Agenda: Week of Oct 16-20, 2017

Advanced Placement World History with Mr. Duez
Unit 2 - Eurasian Cultural Traditions, 500 BCE - 500 CE, Classical Era
Chapters 4, 5, & 6 - Eurasian Empires, Cultural Traditions, & Social Inequality
WEEK AT A GLANCE:
MON - Reading Check Quiz - Chapter 6; Review Quiz 
TUE -  TEST Unit 2 (Chapters 4, 5, 6) & SAQ Questions
WED/THU -  CH 7 Classical Era Variations: Africa & the Americas 500 b.c.e.–1200 c.e. “The histories of Africa & the Americas during the classical era largely resemble those of Eurasia.”; Discuss the LEQ: Comparison Essay - Pass it back and look at samples of good work.
FRI - Quiz on Chapter 7; Review Quiz

ASSIGNMENTS AT A GLANCE:
MON: QUIZ CH 6
TUE: TEST CH 4, 5, 6 - Unit 2
FRI: QUIZ CH 7
MON: CH 8 Quiz
There are big differences between China & India, but they both have a system of social hierarchy.
Learning Targets:
★ Analyze social structures in classical Eurasia
★ Compare the causes of differences in social structures in different civilizations
★ Describe the nature of classical patriarchy and its variations

Essential Questions:

1. “Social inequality was both accepted and resisted in classical civilizations.” What evidence might support this statement?
2. How would you describe the social hierarchy of classical China?
3. What class conflicts disrupted Chinese society?
4. What set of ideas underlies India’s caste-based society?
5. What is the difference between varna and jati as expressions of classical India’s caste system?
6. How did India’s caste system differ from China’s class system?
7. How did Greco-Roman slavery differ from that of other classical civilizations?
8. In what ways did the expression of Chinese patriarchy change over time, and why did it change?

9. How did the patriarchies of Athens and Sparta differ from each other?
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Monday, Oct 16, 2017
Quote“Sometimes you don’t realize your own strength until you come face to face with your greatest weakness.” – Susan Gale

Agenda:

1. DO NOW: Prep notes for Reading Check Quiz - Chapter 6 Eurasian Social Inequalities.

2. QUIZ Chapter 6 - Reading Check, you may use your handwritten notes.
After the quiz, answer the question that is on the screen: 
3. Review Quiz 

ASSIGNMENTS:
MON: QUIZ CH 6
TUE: TEST CH 4, 5, 6 - Unit 2

FRI: QUIZ CH 7
Patriarchies of the empires in Unit 2 differed even within a single empire, like Greece.
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Tuesday, Oct 17, 2017
Quote: “Courage doesn't always roar. Sometimes courage is the quiet voice at the end of the day saying, “I will try again tomorrow.” - Mary Anne Radmacher

Agenda:
1. TEST - UNIT 2 - Chapters 4, 5, & 6
2. SAQ - Unit 2

ASSIGNMENTS:
TUE: TEST CH 4, 5, 6 - Unit 2

FRI: QUIZ CH 7
MON: CH 8 Quiz
Slavery in Roman Empire, as depicted in the Academy Award Winning Motion Picture: Gladiator
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Wednesday, Oct 18, 2017
Quote“You have power over your mind – not outside events. Realize this, and you will find strength.”- Marcus Aurelius, Meditations

Learning Targets:

All Objectives for Unit 2 - for Test
Also, Students will know what is expected of them on the AP Test FRQ - Comparative Essay.
Thesis, Supporting evidence, Direct Comparisons, & Analysis will be emphasized.

Agenda:

1. DO NOW:  Do you agree with this statement? Explain why or why not.
CH 7 Classical Era Variations: Africa & the Americas 500 b.c.e.–1200 c.e.

“The histories of Africa & the Americas during the classical era largely resemble those of Eurasia.”

