Agenda: Week of Sept 24 - Sept 28, 2014

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
WED/THU - What is Empire? Eurasian Empires Clash; Dawn of Democracy - Golden Age
FRI - Turn in FRQ Comparative Essay. Socratic Group discussion - Chapter 5 Big Picture Questions.
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Monday, Sep 22, 2014
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. Review Quiz. 
3. Discuss the FRQ Comparative Essay due on Friday. It will already be written by the beginning of class. If you do not have it completed, you will write it that period. There will be no late grades. If not done, it turns into a timed writing.

Assignment:
FRQ Comparative Essay is due Friday.
Quiz next Monday, Sep. 30: CH 5
Test is on Wed/Thu, Oct 8/9
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
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Tuesday, Sep 25, 2014
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 is due Friday.
Quiz next Monday - CH 5
Test is on Wed/Thu, Oct 8/9
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
Andrew Marr travels the globe in Episode 2 - Empires.
From the Phoenicians, to the Greeks, to  Buddha in India, to Confucius in China,
back to Greece Socrates & Alexander. The man is a globe trotter. 
_____________________________________________
Wednesday, Sep 26, 2014 & Thursday, Sep 27 , 2014
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: Prepare the Documents for Chapter 4 for discussion.
2. Socratic Discussion: Documents for Chapter 4.
3. Notes & Discussion: Dawn of Democracy - Why did semi democratic governments emerge in some of the Greek city-states? With the use of the documentary Dawn of Democracy: Athens by Bettany Hughes and excerpts from her book, "The Hemlock Cup" students will answer questions regarding the nature of democracy in the Golden Age. 
A. Was it actually "golden?"As Athenian democracy progressed, it became embroiled in the clash of new ideas with old beliefs; Athens started to tear itself apart. The story culminates in one of history's greatest paradoxes: the trial of Socrates, who was democratically judged to be executed for speaking his mind.
B. How did democracy evolve?Democracy grew against the backdrop of a brutal war between democratic Athens and authoritarian Sparta. Still, Athens attracted great thinkers and scientists. Art and culture thrived. At exactly the same time that democracy was emerging, a new, more realistic style of sculpture flourished.
C. What role did the arts play in the development of democracy?Drama provided a structured way to express deep feelings and fears, as Athenians used the theater to debate their problems on stage. Outrageous storylines sons and mothers making love, mothers eating their children - were presented and openly discussed. Theater at every level was a democratic institution; playwrights were chosen by the state and paid by the state.
D. The death of Democracy 1.0.When Sparta finally defeated Athens, the citizens looked for a scapegoat. Socrates had ridiculed the idea of government by non-experts and had coached many of the arrogant aristocrats who had failed in battle.
E. Socrates - the heart of democracy.When Socrates was condemned for impiety and the corruption of youth, he refused to compromise in any way and rejected an offer of exile. He stood trial and was condemned to death by drinking poison.
F. Did Alexander extend the Hellenistic Age? Or was it less of what we today consider to be "Greek ideals" and more of just an empire of typical proportions?Ultimately, Athenian democracy, despite its trumpeting of free speech, could not tolerate an attack on democracy itself. It was an extraordinary moment in history, but it was not strong enough to thrive and spread. The empire withered, eventually to be crushed by Alexander the Great. It would be another 2,000 years before society was once again able to tolerate the idea of democracy - rule by the people.
4. Group Discussion for Chapter 5 "Cultural Traditions" - Students will be placed in 5 groups. They will initially discuss each of the big picture questions and also Strayer's Chapter Reflection. Each group will jigsaw this chapter through taking one big picture topic a piece. 

For Friday, come to class with a very full understanding of your big picture topic or question. Your group will present your findings to the class and we will have a full class discussion on the topics.

