AP World History-1st Hour Assignments

A couple week ago I asked you about your favorite thing from this course. Thank you all, so much, for your responses. They were specific, and genuine, and I sincerely appreciate the feedback. 


Today I want to ask about what you did not like about this course. Some prompts to consider (you don't have to reply to all of these, just one) include:


1. If you could change one thing about this course, what would it be?
2. What is something that you did not like about the work or workload?
3. What is something that you did not like about the live sessions?
4. Is there anything else you think I should know in order to improve this class for the future?


This question is not graded. I do look forward to honest feedback. This is one of the ways I work to improve the course over the years.

Please complete this quiz at the beginning of today's lesson.

Complete all of the historical thinking skill memes in the Google Slide show attached.


Choose a historical event/development/topic that you feel the most confident in your knowledge.


This is due today. If you do not get it completed today, I accept late work, without penalty, up to 7 days past the due date.

This is an OPTIONAL review assignment. Go ahead and take it as many times as you need to review periodization.

In the space below you will compare these two conflicts:


Ottoman v Safavid wars (1500s to 1600s)
30 Years War (1618 to 1648)


Your prompt is: Explain the ways religious differences between the main combatants influence each of these conflicts? Describe whether these influences were similar or different between each of these conflicts.


Note: Don't just identify the religious differences, but make sure you explain how they influenced the conflicts. Some areas of influence to consider include: Were the religious differences causes of the conflicts? Were the religious differences used to gain support for the conflicts within the differenct societies? How did the religious differences effect the peace making process? There are other areas of influence to consider, but those are some suggestions if you are having trouble.


Below I've attached an article that has a section that does a good job summarizing the Shia/Sunni split in Islam. I've also linked to some Khan academy resources. These are for building background if you need it. The article is particularly useful because it is one of the best summaries I have found, comprehensive yet concise. You will need to do independent research on each of the conflicts. Don't forget about your textbook as a source!

There is no major assignment today. Please drop an answer to this prompt in the space for this assignment. Make sure you do this today so I can record your attendance/engagement. Have a great weekend, rest up, eat well, an relax your mind in preparation for the exam on Monday.

On the APWH exam you will be doing a DBQ. On the DBQ there are 3 points for using evidence and 1 point for analysis of evidence. This assignment will practice how to earn 3 of those 4 points.


To earn this point, the response must accurately describe—rather than simply quote—the content from at least three of the documents, to address the prompt. - What does this mean? So long as you write a summary or paraphrase of at least 3 documents and relate it to the TOPIC of the prompt, you should earn this point.


To earn this point, the response must explain how or why (rather than simply identifying) the documents’ point of view, purpose, historical situation, or audience is relevant to an argument about the prompt for each of the three documents sourced. - What does this mean? You must explain (not just identify) why something about this document is significant, or relevant, to your argument.



To earn this point, the response must accurately describe—rather than simply quote—the content from at least six documents. In addition, the response must use the content of the documents to support an argument in response to the prompt. - What does this mean? You must not only paraphrase or summarize SIX documents, you must also relate them back to your ARGUMENT (your position in your thesis). 

Sorry for any confusion, I messed up the previous post and the quiz closed early. This will stay open for a week. If you did not already get 100%, or close to, please take additional attempts at this quizizz.

Use this file to take notes today.

Reminder there is no live session tomorrow. At 8am a multiple choice assignment will appear in the AP Classroom. This is focused on Unit 3, there are 20 questions. Please do your best to complete this tomorrow. If you can't or have trouble, please let me know.

Not only was the 19th century a time of revolution, but in some places it was a time of reform. Two reform movements were the Tanzimat reforms in the Ottoman Empire and the Meiji Restoration in Japan. In both cases, these reforms sought to "modernize" by changing political, economic, social, and cultural systems to more closely reflect Western European systems and institutions.


In the space below, respond to this prompt: Compare the social structures of Japan and the Ottoman Empire prior to these reform efforts (how were they similar or how were they different?). Describe ONE effect of the reform efforts on EITHER the Ottoman Empire OR Japan.


Please limit your response to no more than 350 words.

See below for the links to the resources we used for this assignment today. The instructions are in the Google Slides

We will work in this Google Slideshow together. You will research some 19th century rebellions and write 1 sentence summaries of them using the format: Somebody, wanted, but, so. More detailed instructions are in the file.