3. Notes, Discussion, Video: CH 7 Classical Era Variations



ASSIGNMENTS:
FRI: QUIZ CH 7
MON: CH 8 Quiz
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Friday, Oct 20, 2016
Quote: "Don’t judge each day by the harvest you reap but by the seeds that you plant." - Robert Louis Stevenson

Learning Targets:

★ Analyze classical civilizations that evolved outside of the more well-known civilizations of Eurasia
★ Compare the development of civilizations in Africa and the Americas
★ Examine the factors that make civilizations develop and analyze why they develop differently in some regions
★ Distinguish the characteristics of complex civilizations and judge whether they could develop without any recognizable centralized control

Essential Questions:

1. “The histories of Africa and the Americas during the classical era largely resemble those of Eurasia.” Do you agree with this statement? Explain why or why not.
2. “The particular cultures and societies of Africa and of the Americas discussed in this chapter developed largely in isolation from one another.” What evidence would support this statement, and what might challenge it?
3. What generated change in the histories of Africa and the Americas during the classical era?

Agenda:

1. DO NOW: Do you agree with this statement? Explain why or why not.
CH 7 Classical Era Variations: Africa & the Americas 500 b.c.e.–1200 c.e.

“The histories of Africa & the Americas during the classical era 
largely resemble those of Eurasia.”

2. Notes, Discussion, Video: CH 7 Classical Era Variations

ASSIGNMENTS:
MON: QUIZ CH 8 

Houston Texans All-Star in the Classroom Award

I was simply shocked by this award during the week. It has taken me a couple of days to post the pictures and discuss because... well, I kept thinking that maybe I would wake up and it was just a dream.

There is no better honor than being given recognition by a former student, colleague, or community member. Madison Collier was a student of mine in both AP World History and in AP Psychology. She was an incredible student but so memorable because of the way she was able to mix both hard work and great attitude into one awesome package. I worked pretty hard to teach her some new tricks (especially in the area of test taking, where she would sometimes rush through her work & believed in the myth that your best guess & hunch is your best answer. It's not!)

Madi worked her magic on me as well. Most don't realize the difficulty I have just getting to work each day, let alone teach two very demanding Advanced Placement courses. But, living with Multiple Sclerosis is an incredible challenge. It is students like Madi, who always had a smile, a joke, or just brought the same positive energy to school every day that get me excited to teach each day.
Out of 400 applicants there were TWO winners from AHS. Myself and Mrs. Deutsch.
When Mr. Falker entered the classroom with Madi on his cell phone "facetiming" from College Station and the Houston Texans and Brian Peters (someone I have followed on Twitter since he became a Texan) entered my classroom - I was SHOCKED. It was truly a great honor and made special by Madi (Also my former student Valonia Walker, who is now working for the district in public relations and was in my classroom to document the day).

Brian Peters was probably the perfect Texan to give this award to me. He's a Big Ten guy from Northwestern - a great academic institution. Brian also had to overcome quite a lot to make it to the NFL. As a safety at Northwestern, he went undrafted in the NFL. He bounced from the USFL, AFL, & CFL until finally finding a spot on the Minnesota Vikings and now with the best team in the NFL, my Texans! :)
Texan Brian Peters #52 is also a Northwestern grad and discussed his path to the NFL with the students.
Thank you to Madi and to all those students who give me the energy every day to continue to fight. It means the world to me.
That is actually exactly what the Texans game balls look like each week. So incredible. 
My wonderful 4th period AP Psychology class. 
Madison Collier's Winning Essay: 
Mr. Duez is easily one of the greatest teachers I have ever had. I was lucky enough to have him twice. He always makes jokes and does what he can to make learning fun and prepare his students for the AP Test. What most people may not realize is that Mr. Duez is battling Multiple Sclerosis. The reason people may not know is because of how he does not let it get in the way of his teaching. Mr. Duez has a website for AP World History and AP Psychology. Both websites are so impressive that teachers from all over the country rely his in depth notes and videos. I can not think of a teacher that deserves this more than Mr. Duez. His faith in his students to succeed is unmatched by nearly every teacher I have ever had. 
Oh, & they also gave me tickets to the game on Sunday. Plus, on field passes for warmups. Amazing

