Notes - Chapter 6 - India's Caste & China's Class Systems Compared

Ch 6 Caste Class

Wed/Thu Block Day Sept. 28 & 29, 2011

Quote of the Day: "A day spent without the sight or sound of beauty, the contemplation of mystery, or the search of truth or perfection is a poverty-stricken day; and a succession of such days is fatal to human life." - Lewis Mumford

Learning Targets:
  • To explore social structures in classical Eurasia
  • To consider what made social structures different in different civilizations
  • To explore the nature of classical patriarchy and its variations 
1. DO NOW: Scan the 5 documents at the end of Chapter 6. We will be doing a document study for the 1st half of the period today.

  Document 6.1: A Male View of Chinese Women’s Lives
Q.What differences between the lives of women and men does the poem highlight?
Q.What is Fu Xuan’s own attitude toward the women he describes? 
Q.In what ways does this portrayal of women’s lives reflect or contradict Confucian values? (See pp. 253–255 and Document 5.1, pp. 217–219.)
  Document 6.2: A Chinese Woman’s Instructions to Her Daughters
Q.Why do you think Ban Zhou began her work in such a self-deprecating manner?
Q.In what ways does Lessons for Women reflect or contradict Confucian attitudes (see Document 5.1, pp. 217–219)? Why do you think The Analects itself seldom referred directly to women?
Q.How would Ban Zhou define an ideal woman? An ideal man? An ideal marriage?
Q.In what ways is she critical of existing attitudes and practices regarding women? 
Q.How does she understand the purposes of education for boys and for girls?
Q.Does Lessons for Women support or undermine the view of women’s lives that appears in Fu Xuan’s poem?
  Document 6.3: An Alternative to Patriarchy in India
Q.What kinds of women were attracted to Buddhist monastic life? What aspects of life as a bikkhuni appealed to them?
Q.What views of the world, of sensuality, and of human fulfillment are apparent in these poems?
Q.In what ways might these poems represent a criticism of Hindu patriarchy? 
Q. What criticism of these women would you anticipate? How might advocates of Hindu patriarchy view the renunciation that these nuns practiced?
Q.How do these poems reflect core Buddhist teachings?
  Document 6.4: Roman Women in Protest
Q. How did Roman women make their views known? Do you think the protesters represented all Roman women or those of a particular class?
Q.How might you summarize the arguments against repeal (Cato) and those favoring repeal (Lucius Valerius)? To what extent did the two men actually differ in their views of women?
Q.How might one of the Roman women involved in the protest have made her own case? 
Q.What can we learn from Livy’s account about the social position of Roman women and the attitudes of Roman men? 
Q.This document was written by a male historian and records the speeches of two other male officials. How might this affect the ability of historians to use it for understanding Roman women?

  Visual Source 6.1: Terentius Neo and His Wife
Q.What do you think the artist is trying to convey by highlighting the literacy of both people?
Q.What overall impression of these two people and their relationship to each other does this painting suggest?
  Visual Source 6.2: A Pompeii Banquet
Q.What signs of social status are evident in this painting?
Q.How are slaves, shown here in the foreground, portrayed?
Visual Source 6.3: Scenes in a Pompeii Tavern
Q.Why do you think a tavern owner might have such paintings in his place of business?
Q.What might we learn about tavern life from these images?
Q.What roles did women play in the tavern?
Q.What differences do you notice between these paintings and those depicting the lives of the upper classes?
  Visual Source 6.4: A Domestic Shrine
Q.Why might such a shrine and the spirits it accommodated be more meaningful for many people than the state-approved cults?
Q.What significance might you find in the temple-like shape of the lararium?
  Visual Source 6.5: Mystery Religions: The Cult of Dionysus
Q.What aspects of that process are visible in this image?
Q.How might you understand the role of whipping in the initiation process? How would you interpret the relationship of the initiate and the woman on whose lap she is resting her head?
Q.In what way is sexual union, symbolized by the rod, significant in the initiation?
Q.Why do you think Roman authorities took action against these mystery religions, even as they did against Christianity? 
Q.What did the mystery cults of Isis or Dionysus provide that neither the state cults nor household gods might offer?