Big Picture questions and ideas from Chapter 5 Eurasian Cultural Traditions.
Big Picture Question #1: “Religions are fundamentally alike.” Does the material in this chapter support or undermine this idea?Big Picture Question #2“Is a secular outlook on the world an essentially modern phenomenon, or does it have precedents in the classical era?”Big Picture Question #3“Religion is a double-edged sword, both supporting and undermining political authority and social elites.” How would you support both sides of this statement? Big Picture Question #4: How would you define the appeal of the religious/cultural traditions discussed in this chapter? To what groups were they attractive, and why?
Big Picture Reflection - Strayer's Reflections - Reflections on Religion and Historians
Assignment:
FRQ Comparative Essay is due Friday.
Quiz next Monday - CH 5
Test is on Wed/Thu, Oct 8/9
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
1787 - Jacque Louis David paints "The Death of Socrates"
Socrates, as punishment for criticizing Critias, the tyrant of Athens, is told he must either drink the poison hemlock or face exile. Socrates, rather than fleeing, uses his death as a final lesson for his pupils, and faces it calmly.
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Friday, Sep 28, 2014
Quote"All the art of living lies in a fine mingling of letting go and holding on." - Henry Ellis

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. Is a secular outlook on the world an essentially modern phenomenon, or does it have precedents in the classical era?
3. “Religion is a double-edged sword, both supporting and undermining political authority and social elites.” How would you support both sides of this statement?
4.  How would you define the appeal of the religious/cultural traditions discussed in this chapter? To what groups were they attractive, and why?

Agenda:
1. DO NOW: Big Picture Question #1: “Religions are fundamentally alike.” Does the material in this chapter support or undermine this idea?
2. Cooperative group discussion: 

Big Picture questions and ideas from Chapter 5 Eurasian Cultural Traditions.
Big Picture Question #1: “Religions are fundamentally alike.” Does the material in this chapter support or undermine this idea?Big Picture Question #2“Is a secular outlook on the world an essentially modern phenomenon, or does it have precedents in the classical era?”Big Picture Question #3“Religion is a double-edged sword, both supporting and undermining political authority and social elites.” How would you support both sides of this statement? Big Picture Question #4: How would you define the appeal of the religious/cultural traditions discussed in this chapter? To what groups were they attractive, and why?Big Picture Reflection - Strayer's Reflections - Reflections on Religion and Historians
3. Discussion - Full Class: Discuss each of the big picture questions.

Assignment:
Quiz next Monday: CH 5
Test is on Wed/Thu, Oct 8/9
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.

Agenda: Sept 15 - Sept 19, 2014

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; Crash Course
TUE: Unit 1 - Reviewing the big picture
WED/THU: TEST UNIT 1; Introduction to Unit 2, chapters 4, 5, 6, & 7
FRI: How to write the FRQ - The Comparative Essay
Yeah, it's kinda like that.
________________________________________
Monday, Sept 15, 2014
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
4. Crash Course World History: Indus River Valley Civilization

Assignment:
Test is Wed/Thu over Unit 1
Unit 1 FRQ is due on Friday Sept 26
Study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1
And they will probably last a little longer...
________________________________________
Tuesday, Sept 16, 2014
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
3. Test Prep: Multiple Choice Questions - Best Practices.

Assignment:
Test is Wed/Thu over Unit 1
Unit 1 FRQ is due on Friday Sept 26
Study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1
Eurasian Empires is the topic of Chapter 4. "Use the force, young ones."
________________________________________
Wednesday, Sept 17 & Thursday, Sept 18, 2014
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. You will have 1/2 the period for the test. No extra time.
      ----TEST UNIT 1: Chapters 1, 2, 3 of Strayer-----
2. After the test - students will pick up the FRQ Assignment (due next Friday, Sept. 26)
3. Intro to Unit 2 & Chapter 4 - Eurasian Empire. What is Empire?
4. Crash Course World History #4 - Persians & Greeks

Assignment:
Quiz over Chapter 4 is on Monday.
Unit 1 FRQ is due on Friday Sept 26
Study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1
"Occupy Dock Bay" - The Storm troopers unionize. There goes the empire!
________________________________________
Friday, Sep 19, 2014
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 Comparative FRQ.
3. Discuss: Direct comparisons. Students will write a direct comparison of Athenian and Persian political or social or economic factors.