Agenda: Week of Oct. 9-13, 2017

Advanced Placement World History with Mr. Duez
Unit 2: Classical Era - Eurasian Empires, 500 BCE to 500 CE
Chapters 4, 5, and 6: Eurasian Empires, Cultural Traditions, & Social Inequalities
WEEK AT A GLANCE:
MON - CH 5 Reading Check Quiz; Review Quiz
TUE - Andrew Marr's History of the World, Part 3: "The Sword & the Word" Documentary; Questions for Documentary
WED -NO CLASS - PSAT TEST
THU - Finish Andrew Marr's History of the World, Part 3: "The Sword & the Word" Documentary;
FRI - Caste (India) & Class (China) compared; Document Analysis Han China & Roman Empire

ASSIGNMENTS AT A GLANCE:
Quiz next Monday CH 6: Social Inequalities
Test for Unit 2: CH 1, 2, 3 is on Tuesday of next week
Check the notes, YouTube lectures, and work on the Target Sheets to prepare

"We made the buttons look so good, you'll want to lick your screen." - Steve Jobs
Learning Targets:
★ Explain the enormous influence on world history of the religious and cultural traditions developed in the classical world
★ Analyze the reasons behind the development of these religious and cultural traditions
★ Compare the common ground and significant differences between these religious and cultural traditions and examine possible reasons behind them

Essential Questions:
1. “Religions are fundamentally alike.” Does the material in this chapter support or undermine this idea?
2. What different answers to the problem of disorder arose in classical China?
3. Why has Confucianism been defined as a “humanistic philosophy” rather than a supernatural religion?
4. How did the Daoist outlook differ from that of Confucianism?
5. In what ways did the religious traditions of South Asia change over the centuries?
__________________________________________
Monday, Oct. 9, 2017
Quote"Choose a job you love, and you will never have to work a day in your life." - Confucius

Agenda:
1. DO NOW: Prep for Reading Check Quiz for Chapter 5. Prepare your handwritten notes (copying the terms and definitions on the target sheet is a great idea!)

2. Quiz: Reading Check Quiz for Chapter 5.
Question to copy after Quiz: “Is a secular outlook on the world an essentially modern phenomenon, or does it have precedents in the classical era?”

3. Review Quiz

ASSIGNMENTS:
Quiz next Monday CH 6: Social Inequalities
Test for Unit 2: CH 1, 2, 3 is on Tuesday of next week
Check the notes, YouTube lectures, and work on the Target Sheets to prepare

Confucius say... because he never wrote.
Like Jesus after him, his followers did.
The Passion of St. Perpetua - one of the oldest & most notable early Christian texts. Survives in Latin & Greek forms, & purports to contain the actual prison diary of the young mother and martyr Perpetua. 
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Tuesday, Oct. 10, 2017
Quote: "Worry a little bit every day and in a lifetime you will lose a couple of years. If something is wrong, fix it if you can. But train yourself not to worry. Worry never fixes anything." - Mary Hemingway

Learning Targets
:

★ Explain the enormous influence on world history of the religious and cultural traditions developed in the classical world
★ Analyze the reasons behind the development of these religious and cultural traditions
★ Compare the common ground and significant differences between these religious and cultural traditions and examine possible reasons behind them

Essential Questions:
1. “Religion is a double-edged sword, both supporting and undermining political authority and social elites.” How would you support both sides of this statement?
2. How would you define the appeal of the religious/cultural traditions discussed in this chapter? To what groups were they attractive, and why?
3. What different answers to the problem of disorder arose in classical China?
4. How would you compare the lives and teachings of Jesus and the Buddha? In what different ways did the two religions evolve after the deaths of their founders?
5. In what ways was Christianity transformed in the five centuries following the death of Jesus?

Agenda:
1. DO NOW: Copy questions from the screen for Video.

2. Video Study: Andrew Marr's History of the World, Part 3: "The Word & the Sword" first 40 minutes

India - Ashoka - Buddhist leader teaches tolerance in India from the throne
China - Ying Zheng (Qin Shi Huang) - China's first emperor, referred to by Marr as Ying Zheng. Ying was his ancestral name. Zheng (pronounced: Cheng) his given name.
Roman Empire - Julius Caesar - Great general turned megalomaniac.
Egypt - Cleopatra - Last of the great Egyptian power players.
Jerusalem - Saul becomes Paul - A great critic is reborn to preach Christianity in Rome
Rome & Carthage - Perpetua - a Christian martyr sparks a religious explosion 