2. Divide the class into 5 groups. Each group will have 1 document. Read, discuss, and answer the questions that correspond with the document. 30 minutes
3. Class discussion about the documents. Compare Social Hierarchies in the Classical Era by comparing these documents.
2. PHILOSOPHICAL CHAIRS: Mr. Duez made a "command decision" to do a Philosophical Chairs debate instead of the document study today. Students will choose a side and debate it in class using our method of discussion. All students will write out their answer to the question and also hand in their answer, notes during debate, and final reflection at the end of the period.
QUESTION: Where would  you rather live: Athens or Sparta?
3. Review for the test on Friday. Terms, Targets, and questioning strategy.


Tuesday Sept. 27, 2011

Quote of the Day: "Victorious warriors win first and then go to war, while defeated warriors go to war first and then seek to win." - Sun Tzu, The Art of War

Learning Targets:
  • Why was slavery so much more prominent in Greco-Roman civilization than in India or China?
  • What changes in the patterns of social life of the classical era can you identify? What accounts for these changes?
  • Cultural and social patterns of civilizations seem to endure longer than the political framework of states and empires.” Based on Chapters 4, 5, and 6, would you agree with this statement?
  • How did the patriarchies of Athens and Sparta differ from each other?
Aspasia: A foreign woman resident in Athens (ca. 470–400 b.c.e.) and partner of the statesman Pericles who was famed for her learning and wit.
Greek and Roman slavery: In the Greek and Roman world, slaves were captives from war and piracy (and their descendants), abandoned children, and the victims of long-distance trade; manumission was common. Among the Greeks, household service was the most common form of slavery, but in parts of the Roman state, thousands of slaves were employed under brutal conditions in the mines and on great plantations.
helots: The dependent, semi-enslaved class of ancient Sparta whose social discontent prompted the militarization of Spartan society.
latifundia: Huge estates operated by slave labor that flourished in parts of the Roman Empire (singular latifundium).
Pericles: A prominent and influential statesman of ancient Athens (ca. 495–429 b.c.e.), he presided over Athens’s Golden Age. (pron. PEAR-ih-klees)
Spartacus: A Roman gladiator who led the most serious slave revolt in Roman history from 73 to 71 b.c.e.).

1. DO NOW Question: Why was slavery so much more prominent in Greco-Roman civilization than in India or China? 
Students will write out the DO NOW question for the first 3 minutes. Then Mr. Duez will show about 10 minutes a video about slavery in rome
After the video we will discuss the Do Now Question and the video pertaining to:
Greco-Roman society depended more on slaves than did other classical civilizations.There were far more slaves in the Greco-Roman world than in other classical civilizations.Slaves participated in a greater number and range of occupations than in other classical civilizations, from the highest and most prestigious positions to the lowest and most degraded. Slaves were excluded only from military service.
2. Discuss Sparta and Athens: How did the patriarchies of Athens and Sparta differ from each other?

 •  Athens placed increasing limitations on women between 700 and 400 b.c.e.      completely excluded women from public life.      women be represented by a guardian in legal matters, and women were not even referred to by name in court proceedings.      restricted women to the home, where they lived separately from men.     marriage customarily saw a woman in her mid-teens marry a man ten to fifteen years her senior.      land passed through male heirs.    

•  Spartan women possessed more freedom.      fear of helot rebellion meant that great value was placed on male warriors.      the central task for women in Spartan society was reproduction—specifically, the bearing of strong healthy sons. women were encouraged to strengthen their bodies, and they even participated in public sporting events.      women were not secluded or segregated like their Athenian counterparts.      married men about their own age, putting the new couple on a more equal basis.      Men were often engaged in or preparing for war, so women in Sparta had more authority in the household.      women in Sparta lacked any formal public role.