Assignment:
Quiz over Chapter 4 is on Monday.
Unit 1 FRQ is due on Friday Sept 26
Study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1

Agenda: Sept 8 - 12, 2014

Advanced Placement World History with Mr. Duez
Unit 1 - First Things First, to 500 BCE
Ch. 1 First Humans, Ch. 2 First Farmers, Ch. 3 First Civilizations
WEEK AT A GLANCE:
MON: Reading Check Quiz CH 1 & 2; Andrew Marr's "Survival" (first few min)
TUE: Guns, Germs, & Steel: Episode I "Out of Eden" with questions
WED/THU: Guns, Germs, & Steel: Episode I continued; Discussion; FRQ Project Intro
FRI: FRQ Comparative Essay strategies
Chumash of Southern California
______________________________________________
Monday, Sep 8, 2014
Quote: “People often say that motivation doesn't last. Well, neither does bathing – that’s why we recommend it daily.” - Zig Ziglar

Learning Targets:
To familiarize students with the spread of human societies in the Paleolithic era
To explore the conditions of life in gathering and hunting societies
To examine factors that eventually led to change in the gathering and hunting societies

Essential Questions:
1. What is the significance of the Paleolithic era in world history?
2. In what ways did various Paleolithic societies differ from one another, and how did they change over time?
3. What statements in this chapter seem to be reliable and solidly based on facts, and which ones are more speculative and uncertain?
4. How might our attitudes toward the modern world influence our assessment of Paleolithic societies?
5. In what ways, and why, did Chumash culture differ from that of the San?
6. Why did some Paleolithic peoples abandon earlier, more nomadic ways and begin to live a more settled life?

Agenda:
1. DO NOW: Prep for Reading Check Quiz. You may use any hand written notes. NOTHING PRINTED.
2. Reading Check Quiz - Chapter 1 & Chapter 2
3. Review quiz answers in class.
4. Andrew Marr's "History of the World" Episode 1 "Survival"
(we'll see the first 10 minutes or so and discuss, relating to Strayer)

Assignment:
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes Mr. Duez has posted.
Unit 1 Test is next Wed/Thu
______________________________________________
Tuesday, Sep 9, 2014
Quote: "If you want to achieve excellence, you can get there today. As of this second, quit doing less-than-excellent work." - Thomas J. Watson
GGAS - Much better than having
to read the book!

Learning Targets:
To make students aware that agriculture evolved independently in several regions of the world
To trace the development of agriculture and its local variations
To consider the social implications of the Agricultural Revolution

Essential Questions:
1. The Agricultural Revolution marked a decisive turning point in human history. What evidence might you offer to support this claim, and how might you argue against it?
2. How did early agricultural societies differ from those of the Paleolithic era? How does the example of settled gathering and hunting peoples such as the Chumash complicate this comparison?
3. Was the Agricultural Revolution inevitable? Why did it occur so late in the story of humankind?
4. “The Agricultural Revolution provides evidence for ‘progress’ in human affairs.” How would you evaluate this statement?
5. What accounts for the emergence of agriculture after countless millennia of human life without it?
6. What different kinds of societies emerged out of the Agricultural Revolution?

Agenda:
1. DO NOW: Viewing Guide: Copy the questions on the overhead for Guns, Germs, and Steel.
2. Video Study: Guns, Germs, and Steel, episode 1: "Out of Eden." Students will watch the video and take notes. Students should also answer the questions from the DO NOW in their notes. We will discuss the video throughout.

Assignment:
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes Mr. Duez has posted.
Unit 1 Test is next Wed/Thu
"How come white man have so much cargo, yet can't shoot a bow?" - might not be a direct quote :)
______________________________________________
Wednesday, Sep 10 & Thursday, Sep 11, 2014
Quote: "Adversity is the state in which man mostly easily becomes acquainted with himself, being especially free of admirers then." - John Wooden

Learning Targets:
Understand the need for art in the human condition and its purpose in facilitating imagination, knowledge, and understanding.

Essential Questions:
1. Why did paleolithic peoples create cave rock art?
2. What is it about the human condition that makes us want to connect with previous and future generations?
3. What is history?

Agenda:
1. DO NOW: Pick up Diamond article from front table: The Worst Mistake in the History of the Human Race - first 15 min to read & annotate
2. Finish Video StudyGuns, Germs, and Steel, episode 1: "Out of Eden." Students will watch the video and take notes. Students should also answer the questions from the DO NOW in their notes. We will discuss the video throughout.
3. Discuss documentary & finish read/annotate Diamond.
4. Discuss What Accounts for the initial breakthrough into civilization?