ASSIGNMENTS:
Quiz next Monday CH 6: Social Inequalities
Test for Unit 2: CH 1, 2, 3 is on Tuesday of next week
Check the notes, YouTube lectures, and work on the Target Sheets to prepare


Word Dog.
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Wednesday, Oct. 11 & Thursday, Oct 12, 2017
Quote"To know, is to know that you know nothing. That is the meaning of true knowledge." - Socrates

Learning Targets
:

★ Analyze social structures in classical Eurasia
★ Compare the causes of differences in social structures in different civilizations
★ Describe the nature of classical patriarchy and its variations

Essential Questions:
1. “Social inequality was both accepted and resisted in classical civilizations.” What evidence might support this statement?
2. How would you describe the social hierarchy of classical China?
3. What class conflicts disrupted Chinese society?
4. What set of ideas underlies India’s caste-based society?
5. What is the difference between varna and jati as expressions of classical India’s caste system?
6. How did India’s caste system differ from China’s class system?
7. How did Greco-Roman slavery differ from that of other classical civilizations?
8. In what ways did the expression of Chinese patriarchy change over time, and why did it change?
9. How did the patriarchies of Athens and Sparta differ from each other?

Agenda:
WEDNESDAY: NO CLASS PSAT TEST

Agenda:
Thursday - regular 7 period day:
1. Do NOW Question: Pick up discussion questions for Andrew Marr's History of the World, episode 3. 

2. Video & Discussion: Andrew Marr's History of the World, Part 3: "The Sword & the Word" Documentary

3. Document Analysis: Analyze the responses to the Han & Roman Attitudes towards technology.

ASSIGNMENTS:
Quiz next Monday CH 6: Social Inequalities
Test for Unit 2: CH 1, 2, 3 is on Tuesday of next week
Check the notes, YouTube lectures, and work on the Target Sheets to prepare

"Quemadmoeum gladis nemeinum occidit, occidentis telum est"  - By Seneca.
"A sword is never a killer, it is a tool in a killer's hand"
Roman version of  "Guns don't kill people."
__________________________________________
Friday, Oct. 13, 2017
Quote:  "Common sense and a sense of humor are the same thing, moving at different speeds. A sense of humor is just common sense, dancing." - William James, American psychologist and philosopher (1842 - 1910)

Agenda:
1. Do Now: What was the difference between the systems of Chinese Class and Indian Caste?

2. Notes & DiscussionHow did the patriarchies of Athens and Sparta differ from one another?

ASSIGNMENTS:
Quiz next Monday CH 6: Social Inequalities
Test for Unit 2: CH 1, 2, 3 is on Tuesday of next week
Check the notes, YouTube lectures, and work on the Target Sheets to prepare

Level Change Requests - DEADLINE - Friday, Oct. 20th

Level drops will ONLY be allowed at the 3-week mark, the 6-week mark, and at semester. NO changes will be made at other times during the year. The 6 week drop has been adjusted slightly due to our late start.

Level drop procedures are listed below:

1. Level drops will ONLY be allowed at the 3-week mark, the 6-week mark, and at semester. NO changes will be made at other times during the year. The 6 week drop has been adjusted slightly due to our late start.

2. The 6-week level drop deadline is Friday, October 20.
Students must submit forms to their House Counselor no later than 3:00 pm on Friday, October 20 for the requested change to be made.

3. The level drop process begins with the teacher. Students do not ask their counselor for a level drop form. They must get one from the teacher only.

4. Parent - Teacher contact must be made to discuss the change in level before a drop form will be given to a student.

Students can request a form at any time and may turn it into their counselor now. However, schedule changes will not be made until after October 20. All changes will be made by effective by October 25. 

For this process, a level drop is considered a change from a 5.0 course to a 4.0 course. 

Students may move UP a level (from a 4.0 to a 5.0 course) at any time by requesting to see their counselor. We do advise that students do this as soon as possible so that they do not fall behind.

Students who do not change levels during this drop period must remain in the advanced course until the end of the first semester. 

PSAT WEEK Bell Schedule Oct. 9-13, 2017

Pep Rally Friday as well.