Monday Sept. 26, 2011

Quote of the Day: DFTBA: "Don't Forget To Be Awesome."
But I know you won't.

Learning Targets:
  • What is the difference between class and caste?
  • What philosophical, religious, or cultural ideas served to legitimate the class and gender inequalities of classical civilizations?
  • “Social inequality was both accepted and resisted in classical civilizations.” What evidence might support this statement?
Ban Zhao: A Chinese woman writer and court official (45–116 c.e.) whose work provides valuable insight on the position of women in classical China. (pron. bahn joe)
Brahmins: The Indian social class of priests. (pron. BRAH-min)
caste: The system of social organization in India that has evolved over millennia; it is based on an original division of the populace into four inherited classes (varna), with the addition of thousands of social distinctions based on occupation (jatis), which became the main cell of social life in India. (pron.VAR-nah /JAH-tee)
dharma: In Indian belief, performance of the duties appropriate to an individual’s caste; good performance will lead to rebirth in a higher caste.
karma: In Indian belief, the force generated by one’s behavior in a previous life that decides the level at which an individual will be reborn.
Ksatriya: The Indian social class of warriors and rulers. (pron. kshah-TREE-yah)
 “ritual purity”: In Indian social practice, the idea that members of higher castes must adhere to strict regulations limiting or forbidding their contact with objects and members of lower castes to preserve their own caste standing and their relationship with the gods.
scholar-gentry class: A term used to describe members of China’s landowning families, reflecting their wealth from the land and the privilege that they derived as government officials.
Sudra: The lowest Indian social class of varna; regarded as servants of their social betters. The Sudra varna eventually included peasant farmers. (pron. SHOOD-rah)
the “three obediences”: In Chinese Confucian thought, the notion that a woman is permanently subordinate to male control: first to her father, then to her husband, and finally to her son.
untouchables: An Indian social class that emerged below the Sudras and whose members performed the most unclean and polluting work.
Vaisya: The Indian social class that was originally defined as farmers but eventually comprised merchants. (pron. VIESH-yah)
Wang Mang: A Han court official who usurped the throne and ruled from 8 c.e. to 23 c.e.; noted for his reform movement that included the breakup of large estates. (pron. wahng mahng)
Wu, Empress: The only female “emperor” in Chinese history (r. 690–705 c.e.), Empress Wu patronized scholarship, worked to elevate the position of women, and provoked a backlash of Confucian misogynist invective.
Wudi: The Chinese emperor (r. 141–87 b.c.e.) who started the Chinese civil service system with the establishment in 124 b.c.e. of an imperial academy for future officials. (pron. woo-dee)
Yellow Turban Rebellion: A massive Chinese peasant uprising inspired by Daoist teachings that began in 184 c.e. with the goal of establishing a new golden age of equality and harmony.

1. QUIZ - Chapter 6 Social Hierarchies of Classic Eurasian World. Students may use open notes.
2. Discuss the questions: (Notes for this period)
  • What is the difference between class and caste?
  • What philosophical, religious, or cultural ideas served to legitimate the class and gender inequalities of classical civilizations?
  • “Social inequality was both accepted and resisted in classical civilizations.” What evidence might support this statement?
TEST IS FRIDAY on Chapter 6
Check out video clips from this class below:

Waco MS Walk & a wonderful former student

Valonia Walker is a former AVID tutor and World History student of mine. She attends Baylor right now. Valonia is a very special person who has a huge heart, and great determination.

A few years ago I danced at half time with Valonia during the father-daughter Patriette dance. Her father could not dance because he has Multiple Sclerosis. Sadly, it is ironic that just a few years later I was diagnosed with MS myself. Being asked to fill in for her dad was a special moment for me and I appreciated being asked greatly. (Although I am not sure those in attendance could appreciate my lack of dance ability.)

