Agenda: Sept 26 - 30, 2016

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"
WED/THU - Finish Marr Part 3 "Sword & Word" -and- Hinduism & Buddhism; Slavery; Document Analysis
FRI - Caste (India) & Class (China) compared; Document Analysis Han China & Roman Empire
"We made the buttons look so good, you'll want to lick your screen." - Steve Jobs
__________________________________________
Monday, Sept 26, 2016
Quote"Choose a job you love, and you will never have to work a day in your life." - Confucius

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?

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, Oct. 7 CH 6;
Test for Unit 2 is on Wed/Thu, Oct 9/10
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. 
__________________________________________
Tuesday, Sept 27, 2016
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: Pick up questions from the front of the classroom 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, Oct. 7 CH 6;
Test for Unit 2 is on Wed/Thu, Oct 9/10
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.


Word Dog.
__________________________________________
Wednesday, Sept 28, 2016 & Thursday, Sept 29, 2016
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:
1. DO NOW: Compare the Cultural Traditions of India: Hinduism & Buddhism.
--if necessary-- Finish Andrew Marr from last time.

2. Notes & Discussion:  “Religion is a double-edged sword, both supporting and undermining political authority and social elites.” How would you support both sides of this statement? 

3. Notes & DiscussionWhy was slavery so much more prominent in Greco-Roman civilization than in India or China?

4. Document Analysis: Analyze the responses to the spread of Buddhism in China.

Assignments:
Quiz next Monday, Oct. 7 CH 6;
Test for Unit 2 is on Wed/Thu, Oct 9/10
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, Sept 30, 2016
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)

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:
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?

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

Assignments:
Quiz next Monday, Oct. 7 CH 6;
Test for Unit 2 is on Wed/Thu, Oct 9/10
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.

Six weeks Drops and last until Semester

Yesterday was the deadline for 3-week level drop forms. Any forms turned in today will be accepted, but no changes will be made until the week of October 3.

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.

2. The 6-week level drop deadline is Friday, October 7. Students must submit forms to their House Counselor no later than 3:00 pm on Friday, October 7 for the requested change to be made. Communicate this clearly to all students and parents.

3. The level drop process begins with the teacher. Do not tell students to ask their counselor for a level drop form. They must get one from you.

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

Counselors will begin making 6-week level drop changes on October 3. 

All changes will be made by the end of the school day on October 11. 

You should not see any level changes between September 22 & October 3, & you should not see any changes after October 11. 

Homecoming Week!

Monday, Sept 19: Dress Up: 
MARVELous Monday (Disney or Marvel characters)

Tuesday, Sept 20: Dress Up: 
Tacky Tuesday

Wednesday, Sept 21: Dress Up: 
Wild Wednesday (Safari/Animal Print/Tourist)

Thursday, Sept 22: Dress Up: 
Throwback Thursday

Friday, Sept 23: AHS Spirit Day


Agenda for Week of Sept 19 - 23, 2016

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; Discuss FRQ Comparative
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/THU - Focus on THESIS for LEQ. Discuss & practice Friday's prompts: LEQ - Unit 1 & 2
Also, 2nd half of the period: Chapter 5 - "Eurasian Cultural Traditions" - finish Marr video, if needed.
FRI - FRQ Comparative Essay: LEQ - Unit 1 & 2
BE SURE TO HAVE BLACK PENS READY
ASSIGNMENTS AT A GLANCE:
FRQ Comparative Essay: LEQ - Unit 1 & 2
Mon Sept 26th Quiz Chapter 5 "Eurasian Empires: Cultural Traditions 500 BCE - 500 CE"
The Classical Age was a time of turmoil, struggle, but yet also much progress.
_________________________________________________
Monday, Sept 19, 2016
Quote: Quote: "In three words I can sum up everything I've learned about life: it goes on." - Robert Frost

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?

Agenda:
1. DO NOW: Prep for Reading Check Quiz over Chapter 4: Eurasian Empires (you may use your handwritten notes)

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

3. Review Quiz. 

4. Discuss the FRQ Comparative Essay due on Friday. 
Unit 1 FRQ will be written in class on Friday Sept 25 LEQ - Unit 1 & 2

Assignment:
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.
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, Sept 20, 2016
Quote"The shoe that fits one person pinches another; there is no recipe for living that suits all cases." - Carl Jung

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?

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:
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.
Andrew Marr travels the globe in Episode 2, History of the World - Empires.
_______________________________________________
Wednesday, Sept. 21, 2016 & Thursday, Sept. 22, 2016
Quote"Every man dies. Not every man really lives." - William Wallace

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?

Agenda:
1. DO NOW: Write out your thesis both FRQ Prompts for Friday

2. FRQ Analysis - The LEQ Essay (45 minutes of class)
Students will be placed in 5 groups. 
They will each have different samples of student work on the Comparative Essays. 
Students will use the rubric below to grade each sample and discuss in their groups. 

Assess & Discuss:
The LEQ Rubric.
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 7+ pieces of evidence and use facts from both places.

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.