Agenda: Week of Oct 2-6, 2017

Advanced Placement World History with Mr. Duez
Unit 2 - Strayer Chapters 4, 5, 6, & 7
Classical Age
WEEK AT A GLANCE:
MON - Reading Check Quiz CH 4; Review Quiz
TUE - Andrew Marr's History of the World Episode 2: Empire; Video Questions & Discussion; Students can take notes as well while we discuss the documentary. 
WED/THUCh 4 - "Eurasian Empires" Comparing Han China & Roman EmpireWriting the LEQ ComparativeLEQ Comparative Practice Prompt: "Compare trade & economics in Han China & Imperial Rome" Thesis & Rubric tips; 
FRICh 5 - "Eurasian Cultural Traditions" Big Picture Question #1 from Chapter 5: Eurasian Cultural Traditions Crash Course: Buddha & Ashoka

ASSIGNMENTS AT A GLANCE:
Next Mon: Quiz Chapter 5 "Eurasian Empires: Cultural Traditions 500 BCE - 500 CE"

Learning Targets:
★ Define the characteristics of imperial systems in the classical era and analyze why empires developed in some regions but not in others.
★ Compare the important similarities and differences between imperial systems and the reasons behind them
★ Explain the significance that classical empires have for us today, such as, representative government, military power, etc.
★ Evaluate the “greatness” of the Roman Empire and China’s Han Dynasty and determine if their destructive and oppressive features outweighed their impressive advances.

Essential Questions:
1. What common features can you identify in the empires described in this chapter?
2. In what ways did these empires differ from one another? What accounts for those differences?
3. Are you more impressed with the “greatness” of empires or with their destructive and oppressive features? Why?
4. Why did semi democratic governments emerge in some of the Greek city-states?
5. What were the consequences for both sides of the encounter between the Persians and the Greeks
6. What changes did Alexander’s conquests bring in their wake?
7. How did Rome grow from a single city to the center of a huge empire?
8. How and why did the making of the Chinese empire differ from that of the Roman Empire?
9. In comparing the Roman and Chinese empires, which do you find more striking—their similarities or their differences?
10. How did the collapse of empire play out differently in the Roman world and in China?
11. Why were centralized empires so much less prominent in India than in China?

The Classical Age was a time of turmoil, struggle, but yet also much progress.
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Monday, Oct. 2, 2018
Quote: Quote: "In three words I can sum up everything I've learned about life: it goes on." - Robert Frost

Agenda:
1. DO NOW: Prep for Reading Check Quiz over Chapter 4: Eurasian Empires

2. Reading Check Quiz - Chapter 4. (10 minutes) - Students can use their open notes

3. Review Quiz. 

Assignment:
Next Mon: Quiz Chapter 5 "Eurasian Empires: Cultural Traditions 500 BCE - 500 CE"
The Greek term karyatides literally means "maidens of Karyai", an ancient town of Peloponnese.
Karyai had a famous temple dedicated to the goddess Artemis of Karyatis
______________________________
Tuesday, Oct 3, 2017
Quote"The shoe that fits one person pinches another; there is no recipe for living that suits all cases." - Carl Jung

Agenda:
1. DO NOW: Pick up questions from the front table for the video

2. Video Study: Andrew Marr's History of the World Episode 2: Empire
In this episode, Andrew Marr tells the story of the first empires which laid the foundations for the modern world. From the Assyrians to Alexander the Great, conquerors rampaged across the Middle East and vicious wars were fought all the way from China to the Mediterranean. But this time of chaos and destruction also brought enormous progress and inspired human development. 
In the Middle East, the Phoenicians invented the alphabet, and one of the most powerful ideas in world history emerged: the belief in just one God. In India, the Buddha offered a radical alternative to empire building—a way of living that had no place for violence or hierarchy and was open to everyone. Great thinkers from Socrates to Confucius proposed new ideas about how to rule more wisely and live in a better society. And in Greece, democracy was born—the greatest political experiment of all. 
But within just a few years, its future would be under threat from invasion by an empire in the east: Persia.
Assignment:
Next Mon: Quiz Chapter 5 "Eurasian Empires: Cultural Traditions 500 BCE - 500 CE"
Andrew Marr travels the globe in Episode 2, History of the World - Empires.
__________________________________
Wednesday, Oct 4, 2017
Quote"Every man dies. Not every man really lives." - William Wallace