Today as I look back on it, I realize just how difficult Valonia must have had it during high school having to deal with a family member who is afflicted with this terrible disease. I sometimes wonder if someone may have to fill in for my son Aidan at certain events in his life.

With that in mind, I am asking that you to consider donating to Valonia's MS Walk that they are having in Waco. Ever dollar counts and goes towards raising money for a cure for Multiple Sclerosis.
Click on image to enlarge
The website is: 2011 Walk MS: Waco presented by Subway TEAM: T's Walker's

I understand that we are living in tough economic times and I am not asking for much. Every little bit helps to add up to help her reach her walk goal and to help find a cure for MS.


Chapter 6 Targets

Chapter 6 Targets.

Agenda: Friday Sept 22, 2011

Quote of the Day: "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 for Chapter 5:

·          To consider the nature of imperial systems in the classical era
·          To explore why empires developed in some regions but not in others
·          To show the important similarities and differences between imperial systems and the reasons behind them
·          To reflect on the significance that classical empires have for us today

1. Collect Big Picture Extra Credit Essay!
2. TEST over Chapter 5 "Eurasian Cultural Traditions."

After test, read Chapter 6 
Quiz on Monday.

Study Break Fun

Mr. Duez mini-mized.
Click on randomizer. Just me... just do it. It is worth it.

--Also, check your email. I sent 5 GREAT tips for the TEST--

Now get back to studying for the test on Friday!

Harvard Education: Teaching Students to Ask Their Own Questions

Great article in Harvard Education about asking questions.

Do yourself a favor. READ IT. Then start using the tips. I know it will help.

Question Formulation Technique
Produce Your QuestionsFour essential rules for producing your own questions:• Ask as many questions as you can.• Do not stop to discuss, judge, or answer the questions.• Write down every question exactly as it is stated.• Change any statement into a question. 
Improve Your Questions• Categorize the questions as closed- or open-ended.• Name the advantages and disadvantages of each type of question.• Change questions from one type to another.
Prioritize the Questions• Choose your three most important questions.• Why did you choose these three as the most important?
Next Steps• How are you going to use your questions?

Chapter 5 - Big Question #2


Strayer 5 - Big Question #1


Wednesday & Thursday Sept. 21 & 22, 2011

Quote of the Day:  "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:
  • 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?
  • In what ways was Christianity transformed in the five centuries following the death of Jesus?
  • What aspects of Zoroastrianism and Judaism subsequently found a place in Christianity and Islam?
  • What was distinctive about the Jewish religious tradition?
1. DO NOW QUESTIONS: Choose one of the two Big Picture Questions and answer as completely as you can:
  • “Religion is a double-edged sword, both supporting and undermining political authority and social elites.” How would you support both sides of this statement?
  • How would you define the appeal of the religious/cultural traditions discussed in this chapter? To what groups were they attractive, and why?
Write out your answer in your notes.
(This week the Big Idea questions from Strayer will be our Do Now questions. You also have the opportunity to answer one of them in essay form for extra credit on the test. It is due just before the test on Friday.)

2. Students will do document study from Strayer 5 in groups. We will discuss the documents and compare the religious traditions for the first 50 minutes of the class period.

I. Confucius Analects
II. Bagavad Gita
III. Plato's Apology
IV. The Gospel of Matthew
V. Visual Sources - The Buddha

Focus on these questions:

Using the Evidence:

The Good Life in Classical Eurasia
  • Making comparisons: In describing the “good life” or the “good society,” what commonalities do you see among these four documents? What differences are apparent? How might the authors of each text respond to the ideas of the others?
  • Placing texts in context: In what ways was each of these texts reacting against the conventional wisdom of their times? How was each shaped by the social and political circumstances in which they were composed?
  • Relating spirituality and behavior: What is the relationship between religion (the transcendent realm of the gods or the divine) and moral behavior on earth in each of these documents? How does the “good life” relate to politics?
  • Defining the “good person”: How do each of these texts characterize the superior person or the fully realized human being? How do they define personal virtue?
3. Notes & Discussion: Monotheistic Religious traditions. The final portion of the period will be discussion about the monotheistic traditions: Zoroastrianism, Judaism, and Christianity.