Assignment:
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes Mr. Duez has posted.
Unit 1 Test is next Wed/Thu
______________________________________________
Friday, Sep 12, 2014
Quote: "Humanity is losing its geniuses. Aristotle died, Newton passed away, Einstein died, and I'm not feeling well today... "

Learning Targets:
1. Understand that the Comparative Essay is one of three FRQ questions on the AP Exam.
2. A direct comparison means that you will connect both topics that you are comparing in each paragraph.
3. You must describe both similarities & differences; as well as analyze WHY many of them exist.
4. The thesis statement is the key to the entire essay. It is the answer to the prompt. Without a thesis statement, your essay will not be given a score.
5. There are literally no wrong thesis statements. You either prove them with your evidence, or you have fallen short of the mark and have been unconvincing.

Essential Questions:
1. Why do we write in history?
2. How do historians write?
3. What do I do if the prompt seems completely VAGUE?

Agenda:
1. DO NOW: Pick up the AP Acronyms Handout & FRQ Essay Assignment - due Next Friday in class completed.
2. Review the 6 Glasses essays. Discuss best practices, show examples of great work. Emphasis on Thesis and the "Comparative Essay."
3. Cover the key points to the WHAP-COMPARISON-ESSAY-INTRO-THESIS notes on writing.

Assignment:
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Quiz over CH 3 on Monday
Watch the video notes Mr. Duez has posted.
Unit 1 Test is next Wed/Thu
FRQ is due next Friday. It is a take home essay.

Agenda: Week of Sept 2 - Sept 5, 2014

Advanced Placement World History with Mr. Duez
Summer Reading Unit - Standage - Six Glasses
and
Strayer Unit 1: First Humans, Chapters 1, 2, & 3
Week at a Glance:
MON - LABOR DAY - No School. YES!
TUE - 6 Glasses epilogue; review for the test
WED/THU - TEST: 6 Glasses; Pick up article - "First Americans"
FRI - 1st Americans article due; Socratic Discussion; Crash Course WH #1 Ag Revolution
-------
MON next week - Quiz Chapter 1 & 2.
__________________________________________
Tuesday, September 2, 2014
Quote: "I am a great believer in luck. I find that the harder I work, the more I have of it." - Thomas Jefferson
What does Labor Day celebrate? (it's not barbecue or football!) 
Targets:
Examination of the major themes of WHAP:
The course covers these 6 themes:
Theme 1: Interaction Between Humans and the Environment
Theme 2: Development and Interaction of Cultures
Theme 3: State-Building, Expansion, and Conflict
Theme 4: Creation, Expansion, and Interaction of Economic Systems
Theme 5: Development and Transformation of Social Structures

1. How was beer "essential" to human civilization?
2. How did the use of wine in Roman culture differ from that of ancient Greece?
3. Why do Christians Drink Wine and Muslims Do Not?
4. How did Columbian Exchange change the globe?
5. What is colonization and how to British imperial power change the world?
6. How does 'coca-colonization' explain American dominance in the 20th century?

Agenda:
1. DO NOW - Pick up the 6 Glasses Epilogue from the front desk. Annotate. (10 min)
2. Discuss the epilogue: Do you agree with Standage that the most important drink of the present and future is WATER?
3. SPICE CHART: Students will get a SPICE chart. They should use this for each of the six drinks, but especially to compare 2 of them. This will help them study for the test and also prepare for any kind of essay prompt.
3. Quick informative quiz - what words should be associated with each of the six drinks Standage refers to in his book? (Example, Age of Reasoning = Coffee)
Mark Phillips speaks with Tom Standage, the author of "A History of the World in 6 Glasses," about the influence of beer, wine, spirits, coffee, tea and cola from the stone-age until the present.

Bring your notes, 3 ring binder, and your brain to class. We will use them in class each day. 
__________________________________________
Wednesday, Sept 3, 2014 & Thursday, Sept. 4, 2014
Quote: "Unless you pay the price for success, you will not know it's worth." - Apoorve Dubey

Part 1 - First Things First Beginnings in History, to 500 BCE
To familiarize students with the spread of human societies in the Paleolithic era
To explore the conditions of life in gathering and hunting societies
To examine factors that eventually led to change in the gathering and hunting societies 

How do we know our past, before writing?
Essential Questions:
1. What is the significance of the Paleolithic era in world history?
2. In what ways did various Paleolithic societies differ from one another, and how did they change over time?
3. What statements in this chapter seem to be reliable and solidly based on facts, and which ones are more speculative and uncertain?
4. How might our attitudes toward the modern world influence our assessment of Paleolithic societies?