Agenda:
1. DO NOW: Compare trade and economics in Han China & Imperial Rome

2. Notes, Video, Discussion: Comparing Han China & Roman Empire

3. LEQ Comparative Practice Prompt: "Compare trade & economics in Han China & Imperial Rome"
Example Prompt: 
Analyze the question. Remember you can't write the thesis without the evidence. 
We discussed this in class. Remember our example of Law & Order? You must have the detectives show up on the scene, gather evidence, analyze it, and then they can make a judgement about "Who done it!" Let the evidence you have gathered become your thesis. Don't make this harder than it is.
Example as used by JBartlett in the video referenced/linked below.
Notice that the picture above:
The student references the time period, 
Uses both/however to show similarities/differences.
Student does not get into great detail, but does have 2 similarities and 1 difference. And it is clear.

The thesis now organizes the entire essay: 
2 similarities
3 differences 

Body Paragraphs:
Start with a direct comparison in your Topic Sentence:
Then provide specific evidence - as much as possible to support the comparison.
Then get into analysis - WHY or HOW are they similar or difference (because, the reason for the similarity, due to the fact that, resulted in, etc.)
Notice: "The reason Rome used slaves..." --> analysis.
Body Paragraphs: Write as many body paragraphs as you can, 3-5 should be plenty.

Evidence: usually you need 3 pieces of specific evidence that is related to the prompt and backs your claim.

Direct comparisons: 3+ comparisons made in your paper. This means, do not write one single paragraph that only focuses on one of the two areas you may be trying to compare. Instead compare them both to a point of reference (example: S-P-I-C-E themes).

Analysis: Try to explain the reasons for every comparison you make. You will need 2+ valid analyses for the point. Try this in each body paragraph to be sure you score the points.

Contextualization: Try to connect the topic to the previous period in world history and also to the next period in world history. Or also work on a different theme than the one you are arguing to show 'context' &  do this in each body paragraph to be sure you score.

Remember, each body paragraph should TASC 
Each body paragraph should contain:
TASC:
Topic Sentence (direct comparison)
Analysis as to why the similarity/ difference existed
Support with 3 pieces of evidence 
Connect it to a larger global context, theme, or period

ASSIGNMENTS:
FRQ Comparative Essay: LEQ - Unit 1 & 2
Mon Sept 26th Quiz Chapter 5 "Eurasian Empires: Cultural Traditions 500 BCE - 500 CE"
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
1787 - David paints "The Death of Socrates"
Socrates, rather than fleeing, uses his death as a final lesson for his pupils, and faces it calmly.
___________________________
Friday, Oct 6, 2017
Quote"All the art of living lies in a fine mingling of letting go and holding on." - Henry Ellis

Agenda:
1. DO NOW: "Religions are fundamentally alike. Does the material in Strayer Chapter 5 back this assertion or argue against it?

2. Notes, Discussion, Video: Discuss Big Picture Question #1 from Chapter 5: Eurasian Cultural Traditions
"Religions are fundamentally alike. Does the material in Strayer Chapter 5 back this assertion or argue against it?

3. Crash Course: Buddha & Ashoka


Assignment:
Mon: Quiz Chapter 5 "Eurasian Empires: Cultural Traditions 500 BCE - 500 CE"

Agenda: Week of Sept 25-29, 2017

Advanced Placement World History with Mr. Duez
Unit 1 - First Humans, Farmers, & Civilizations
& Unit 2 - Eurasian Empires, 500 BCE - 500 CE
WEEK AT A GLANCE:
MON: Reading Check Quiz Chapter 3; Review Quiz
TUE: Unit 1 - Reviewing the big picture; How to Ace the SAQ
WED/THU: TEST UNIT 1 - Chapters 1, 2, and 3; Plus: FRQ - A History of the World in Six Glasses
FRI: How to write the FRQ - The Comparative Essay; Friday Sept. 23rd: Unit 1 LEQ Timed Writing