Synthesis: Try to connect the topic to the previous period in world history and also to the next period in world history. Try 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

3. Discuss FRQ Comparison Essay - Student Questions will drive this portion of class.
Good video to help you for Friday: AP World History Comparison Essay by JBartlett

~~~~~~~~~~~~~~SECOND HALF OF THE PERIOD~~~~~~~~~~~~~~~~
4. Discuss Big Picture Question #1 from Chapter 5: Eurasian Cultural Traditions:
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, Sept 23, 2016
Quote"All the art of living lies in a fine mingling of letting go and holding on." - Henry Ellis

Agenda:
1. DO NOW: Prepare paper & BLACK PEN

2. FRQ Essay Prompt: 

3. Students will have the entire period to write their essays.

Assignment:
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

Agenda: Week of Sept. 12 - Sept. 16, 2016

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 3Plus, SAQ
FRI: How to write the FRQ - The Comparative Essay; Friday Sept. 23rd: Unit 1 LEQ Timed Writing

ASSIGNMENTS AT A GLANCE:
Monday Quiz CH 3
WED/THU this week: TEST OVER Unit 1 - CH 1, 2, 3 Plus, SAQ
Monday, Sept. 19th Quiz over Chapter 4
Friday Sept. 23rd: Unit 1 LEQ Timed Writing
Study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1
Yeah, it's kinda like that.
________________________________________
Monday, Sept 12, 2016
Quote"I was taught that the human brain was the crowning glory of evolution so far, but I think it's a very poor scheme for survival." - Kurt Vonnegut

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?

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/THU this week: TEST OVER Unit 1 - CH 1, 2, 3 Plus, SAQ
Monday, Sept. 19th Quiz over Chapter 4
Friday Sept. 23rd: Unit 1 LEQ Timed Writing
Study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1
Friday Sept. 23rd: Unit 1 LEQ Timed Writing
And they will probably last a little longer...
________________________________________
Tuesday, Sept 13, 2016
Quote"No matter how closely you examine the water, glucose, and electrolyte salts in the human brain, you can't find the point where these molecules became conscious." - Deepak Chopra

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?

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: Chapter 3 - Comparing the River Valley Civs
Crash Course World History: Mesopotamia
Crash Course World History: Indus River Valley Civilization

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

4. SAQ: How to ACE the SAQ

Assignment:
WED/THU this week: TEST OVER Unit 1 - CH 1, 2, 3 Plus, SAQ
Monday, Sept. 19th Quiz over Chapter 4
Friday Sept. 23rd: Unit 1 LEQ Timed Writing
Study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1
Friday Sept. 23rd: Unit 1 LEQ Timed Writing
Eurasian Empires is the topic of Chapter 4. "Use the force, young padawans."
________________________________________
Wednesday, Sept 14 & Thursday, Sept 15, 2016
Quote"Everything we do, every thought we've ever had, is produced by the human brain. But exactly how it operates remains one of the biggest unsolved mysteries, and it seems the more we probe its secrets, the more surprises we find." - Neil deGrasse Tyson

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?

Agenda:

1. DO NOW: Prep for Unit 1 TEST & SAQ
      
2. TEST UNIT 1: Chapters 1, 2, 3 of Strayer, PLUS SAQ

2. After the test - students will pick up the FRQ Assignment (due next Friday, Sept. 26)
Friday Sept. 23rd: Unit 1 LEQ Timed Writing

Assignment:
Monday, Sept. 19th Quiz over Chapter 4
Friday Sept. 23rd: Unit 1 LEQ Timed Writing
Study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1
Friday Sept. 23rd: Unit 1 LEQ Timed Writing
"Occupy Dock Bay" - The Storm troopers unionize. There goes the empire!
________________________________________
Friday, Sep 16, 2016
Quote: "Science is nothing but perception." - Plato
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 and Persian Empires according to political, social, and economic factors.

2. Notes & Discussion: How to write the LEQ
Friday Sept. 23rd: Unit 1 LEQ Timed Writing

3. Discuss: Direct comparisons. Students will write a direct comparison of Athenian & Persian political or social or economic factors.

Assignment:
Monday, Sept. 19th Quiz over Chapter 4
Friday Sept. 23rd: Unit 1 LEQ Timed Writing
Study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1
Friday Sept. 23rd: Unit 1 LEQ Timed Writing

Level Drop Deadline Monday, Sept. 19 by 3:00

Or going
Go? Stay? Trouble? Or Double?
The time has come to think about the question made famous by the 1982 song by The Kinks, Should I Stay or Should I Go?

If you have any questions, please do let me know. :) 

It is best to make a decision and stick with it. A commitment is important to accomplish the type of learning that you will need to be successful on the AP Exam in May.

1. Level drops will ONLY be allowed at:
3-week mark,
6-week mark,
And at semester

NO changes will be made at other times during the year.
2. The first level drop deadline is Monday, September 19
Students must submit forms to their House Counselor no later than 3:00 pm on Monday, September 19 for the requested change to be made.

3. The level drop process begins with the teacher
Students must get a form from the teacher.
Skateboarding prof.: PhD in Righteousness

4. When a student requests a level drop form, parent contact will be necessary before the form can be handed out to the student.
There will be a discussion of their student's request and/or progress in the class.

5. Students can request a form at any time and may turn it into their counselor any time beginning the first day of school. However, schedule changes will not be made until September 19.

The only level drops that will be considered are those from a 5.0 class to a 4.0 class.

For example, Physics to POP is NOT considered a level drop.