Reminder, there is no live session tomorrow morning. At 7:30am an assignment will go live in the AP Classroom. This is a 16 question multiple choice assignment. All of the questions are based on Units 1-3 which covers the time period 1250 CE to 1450 CE. Most of the questions are about Africa/Eurasia but there are a couple questions about the Americas.


The reason to select questions from these topics are as follows:
1. To introduce these topics.
2. To practice trying to answer questions about topics you may not have seen. On the exam, you will see questions that include content we have not been able to explicitly cover. Most of these you can discerne correct responses if you keep in mind the big ideas of the course.


Regarding grading of assignments like this. I will grade them based on right/wrong answers. I want you to give your best effort. Also, you have plenty of time to work on these and can use your book/notes. However, I reserve the right to eliminate certain questions if I decide including them in grades would be unjust.


Please complete this sometime during the day on Friday, April 15. If something happens that prevents you from doing this, please email me so that I can record your engagement and attempt. This assignment will stay open in the AP Classroom in case students do need to come to it later.


I do recommend looking at some of the videos in the AP classroom if you need them to help you learn.


Big ideas to keep in mind for this time period include:


1. Trade routes (Indian Ocean, Silk Road, Trans-Saharan) are huge concepts. It is along these routes that not only goods, but culture in the form of religion, philosophical and political ideas, and technology is spread around Africa/Eurasia.
2. The spread of Christianity, Islam, and Budhhism along these trade routes.
3. Military conquests of the Mongols.
4. Some of the beginnings of westernization, especially in Russia.
5. The Bantu Migration, t spread of language and agricultural techniques, and possibly peoples, through Sub-Saharan Africa.
6. There is more to it than just that, but that's a decent start.

Tomorrow morning, at 8am, there will be a Multiple Choice assignment in the AP Classroom. You must complete this assignment, in the AP Classroom, on, Friday 4-9 to earn credit for the day.


Reminder, there is no live class session this week due to professional development I will be in. You don't have to do this assignment right at 8am, but you do need to get to it sometime on Friday.


There are 9 questions total, if you are working at the pace you need for the APWH exam, you should be able to complete this in less than 15 minutes, ideally in about 10 minutes. That said, this is practice, if you need to take more time, that is ok.

Using the same paragraph we used for the paraphrasing activity, write a summary of that paragraph.

Your summary must be no longer than 1 sentence. This sentence can be no longer than 25 words.

Please review the OWL page on summarizing if necessary.

PS: FWIW I summarized this passage twice, once with 21 words and another time with 19. Try to be a succinct as possible without losing meaning.

The attached paper starts out by summarizing two historical arguments about the relationship of the natural resource, coal, to the beginning of the Industrial Revolution in Britain. You must pick a side, and explain why you believe that historical argument is the strongest. You will write ONE paragraph.

The two arguments are, in brief, 1. Coal production was a supply-side driving cause of industrialization in Britain. This means that as coal production increased, people found and developed more uses for it. OR 2. Coal production was driven by demand-side causes as Britain industrialized. This means as people found and developed more uses for coal, the coal producers (mines) increased their production to meet demand.

In your response:
1. Write a clear thesis statement including your topic, position, and at least 2 reasons that support your position. These reasons must come from the attached paper. (1-2 sentences)
2. Include one quote (with an inline citation) that supports one of your reasons. Clearly connect your quote to this reason. (1-2 sentences plus the quote)
3. Paraphrase or summarize (you decide which is more appropriate) a part of the paper that supports your other reason. Also include an inline citation. (Try to be succinct, your writing a paragraph, not a whole essay).

I have linked you to the Purdue Owl page that describes how to do inline citations.

You WILL NOT need to read the entire article to complete this assignment, though you may read it all and are encouraged to read it all.

Please use this file for notes today.

Use the Google Slideshow below to research a political revolution from the period 1750 to 1900

This assignment must be completed on Friday, March 19, 2021.

In the space for this assignment, you will paraphrase this paragraph:

"As has been the case in most popular rebellions in Chinese history, a religious cult formed the basis of the
Taiping movement. Largely due to an accident of history, that cult was based in part on the Protestant Bible
(Yeng, 1971). Christianity was not absorbed in total; rather the Taipings used a curious mixture of Christian teachings and Confucian values. The leader of the rebellion, Hung Hsiu-ch'uan, began to preach, to perform baptisms, to convert, and to inject antiManchuism into his teachings; his numbers of followers multiplied rapidly."