ASSIGNMENTS AT A GLANCE:
WED this week: TEST OVER Unit 1 - CH 1, 2, 3  Unit 1 TAB
WED FRQ - A History of the World in Six Glasses - LEQ TAB
Monday, Sept. 25th: Quiz over Chapter 4 Unit 2 Tab & Ch 4

Learning Targets:
★To establish the relationship between the First Civilizations and the Agricultural Revolution
★To contrast civilizations with other forms of human communities
★To explore when, where, and how the First Civilizations arose in human history
★To explore how the emergence of civilizations transformed how humans lived and how their societies were structured
★To show the various ways in which civilizations differed from one another
★To explore the outcomes of the emergence of civilizations, both positive and negative, for humankind

Essential Questions:

1. What distinguished civilizations from other forms of human community?
2. How does the use of the term “civilization” by historians differ from that of popular usage? How do you use the term?
3. “Civilizations were held together largely by force.” Do you agree with this assessment, or were there other mechanisms of integration as well? 
4. In the development of the First Civilizations, what was gained for humankind, and what was lost?
First test is Wednesday, thanks Harvey!
________________________________________
Monday, Sept 25, 2017
Quote"The only thing that overcomes hard luck is hard work." - Harry Golden

Agenda:

1. DO NOW: Prep for the reading check quiz over Chapter 3. You can use your handwritten notes.

2. READING CHECK QUIZ - Chapter 3 - First Civilizations

3. Review the quiz

Assignment:

WED this week: TEST OVER Unit 1 - CH 1, 2, 3 
WED FRQ - A History of the World in Six Glasses
Monday, Sept. 25th: Quiz over Chapter 4
Be careful. Hard work beats talent when talent doesn't work.
________________________________________
Tuesday, Sept 26, 2017
Quote"You never know what worse luck your bad luck has saved you from." - Cormac Mccarthy

Agenda:
1. DO NOW: In what ways did Egypt and Mesopotamia differ from one another? (Also: How were the Indian and Chinese river valley civilizations similar/different?)

2. Notes, Video, & Discussion: River Valley Civilizations - Reviewed

3. Test Prep: Multiple Choice Questions - Best Practices.

Assignment:
WED this week: TEST OVER Unit 1 - CH 1, 2, 3 
WED FRQ - A History of the World in Six Glasses
Monday, Sept. 25th: Quiz over Chapter 4
Eurasian Empires is the topic of Chapter 4. "Use the force, young padawans."
________________________________________
Wednesday, Sept 27, 2017
Quote"It's hard to detect good luck - it looks so much like something you've earned." - Frank A. Clark

Agenda:
1. DO NOW: Prep for Unit 1 TEST & LEQ over Six Glasses
      
2. TEST UNIT 1: Chapters 1, 2, 3 of Strayer
40 M/Ch Questions - need a pencil 

3. LEQ over Six Glasses
Need a black pen and paper

Assignment:
Monday, Sept. 25th: Quiz over Chapter 4
"Occupy Dock Bay" - The Storm troopers unionize. There goes the empire!
________________________________________
Friday, Sept 29, 2017
Quote: "Shallow men believe in luck. Strong men believe in cause and effect." - Ralph Waldo Emerson

Learning Targets:
★ Define the characteristics of imperial systems in the classical era and analyze why empires developed in some regions but not in others.
★ Compare the important similarities and differences between imperial systems and the reasons behind them
★ Explain the significance that classical empires have for us today, such as, representative government, military power, etc.
★ Evaluate the “greatness” of the Roman Empire and China’s Han Dynasty and determine if their destructive and oppressive features outweighed their impressive advances.

Essential Questions:
1. What common features can you identify in the empires described in this chapter?
2. In what ways did these empires differ from one another? What accounts for those differences?
3. Are you more impressed with the “greatness” of empires or with their destructive and oppressive features? Why? 
4. Do you think that the classical empires hold “lessons” for the present, or are contemporary circumstances sufficiently unique as to render the distant past irrelevant?

Agenda:

1. DO NOWCompare the Athenian & Persian Empires according to political, social, and economic factors.

2. Notes, Video, & Discussion: Introduction to Unit 4

3. Extra Credit: How it works. Use the Extra Credit tab above to get all the info you need. 

Assignment:
Monday, Sept. 25th: Quiz over Chapter 4