Agenda:
1. TEST - Summer Reading - A History of the World in Six Glasses
2. Read Article: First Humans "Finding the First Humans: When and how did the first humans arrive in the Americas?" 
3. Video: The Incredible Human Journey: Part I by Dr. Alice Roberts
In the first episode of the Incredible Human Journey, Roberts introduces the idea that genetic analysis suggests that all modern humans are descended from Africans. She visits the site of the Omo remains in Ethiopia, which are the earliest known anatomically modern humans. She visits the San people of Namibia to demonstrate the hunter-gatherer lifestyle. In South Africa, she visits Pinnacle Point, to see the cave in which very early humans lived. She then explains that genetics suggests that all non-Africans may descend from a single, small group of Africans who left the continent tens of thousands of years ago. She explores various theories as to the route they took. She describes the Jebel Qafzeh remains in Israel as a likely dead end from a crossing of Suez, and sees a route across the Red Sea and around the Arabian coast as the more probable route for modern human ancestors, especially given the lower sea levels of the past

Assignment: 
Review the notes from Unit 1, either by presentation or Mr. Duez's video. Read Strayer Chapters 1 and 2. Use the Target Sheet for Unit 1. Know your vocabulary for the quiz - along with hand written notes.
Bring your notes, 3 ring binder, and your brain to class. We will use them in class each day. 
Quiz over Chapter 1 and 2 on Monday.
Dr. Alice Roberts: her incredibly inquisitive nature leads her to Africa to discover the beginning of our Human Journey.
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Friday, Sept. 6, 2013
Quote: “Even if you’re on the right track, you’ll get run over if you just sit there." - Will Rogers

Part 1 - First Things First Beginnings in History, to 500 BCE
To familiarize students with the spread of human societies in the Paleolithic era
To explore the conditions of life in gathering and hunting societies
To examine factors that eventually led to change in the gathering and hunting societies 

1. What is the significance of the Paleolithic era in world history?
2. In what ways did various Paleolithic societies differ from one another, and how did they change over time?
3. What statements in this chapter seem to be reliable and solidly based on facts, and which ones are more speculative and uncertain?
4. How might our attitudes toward the modern world influence our assessment of Paleolithic societies?

Agenda:
1. DO NOW - In what ways, and why, did the Chumash culture differ from that of the San? (Strayer p. 29)
2. Socratic Text Based DiscussionFirst Humans "Finding the First Humans: When and how did the first humans arrive in the Americas?" 
3. Crash Course WH Video: If time remains, watch & discuss: Crash Course World History #1 - Agricultural Revolution
Assignment: 
Review the notes from Unit 1, either by presentation or Mr. Duez's video. Read Strayer Chapters 1 and 2. Use the Target Sheet for Unit 1. Know your vocabulary for the quiz - along with hand written notes.
Bring your notes, 3 ring binder, and your brain to class. We will use them in class each day. 
Quiz over Chapter 1 and 2 on Monday.

AHS Tour of Mr. Duez's Room

Trying something new this year.
Thought this might be nice for parents. Or for students to show someone what our room looks like. :)
The view out of our back window in 1207.
The view just inside the door in the front of the classroom looking towards the assignment board.
See a slideshow of images, including the 360 degree shots from below at this link:
Mr. Duez's Classroom Slideshow Tour Extravaganza 2014

View of Mr. Duez's room from the podium at the front:



View more 360 viewpoints below:

Agenda: Week of August 25 - August 29, 2014

Advanced Placement World History with Mr. Duez
Summer Reading Unit - Standage - Six Glasses
Week at a Glance:
MON - Welcome, Introductions, History Pre-Quiz.
TUE - How to use the website, what is a flipped class?, 6 Glasses Discussion
WED/THU - How to WHAP - through 6 Glasses: Periodization, Themes, & Historical Thinking with 6 Glasses
FRI - Quiz over Standage. Review the quiz results. How to prepare for the test next Wed/Thu over the summer reading - 6 Glasses.
Thinking of the awesome class of 2014 this week. Hoping they are well where ever life takes them!
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Monday, August 25, 2014
Quote: "Begin with the end in mind."