This paragraph comes from Page 8 of the article attached below (This is page 3 of the pdf file). I recommend you read the article to get a more detailed understanding of the context of this event.

Some things to keep in mind:
1. A paraphrase will be approximately the same length as the source material.
2. A paraphrase should be your own words. Simply changing one or two words or eliminating a clause is not paraphrasing.
3. You are trying to be comprehensive and restate everything the author wrote. (This is in contrast to a summary where you are trying to describe only the most important ideas and in fewer words).
4. If there are essential words or phrases that you must recreate, put them in quotes. (This should be limited though)

If you need extra guidance on paraphrasing, please see the OWL page linked below.

Please complete the assignment in this Google Slideshow

Reminder, tomorrow, March 12, there is no live session. To replace that lesson, your homework assignment is in the AP Classroom.

There are 3 videos to watch and two, short quizzes (3 questions each). Please watch the videos and answer the questions. Please also complete this on March 12. That will count as your attendance for that day.

The vides are from Topics 5.1 and 5.2.

Please use this document to take notes during today's lesson

There are two Short Answer Questions in the attached document. You will answer both of them.

1. Use the Google Doc attached to write your answers.
2. Each response should be no more than 400 words.
3. Separate your responses with a page break.
4. You should answer these based on what you know and have learned so far. These are not questions where you should need to do research to respond to them.

We will use this doc to take notes today.

We will work together in this collaborative Google Slides file to research information about Christian denominations that broke with the Roman Catholic Church, in Europe, during the Reformation.

Using the article below, respond to the following questions in the space provided here. Please try to limit your response to each question to 1 or 2 sentences maximum, 4-8 sentences total.

1. Who were the Aztecs (Mexica)
2. What were their relations with neighboring people's in Mesoamerica?
3. What is one cause of their defeat in the early 16th century?
4. What is one effect of their defeat in the early 16th century?

We will watch the video below together in class. Then you will use that and the two sources below to respond to the prompts:

1. What was one unique or technologically advanced detail about Zheng He's fleet?
2. What was an effect of Zheng He's voyages on people and kingdoms in the Indian Ocean (India, Arabian peninsula, East Africa)?
3. Why did the Chinese destroy Zheng's navy?
4. How might the choice to destroy the navy have impacted European exploration in the Indian ocean?

Write your response in space provided in the assignment.

Instructions:
Select an African kingdom/empire that was covered in the video.

You may choose a kingdom not covered in that video, but please clear it with me first. You may work with a partner, but no more than two students in a group. Complete the Google Form below to indicate your partner's name, or to tell me if you are solo, and to tell me your kingdom and media choice.

Research that kingdom and identify the information listed below.

Create a report that will be shared with your classmates.
This could be any type of media essay, a slideshow, a poster or other graphic, a graphic novel, a video, or something else. If you choose something else, please clear it with me.

You will be graded on historical accuracy (50%), thoroughness (25%), and professionalism (25%). I am specifically not going into more detail because I want to maximize freedom for you to be creative in your reporting.

Depending on the kingdom/empire you choose, you may not be able to find everything listed here. Make decisions, as a historian, about the most important things someone might need to know about your kingdom/empire. The items with question marks may be the most difficult, please include at least one, but don’t worry if you can’t find all three.

You must keep a citations list of the sources you used. The name of the source and a link to the URL (if it is an online source) at the end of your project or on a separate document is sufficient.

Name
Dates
Important people
Important groups
Culture?
Social Structure?
Economy?
Origin
End

We will use this primary source and questions for small group discussions today.

You will record the answers to each question and turn this in. Each student will turn in their own copy.

Use this file for today's notes

We will use the slideshow below for today's lesson.

This is a group assignment. It requires that you talk to each other in your groups.

You will use the hexagonal reasoning strategy to make and justify connections between concepts relating to the Columbian Exchange. If you need to build background on the Columbian Exchange, you may review the materials from Khan Academy that are attached.

Whomever is the recorder in your group, be sure you include everyone's name on the common slideshow you submit.

Look at the list of Eastern and Western hemisphere plant and animals. In the space below, do the following:

1. Identify an example of a food/recipe that is common somewhere in the world today, but would have been impossible before the 1500s.
2. List at least one native eastern hemisphere ingredient and at least one native western hemisphere ingredient in the recipe to explain why that food/recipe would have been impossible.
3. Where in the world is that food/recipe common?
4. You are capabale of doing this without any outside resources. It is not required to use an outside source, but if you do, please link to it.