Extra Credit - Big Question Essay due before the test Friday.

Tuesday Sept. 19, 2011

Quote of the Day: "To know, is to know that you know nothing. That is the meaning of true knowledge." - Socrates

Jacques-Louis David, The Death of Socrates, 1787
Learning Targets:
  • To point out the enormous influence on world history of the religious and cultural traditions developed in the classical world
  • To examine the reasons behind the development of these religious and cultural traditions
  • To consider the common ground and significant differences between these religious and cultural traditions and examine possible reasons behind them 
1. DO NOW: 
Is a secular outlook on the world an essentially modern phenomenon, or does it have precedents in the classical era?
Write out your answer in your notes.
(This week the Big Idea questions from Strayer will be our Do Now questions. You also have the opportunity to answer one of them in essay form for extra credit on the test. It is due just before the test on Friday.)
2. Notes & Discussion on Greek Rational Thought and review of yesterday's discussion of China's religious tradition (connect with the big picture question).
3. Notes & Discussion: India (Hinduism and Buddhism compared)

Extra credit Big Question essay due before the test.

Monday Sept 19, 2011

If you aren't fired with enthusiasm,
You will be FIRED with Enthusiasm.
Quote of the Day: "Choose a job you love, and you will never have to work a day in your life." - Confucius

Learning Targets:
China & The Search for Order: What is the purpose of life? How should human society be ordered? 
  • What was the Legalist answer?
  • What was the Confucian answer?
  • What was the Daoist answer?
1. Quiz on Chapter 5 - Reading Check (you may use your notes)
2. DO NOW after the quiz: “Religions are fundamentally alike.” Does the material in this chapter support or undermine this idea?
Write out your answer in your notes.
(This week the Big Idea questions from Strayer will be our Do Now questions. You also have the opportunity to answer one of them in essay form for extra credit on the test. It is due just before the test on Friday.)
3. Notes & Discussion: Religious traditions in China. Legalism, Confucianism, and Daoism.

Tomorrow - We will discuss religious traditions in India and possibly Greek Rational Thought, if time remains.

Chapter 5 Targets

WHAP Chapter5 Targets

Dress Like a Teacher Day

I had to share this because it is simply awesome. Ryan in my AP Psychology class dressed up as Mr. Duez today. He did a very good job, too! He even had the cane and orange MS wrist band - just wish you could see the canes a little better. And wish my wrist band was also showing. But, I must say... we are one good looking pair! :)

Agenda: Friday Sept. 16, 2011

Quote of the Day: "Veni, Vidi, Vici" - I came, I saw, I conquered. - Julius Caesar

What can I do to prepare for the TEST?
1. Read the chapter and take notes. (Compare your notes with a friend/study partner from class or create a study group and ask each other questions and discuss the chapter.)

2. Use the Target Sheet that has vocab/definitions, Big Picture Questions and Margin Review Questions. Do you understand the vocab? Do you understand those questions?

3. Create flash cards to help learn vocabulary. Sometimes there is nothing you can do other than just memorize something. Repetition is at the root of learning.

4. Use the Strayer Book Companion Website. It includes practice quizzes and tests.

5. Check out the AP Tips section of this website (link at the top of the page).

1. Collect Extra Credit - Parent/Guardian signed with student reflection on the back side (what is working for you? what do you need to do to improve your grade?)
2. TEST Chapter 4 - "Eurasian Empires"
3. Read Chapter 5 -  "Eurasian Cultural Traditions" - Quiz on Monday

