 Example: Example: What happened to the graph when 2 was added to the function? January 17, 2016 How can we find the vertex from looking at the equation? What is the line of symmetry? Try this: Domain: Range: x - Int: y -
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    2.3-2.5 Graphing Absolute Value Note KEY

  • 8 pages 2.1-2.2 Solving Absolute Value Note KEY
    • 2.1-2.2 Solving Absolute Value Note KEY
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • Try this one: | 4 - z | - 10 = 1 Try this one: 2|3x - 2| = 14 Do this one: |2x + 5| = 3x + 4 20 25 30 35 40 45 50 55 Write an absolute value equation to describe the graph. Try this one: |6y - 2| + 4 < 22 We are doing this problem now: |3z| - 4 > 8 Write
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    2.1-2.2 Solving Absolute Value Note KEY

  • 8 pages 3.1-3.2 Solve systems by table, graph and math Note KEY
    • 3.1-3.2 Solve systems by table, graph and math Note KEY
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • 3.1 Solving Systems of Equations Using Tables and Graphs Yellow cab company charges a flat fee of $5.00 plus $.25 per mile. Blue cab company charges an $8.00 flat fee and $.15 per mile. Write a system of equations to represent the possible charges for bot
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    3.1-3.2 Solve systems by table, graph and math Note KEY

  • 10 pages 1.1-1.2 Parent Function, Domain & Range, Notation Note KEY
    • 1.1-1.2 Parent Function, Domain & Range, Notation Note KEY
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • January 17, 2016 Topic 1 - Graphing Functions Dependent Independent Domain Range Discrete Continuous Function (Function Rule) Function Notation Relation January 17, 2016 How do you know if a relation is a function? January 17, 2016 When defining the domai
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    1.1-1.2 Parent Function, Domain & Range, Notation Note KEY

  • 17 pages 1.3-1.4 Compositions and Inverses Blank Notes
    • 1.3-1.4 Compositions and Inverses Blank Notes
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • 1-3 Function Operations and Composition f(x) = 4x + 7 and g(x) = 12 + x addition: 4x + 7 + subtraction: 4x + 7 12 + x - (12 + x) *distribute! f(x) + x2 - 9 and g(x) = x + 3 multiply: (x2 - 9)(x + 3) = divide: x2 - 9 x+3 (f g)(x) f(g(x) this both mean "f"
    • Register Now

    1.3-1.4 Compositions and Inverses Blank Notes

  • 7 pages 3.3-3.4 Systems of Inequalities and Linear Programming Note KEY

    3.3-3.4 Systems of Inequalities and Linear Programming Note KEY

  • 10 pages Ch 19 WHAP
    • Ch 19 WHAP
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • Chapter 19: Empires in Collision: Europe, the Middle East, and East Asia, 18001914 I. Reversal of Fortune: Chinas Century of Crisis A. The Crisis Within 1.Dramatic population growth and pressures on the land 2.Central state bureaucracy fails to grow and w
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    Ch 19 WHAP

  • 7 pages I Have a Dream Analysis
    • I Have a Dream Analysis
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • I Have a Dream Analysis of Rhetoric 1. Repetition at the beginning of sentences is called anaphora. What is the effect of Dr. King repeating I have a dream at the beginning of sentences? Dr. King used anaphora because when things are repeated, they are mo
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    I Have a Dream Analysis

  • 1 pages Roman Republic.jpeg

    Roman Republic.jpeg

  • 1 pages Roman and China Comparisions.jpeg

    Roman and China Comparisions.jpeg

  • 1 pages Part 2.2.jpeg

    Part 2.2.jpeg

  • 1 pages IMG_2108.JPG

    IMG_2108.JPG

  • 1 pages Part 3.jpeg

    Part 3.jpeg

  • 1 pages Part 2.3.jpeg

    Part 2.3.jpeg

  • 1 pages Political Unity in Rome.jpeg

    Political Unity in Rome.jpeg

  • 1 pages Focus Questions
    • Focus Questions
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • I. II. III. IV. V. VI. VII. How did empires in the Classical Era impose political unity on areas where previously there had been competing states? A. Stable government B. Common Language How did empires use administrative institutions including centralize
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    Focus Questions

  • 4 pages big era 4

    big era 4

  • 6 pages Untitled document
    • Untitled document
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • Chapter 14 The Last Great Nomadic Challenges: From Chinggis Khan to Timur 1. Introduction 1. Mongols ended/interrupted many great postclassical empires 2. Extended world network foundation for interaction on global scale 3. Forged mightiest war machine 4.
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    Untitled document

  • 5 pages Chapter 1 outline
    • Chapter 1 outline
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • Braden pittman 4th period, Philp Chapter 1 outline Chapter 1 From Human Prehistory to the Early Civilizations I. II. III. Introduction A. Human origin 2.5 million years ago 1. 1/4000 of earths existence B. Human negatives and positives 1. Aggressiveness t
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    Chapter 1 outline

  • 5 pages Untitled document
    • Untitled document
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • Chapter 11 The Americas on the Eve of Invasion 1. Introduction 1. By 1500, Americas densely populated by Indians misnomer Columbus/Indies 1. Term has meaning only when used to apply to non-Indians 2. Mesoamerica and Andean heartland 1. Imperial states in
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    Untitled document

  • 6 pages Chapter 12 outline
    • Chapter 12 outline
    • Hebron High School
    • World History AP
    • HISTORY 101 - Winter 2016
    • Chapter 12 Reunification and Renaissance: The Era of the Tang and Song Dynasties I. II. I. Introduction A. A. Vital consolidation changes less fundamental than elsewhere B. B. Though isolated, created orbit of influence C. C. After Han nomadic invasions 1
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    Chapter 12 outline

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