Example:
Tacos al pastor would have been impossible prior to 1500 because the corn used for the tortillas is native to the western hemisphere and pigs were native to the eastern hemisphere. Tacos al pastor are common in Mexico and the United States. https://www.tastingtable.com/dine/national/tacos-pastor-history

This is the bellwork. Identify whether the items in this quiz are Eastern hemisphere or Western hemisphere in origin. You will only be allowed to take the quiz 3 times.

Please use the attached Google Doc to take notes today. You may also take notes in a different manner if that suits you better.

Use the collaborative Google Slideshow below to build background on an assigned proxy war.

Please take this quizizz as many times as necessary to get to 100%

Use the slideshow to create memes demonstrating knowledge of Cold War/Decolonization events/developments and application of historical reasoning skills.

_________________________________
CO: SWD synthesis of Cold War/Decolonization events and developments by creating memes
LO: SW write to create a thesis statement using T; P; 3R; No I

Please see the attached for the final exam and instructions.

Using the speech linked below, respond to this prompt in the question field in this assignment.

Describe the way(s) this speech describes the integration of women's rights into decolonization/independence movements.

We will use this file to build background with notes today, and it also has slides that will become your homework.

____________
CO: SWD comprehension of the history of feminism by participating in guided notes
LO: SW read 3 speech excerpts from feminist theorists and compare them in a John Collins type 2 list.

Go to the Collegboard website into the AP classroom. There is a Decolonization SAQ for you to answer. I recommend preparing an answer in advance in a Google document then copying it over into the AP Classroom assignment.

If you are having trouble with the AP Classroom, you can submit your answer in a Google Doc here. The questions are:

In your response, be sure to address all parts of the question. Use complete sentences; an outline or bulleted list alone is not acceptable.


Answer all parts of the question that follows.

a) Explain ONE process that led to the emergence of new states in the second half of the twentieth century.

b) Identify ONE example in which the creation of a new state led to large-scale population movements after 1945.

c) Explain ONE way in which the legacy of imperialism affected the economic development of new states in the second half of the twentieth century.

You will research one of the following non-governmental organizations by responding to the following questions:

Who were they?
What were their main ideologies?
What were their main goals?
In what ways did they use violence or the threat of violence to resist the existing political order?
How did they justify using or threatening violence?
Who did they target and how were they part of the existing political order?
Describe, briefly, one major act of violence or threat of violence the group carried out.

You will be assigned a group based on the color I've assigned to you. I've indicated which part of the world they were most active in below. I have also added links to resources to get you started. You may use other resources as well.

Muslim Brotherhood - Egypt - Red Group
Irish Republican Army (IRA) - Ireland and Britain - Green Group
Black Panther Party - United States - Yellow Group
Irgun - Palestine - Blue Group
uMkhonto weSizwe (MK) - South Africa - Purple Group

Please create 1-2 slides detailing your answers. You may use images as well as words.

Read the article attached below to build background on the types of resistance to the Holocaust.

Go to the Voice/Vision Archive at UM-Dearborn, linked below. Use the same interview you used in the assignment last week, or find a different interview. Watch or listen or read the interview to find examples of resistance.

In the question attached to this assignment:
1. Summarize the person's experience with resistance. (How did they resist? Where did they resist? When? What happened?) Please don't just answer those questions in order. That is not a summary. Take the ideas behind those questions and craft them into a narrative. - 15 points

2. Categorize the resistance you summarized using one of the categories from the article. - 5 points

3. Explain how the resistance you summarized is an example of that category. - 10 points

A few tips:
Put all of this together into one (maybe two) paragraph(s). You are not just answering a series of questions in a worksheet. You are practicing how to write as a historian.

Be clear and precise in your writing and word choices.

Make sure you cite your source by mentioning the interview participant by name.

Please keep the entire writing to less than 250 words.

One thing we have not yet done in this class is to practice with the multiple choice style questions you will see on the exam. Because we are in an online environment, I can not give you these questions unless I have you use the "Lockdown Browser" feature in the AP Classroom.

This assignment is for you to download and install the lockdown browser from AP Classroom. I have linked to it below. Once you have installed it, please turn this assignment in. If you are having problems installing the lockdown browser, please let me know.