Agenda: Wed & Thu Sept 14 and 15, 2011

Quote of the Day: "SPQR" - SPQR is an initialism from a Latin phrase, Senatus Populusque Romanus ("The Senate and People of Rome")
Learning Targets:
·          To consider the nature of imperial systems in the classical era
·          To explore why empires developed in some regions but not in others
·          To show the important similarities and differences between imperial systems and the reasons behind them
·          To reflect on the significance that classical empires have for us today
  • Caesar Augustus: The great-nephew and adopted son of Julius Caesar who emerged as sole ruler of the Roman state at the end of an extended period of civil war (r. 31 B.C.E.–14 C.E.).
  • Ashoka: The most famous ruler of the Mauryan empire (r. 268–232 B.C.E.), who converted to Buddhism and tried to rule peacefully and with tolerance. (pron. ah-SHOKE-uh)
  • Han dynasty: Dynasty that ruled China from 206 B.C.E to 220 C.E., creating a durable state based on Shihuangdi’s state-building achievement. (pron. hahn)
  • Mandate of Heaven: The ideological underpinning of Chinese emperors, this was the belief that a ruler held authority by command of divine force as long as he ruled morally and benevolently.
  • Mauryan Empire: A major empire (322–185 B.C.E.) that encompassed most of India.
  • patricians: Wealthy, privileged Romans who dominated early Roman society.
  • pax Romana: The “Roman peace,” a term typically used to denote the stability and prosperity of the early Roman Empire, especially in the first and second centuries C.E. (pron. pox roh-MAHN-uh)
  • plebeians: Poorer, less-privileged Romans who gradually won a role in Roman politics.
  • Punic Wars: Three major wars between Rome and Carthage in North Africa, fought between 264 and 146 B.C.E, that culminated in Roman victory and control of the western Mediterranean.
  • Wudi: Han emperor (r. 141–86 B.C.E.) who began the Chinese civil service system by establishing an academy to train imperial bureaucrats. (pron. woo-dee)
  • Xiongnu: Nomadic peoples to the north of the Great Wall of China who were a frequent threat to the stability of the Chinese state. (pron. shong-noo)
  • Yellow Turban Rebellion: A major Chinese peasant revolt that began in 184 C.E. and helped cause the fall of the Han dynasty.
Margin Review Questions
Q. How did Rome grow from a single city to the center of a huge empire?
Q. How and why did the making of the Chinese empire differ from that of the Roman Empire?
Q. In comparing the Roman and Chinese empires, which do you find more striking—their similarities or their differences?
Q. How did the collapse of empire play out differently in the Roman world and in China?
Q. Why were centralized empires so much less prominent in India than in China?Big Picture Questions  1. What common features can you identify in the empires described in this chapter?
Big Picture Questions
1. In what ways did these empires differ from one another? What accounts for those differences?
2. Are you more impressed with the “greatness” of empires or with their destructive and oppressive features? Why?
3. 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?
1. Do Now Question: What was the impact of Alexander the Great's conquest of Persia?

2. Notes & Discussion how the dream of the Roman Republic was replaced by the necessity of Roman Empire. Could the Romans have held onto their principled beginnings?
3. The Roman Soldier. Mr. Duez will show a video clip to explain how the Roman soldier built and maintained the Empire.
4. Engineering an Empire - Rome and China
We'll see video clips of both series and discuss their similarities and differences.
Link to Engineering an Empire Rome:

Link to Engineering an Empire China:

TEST IS FRIDAY! Mr. Duez's Tutoring time is Thursday after school if you want a review session.

Agenda: Tuesday, Sept. 13, 2011

Quote of the Day:  "There are only two things that concern them: Bread and Circuses."  - Roman Poet Juvenal
["Bread and Circuses" is a metaphor for handouts and petty amusements that politicians use to gain popular support, instead of gaining it through sound public policy. The phrase is invoked not only to criticize politicians, but also to criticize their populations for giving up their civic duty.]