Unit: Introduction to Course: Summer Reading Discussion - A History of the World in 6 Glasses by Tom Standage

Targets:
1. Clearly understand the scope and procedures of WHAP.
2. Examine the major themes of the WHAP course.
3. Understand expectations regarding summer reading text.
4. WHAP Skills: Periodization, Themes, Historical Thinking Skills. Understand them and apply them to the summer reading Six Glasses.

Essential Questions:
1. What is World History?
2. What is Advanced Placement?
3. Why Standage and Six Glasses?

Agenda:
1. DO NOW - Pick up a welcome letter on the table.
Read, mark, and write down any questions you have as Mr. Duez takes attendance.
2. Welcome to World History ADVANCED PLACEMENT
Discuss the summer reading, syllabus, course objectives.
3. History Pre-Quiz. A quick 20 minute quiz that will check for any knowledge of history students may already have coming into the class. Students will do it on their own. If time permits they will share and compare answers with a partner and then a full class discussion.

Assignment:
Fill out the student survey. Due on Tuesday of next week.
Watch the screencasts over Six Glasses, take notes.
Bring your notebook, pens/pencils, and your brain to class. We will use them in class each day.
Bring questions you have over anything and ask them at any time.
Six Glasses: Quiz is on Friday. Test is next Wed/Thu.
Does Standage match each period with a drink, roughly? 
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Tuesday, August 26, 2014
Quote: "A journey of a thousand miles begins with a single step." - Laozi

Unit: Introduction to Course And Summer Reading Discussion - A History of the World in 6 Glasses by Tom Standage

Targets:
Examination of the major themes of WHAP:
Theme 1: Interaction Between Humans and the Environment
Theme 2: Development and Interaction of Cultures
Theme 3: State-Building, Expansion, and Conflict (Political)
Theme 4: Creation, Expansion, and Interaction of Economic Systems
Theme 5: Development and Transformation of Social Structures
Mr. Duez created this "SPICE" rack this summer. NICE!
Essential Questions:
1. Which two of the six glasses that Standage refers to are the most similar? How & Why?
2. Which 2 are the most different? How & Why?
3. Can you group them in twos? How & Why?
4. Also discuss periodization through the summer reading:
5. Can you explain the major events from each period that can be tied back to each drink?

Agenda:
1. DO NOW: Which 2 six glasses that Standage refers to are the most similar? Explain How & Why? (Think in terms of WHAP Themes: S.P.I.C.E.)
2. Video Clip: How to Use The Website, by Aidan Duez. (5 min) Discuss any questions after the video ends. Pull up the website, walk through how to find the resources needed to study and prepare for the Six Glasses quiz on Friday & test next Wed/Thu.
3. Six Glasses Comparison: Students will discuss six glasses in terms of grouping the drinks. Which have similar characteristics? Which drinks contributed to world history in similar ways?

Assignment:
Fill out the student survey. Due on Tuesday of next week.
Watch the screencasts over Six Glasses, take notes.
Bring your notebook, pens/pencils, and your brain to class. We will use them in class each day.
Bring questions you have over anything and ask them at any time.
Six Glasses: Quiz is on Friday. Test is next Wed/Thu.
The beach and Six Glasses... two great things that work great together! That's why it's summer reading folks!
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Wed. & Thu. August 27 & 28, 2014
Quote: “Great minds discuss ideas. Average minds discuss events. Small minds discuss people.” - Eleanor Roosevelt

Unit: Introduction to Course And Summer Reading Discussion - A History of the World in 6 Glasses by Tom Standage

Targets:
Examination of the major themes of WHAP:
Theme 1: Interaction Between Humans and the Environment
Theme 2: Development and Interaction of Cultures
Theme 3: State-Building, Expansion, and Conflict (Political)
Theme 4: Creation, Expansion, and Interaction of Economic Systems
Theme 5: Development and Transformation of Social Structures

Essential Questions:
1. How was beer "essential" to human civilization?
2. How did the use of wine in Roman culture differ from that of ancient Greece?
3. Why do Christians Drink Wine and Muslims Do Not?
4. How did Columbian Exchange change the globe?
5. What is colonization and how to British imperial power change the world?
6. How does 'coca-colonization' explain American dominance in the 20th century?