In the future I will give a timed MC assessment in the AP Classroom which will require you to use the lockdown browser.

Please use the file attached below to take notes during today's lesson.

Please use the attached file to take notes during today's lesson.

_________________________________
CO: SWD analysis of the course of WWII in the Pacific by participating in guided notes
LO: SW write to summarize the course of WWII in the Pacific using a John Collins Type 2 exit ticket

Today we will practice historical thinking skills. Using what you have learned, so far, about the World Wars era, choose ONE of the meme formats in the attached file and create a meme that accomplishes the directed historical thinking skill.

_______________________________________________________
CO: SWD synthesis of World War events/causes/arguments by creating a meme
LO: SW orally present their meme to the class in the live Google Meet

Today we will practice research skills. We will use the Detroit Jewish News and UM-Dearborn Voice and Vision project to look for primary sources and summarize them.

Topic: Nuremberg Laws

For your summary, please limit yourself to no more than 150 words.

Update from Friday's lesson:

Use the Voice and Vision archive to select an interview as a primary source. Find where the interview discusses that person's experience with deportation. Summarize their experience. Please make sure to cite the name of the interview subject, but do not simply quote their interview. Summarize it in your own words.

As for the above with the Nuremberg laws summary, please limit yourself to no more than 150 words.

_________________________________________________________________________
CO: SWD application of finding a primary source in two databases, the Detroit Jewish News and the UM-Dearborn Voice and Vision project.
LO: SW write to summarize ONE of the primary sources they locate using the question feature in this Google Classroom assignment.

You will write a DBQ using the assignment posted in the APCentral Classroom. We will begin to work on it in class today.

NOTE: the college board website will be down for maintenence this weekend from 7am Saturday until 7pm Sunday. I'm extending the due date for this writing to Tuesday as a result.

_________________________________________________________________________________
CO: SWD analysis of historical developments and processes by identifying them in primary sources.
LO: SW write to create a historical argument

Skill Level 5: Analyze Patterns and Connections Between and Among Historical Developments and Processes.
Skill 5.B: Explain how a historical development or process relates to another historical development or process.

Use this file to take notes during today's live session. I have added a lot of basic stuff, you should add additional information as necessary as we go through the basic timeline of WWII.

________________________________________________________________________

SWD knowledge of the basic details of WWII by taking notes and participating in discussion
SW write to create questions they have about WWII using sticky notes on Jamboard

Instructions:

You must write at least 2 posts in the section below. You have options though.

1. You can respond to the prompt I have posed then respond to a classmate's response.
2. You can respond to your classmates' posts. You will need to do this twice.

When you respond to your classmate's posts, do not simply write, "I agree." or "Good job." Add substance to what your classmate said.

What should happen is we should have a handful of threads with conversations going in different directions.

Also, this is something you should come back to multiple times throughout the week.

Make sure you are respectful of each other. See below for the prompt.

Prompt: Describe one way in which Wilson's 14 Points plan for peace might have given people like Ho Chi Minh hope. OR Describe a similarity or difference between Wilson's 14 points and Ho Chi Minh's "Demands of the Annamese People."

Please use this file to take notes for today's lesson

Type 3 - What amount of casualties were the major powers used to from previous wars?
FCA - Describe the average number of casualties from 3-4 wars from the 19th century; identify the wars in your sample and list the specific casualties from each; compare this to the total casualties from WWI. - 18 points
FCA - Include 2 charts from the data sheet we did that help explain the casualties. - 12 points
FCA - Complete sentences; No more than 250 words; topic sentence - 6 points

Franco-Prussian War
American Civil War
Napoleonic Wars
Anglo-Boer Wars
Zulu Wars
Opium Wars

This is your assignment for Friday, to take the place of the live session. This is going to be different than anything we have done so far, pay close attention to the instructions below.

Treat this like a discussion board. I would like to see conversations happen in the section below.

Instructions:

You must write at least 2 posts in the section below. You have options though.

1. You can respond to the prompt I have posed then respond to a classmate's response.
2. You can respond to your classmates' posts. You will need to do this twice.

When you respond to your classmate's posts, do not simply write, "I agree." or "Good job." Add substance to what your classmate said.

What should happen is we should have a handful of threads with conversations going in different directions.

Also, this is something you should come back to multiple times throughout the day.

Make sure you are respectful of each other. See below for the prompt.