Learning Targets:

Considering the Evidence: Political Authority in Classical Civilizations

  1. Making comparisons: How would you describe the range of political thinking and practice expressed in these documents? What, if any,common elements do these writings share? Another approach to such a comparison is to take the ideas of one writer and ask how they might be viewed by several of the others. For example, how might Pericles,Aristides, and Han Fei have responded to Ashoka?
  2. Considering variation within civilizations: You will notice that none of these civilizations practiced a single philosophy of government.Athens was governed very differently from Sparta, the practices of the Roman Empire differed substantially from those of the Republic,Legalism and Confucianism represented alternative approaches to Chinese political life, and Ashoka’s ideas broke sharply with prevailing practice of Indian rulers. How can you account for these internal differences? How might you imagine an internal dialogue between each of these writers and their likely domestic critics?
  3. Comparing ancient and modern politics: What enduring issues of political life do these documents raise? What elements of political thinking and practice during the classical era differ most sharply from those of the modern world of the last century or two? What are the points of similarity?
  4. Distinguishing “power” and “authority”: Some scholars have made a distinction between “power,” the ability of rulers to coerce their subjects into some required behavior, and “authority,” the ability of those rulers to persuade their subjects to obey voluntarily by convincing them that it is proper, right, or natural to do so. What appeals to “power” and “authority” can you find in these documents? How does the balance between them differ among these documents?
  5. Noticing point of view: From what position and with what motivation did these writers compose their documents? How did this affect what they had to say?

    Using the Evidence: Qin Shihuangdi and China’s Eternal Empire
    1. Describing Shihuangdi: Based on these visual sources and what you have learned about Shihuangdi’s tomb complex, how would you characterize him as a ruler and as a man? In what ways did his reign reflect the views of Han Fei in Document 4.3?
    2. Evaluating Shihuangdi: What aspects of Shihuangdi’s reign might have provoked praise or criticism both during his life and later?
    3. Making comparisons: In what ways were Shihuangdi’s reign and his funerary arrangements unique, and in what respects did they fit into a larger pattern of other early rulers? Consider him in relationship to Egyptian pharaohs, Persian rulers, Alexander the Great, Augustus, or Ashoka.
We will be doing document analysis today.
1. Do Now - Grab a copy of Strayer and read through the documents at the end of Chapter 4. Scan them and get an idea about what each is about. We will divide the class into groups to cover reading and analyzing the documents together. (10 Min)
2. Groups will be divided by the list that follows, students will read through the document and discuss. Use the questions in the text. Write notes and be prepared to present to the class at the end of the period. Choose 2 students to represent your group:
1. In Praise of Democracy - Pericles Funeral Oration, Document 4.1
2. In Praise of the Roman Empire - Aristides The Roman Oration, Document 4.2
3. Governing a Chinese Empire - The Writings of Master Han Fei, Document 4.3
4. Governing an Indian Empire -  Ashoka The Rock Edicts, Document 4.4
5. An Eighteenth-Century Representation of Qin Shihuangdi - , Visual Sources 4.1 - 4.5
3. We will go through each group, students should page through the book and take notes during each presentation.

REMINDER: TEST IS FRIDAY. Mr. Duez will be here for Tutoring on Tuesday/Thursday after school.

1st Six Weeks Extra Credit Possibilities

Suggest Book List:
Guns, Germs and Steel

Suggested Documentary List:
Guns, Germs and Steel
Engineering an Empire: Rome, Greece, Carthage, China, Persian Empire, Egypt.
The Last Stand of the 300
Secrets of the Dead, Sinking Atlantis, The Minoans: (Watch Full Episode here)

Suggested Movie List:

First 6 Weeks Period:
Early Humans & Early Civilizations
10,000 B.C.


Quest for Fire

Ancient Greece
The 300 Spartans


Jason and the Argonauts
Clash of the Titans

Chapter 5 - Roman Empire


HBO Miniseries: Rome (episodes are 40 minutes a piece. you would need to watch 2)

Julius Caesar

Passion of the Christ

India, China

Crouching Tiger, Hidden Dragon