Agenda:
1. DO NOW: Students will pick up the Introduction to Six Glasses. They will annotate the text by following directions at the top. 
2. Periodization through Six Glasses:
I. Individual students will copy down the periods of world history written on the board. Using their notes from the summer reading, they will pencil in each of the six glasses to where they correspond.
II. Individual students will write the important historical events that occur during those time periods.
III. Working in pairs, students will put their heads together to fill in anything they may be missing. We will also write each drink next to each period on the board. Then write the corresponding important events that may have occurred in those time periods. Students have a better understanding of how Standage's Six Glasses connect with world history.

Discuss these questions in pairs and then as a full class:
A. What was the impact of beer and wine on world history? 
B. Explain what a spirit drink is and what is the significance of this drink on world history?
C. How is coffee a "revolutionary" drink?
D. How is Tea and Coca-Cola similar
E. Students will discuss the impact of trade on the globalization of the planet.

3. Video Clip: The History of the World in 7 Minutes. Students will watch the video clip.
A. Then they will discuss their reaction in pairs. 
B. How did the video make you feel, did your feelings change during the video? Why?
C. What is the creator of the video attempting to show? 
D. How does this video portray his "Point of View"?
E. Can you explain the first drink that Standage refers to in context with the video clip?

Assignment:
Fill out the student survey. Due on Tuesday of next week.
Watch the screencasts over Six Glasses, take notes.
Bring your notebook, pens/pencils, and your brain to class. We will use them in class each day.
Bring questions you have over anything and ask them at any time.
Six Glasses: Quiz is on Friday. Test is next Wed/Thu.
History is many things to many people. To me, it is pretty awesome.
______________________________
Friday, Aug. 29, 2014 -- shortened periods due to extended Advisory for AHS Pep Rally
Quote: “If opportunity doesn't knock, build a door.” - Milton Berle

Unit: Introduction to Course And Summer Reading Discussion - A History of the World in 6 Glasses by Tom Standage

Targets:
Examination of the major themes of WHAP:
Theme 1: Interaction Between Humans and the Environment
Theme 2: Development and Interaction of Cultures
Theme 3: State-Building, Expansion, and Conflict (Political)
Theme 4: Creation, Expansion, and Interaction of Economic Systems
Theme 5: Development and Transformation of Social Structures

Essential Questions:
1. How was beer "essential" to human civilization?
2. How did the use of wine in Roman culture differ from that of ancient Greece?
3. Why do Christians Drink Wine and Muslims Do Not?
4. How did Columbian Exchange change the globe?
5. What is colonization and how to British imperial power change the world?
6. How does 'coca-colonization' explain American dominance in the 20th century?

Agenda:
1. Quiz over Six Glasses.
2. Review the quiz and answers.
3. How to succeed & survive in WHAP. Advice from students of the past in video form. :)
How will I survive WHAP? - A Google Search - Video YouTube
How to survive AP World History - a student perspective - Video YouTube

Assignment:
Fill out the student survey. Due on Tuesday of next week.
Watch the screencasts over Six Glasses, take notes.
Bring your notebook, pens/pencils, and your brain to class. We will use them in class each day.
Bring questions you have over anything and ask them at any time.
Six Glasses: Quiz is on Friday. Test is next Wed/Thu.

Textbooks

If you still have not gotten a textbook...  
The textbook room will be open every day after school for the first week for those students that did not attend Flight School.  We will open at 2:50 and close at 3:15.

If a student has early release then they must see Gold 2 Secretary or Principal before school to fill out a textbook request form and we will have them pick them up the next morning.

Any student that has any lost textbook(s) from the previous year will not be allowed to check out textbooks until the books have been paid for.
Of course you could always purchase a book if you wished. 

I had several students do that last year.


Textbook: Strayer, Robert W. Ways of the World: A Global History with Sources. Boston: Bedford/St. Martin’s 2011, 1st Edition.