Prompt:
Watch the video (8 minutes) in the link below. What impacts do you think using colonial troops in WWI had on future events later in the 20th century? OR Why do you think maintaining the social rules of racism was more important to some Europeans than using colonial soldiers to fight in WWI?

Use the documents below to complete the propaganda project. Please pay attention to the rubric to know how you will be scored.

Use this file to participate in today's activity

I'm a bit late posting this because the debate starts in under 2 hours, but I decided I wanted to give an extra credit assignment based on tonight's presidential debate. The debate begins at 9pm and will be broadcast on most networks (ABC, CBS, NBC, FOX). To earn the extra credit you must:

1. Identify one issue discussed in the debate.
2. In the correct box, describe Joe Biden's position on this issue.
3. In the correct box, describe Donald Trump's position on this issue.

The due date might seem odd, but I cannot accept this late. The purpose is for you to engage in the debate while it is happening, but also give enough time to complete your response. The debate will probably last 1-2 hours, you do not need to watch the entire thing.

It should go without saying, plagiarism or other academic dishonesty will not earn credit. Your responses must be in your own words. If this goes well, I may offer a similar opportunity for future debates.

Please use this to take notes for today's session. You will turn them in after this session.

Use this document to take notes for today's lesson

Please use this document to take notes during today's lesson. You will turn it in at the end of the lesson. I will return them after I review them.

Using the two data sets below, respond to the following prompts in the Google Form linked to this assignment:

1. Identify the overall change in population from 1800 to the present day.
2. Identify 3 causes of the change in population from 1800 to the present day.
3. Describe at least one effect of the change in population from 1800 to the present day.
4. Identify the change in global fertility rates since 1950.
5. Identify 3 causes of the change in fertility rates since 1950.
6. Describe at least one possible effect of the change in global fertility rates since 1950.

This assignment covers:
Unit 9, Topic 9.1: Advances in Technology and Exchange After 1900
Themeatic Focus: Technology and Innovation
Key Concept 6.1.III.B - More effective forms of birth control gave women greater control over fertility, transformed reproductive practices, and contributed to declining rates of fertility in much of the world.
Key Concept 6.1.I.C - Medical innovations, including vaccines and antibiotics, increased the ability of humans to survive and live longer lives.

Please use this document to take notes during our discussion today.

Detailed instructions are inside the Google Slides shared below. This assignment is practicing the Historical Reasoning Process of Comparison. This assignment addresses Topic 9.2.

You will read an article and list similarities and differences in the Google Slide. You will then write a short Type 3.

There is a link to the article below, the same link is in the Google Slides. I have also included a pdf of the same article in case you'd prefer to read it that way.

Today we will be having a discussion in our live session. This discussion will be designed to set the stage for the lessons over the next few weeks. Attached to this assignment is a Google Doc. I would like you to use that Google Doc to take notes during this discussion.

Your notes may be as detailed, or not, as is necessary for you. These notes will help me to measure your engagement with the lesson. Not everyone will want to, or will actually, ask questions in the discussion. That would be true in a face-to-face environment as well.

You will turn these in at the end of the live session to confirm your engagement and participation.

This is a writing assignment. You should not and do not need to do any research to complete this assignment. You are welcome to do research if you like.

Detailed instructions are in the slideshow below. Everyone will be editing the same file. There are slides with each student's name. Please only work on your own slide. Also, do not use more than one slide. DO NOT add images or change the background. This is not a presentation. We are using Google Slides as a way to work collaboratively. Rather than having 32 separate Google Docs, we can all work in this one file.

This gives us a few advantages. One is that we could do this in a live session and help each other. We will do stuff like that in the future. Another is you get the benefit of seeing your classmates' work. If you are struggling or need help, you have help right in front of you.

It should go without saying, but I will say it anyway, academic dishonesty, including but not limited to copying and plagiarism, may result in a zero. I need to see YOUR WORDS in this assignment.

You will be scored on:
Historical Accuracy - everything should be fact based. - 20 points
Spelling and Grammar - you're using a computer, it will check this for you, no reason to make these mistakes. - 10 points
Word count - No more than 250 words. - 10 points

Please introduce yourself. You must show your face OR show a picture/image/slide that represents you. Use the sentence stems I have below.

Hello, my name is ____. One fact about me is ____. Something I really hope we learn about is ___. I feel confident I know about ____ in history.