FALL MOCK AP TEST TOP SCORES - Congrats!


To give you a sense of how a 66 might score on the AP Test:
A score of 50% would get a "3" if they scored 3 of the 9 points on both FRQs.

However, this is based on the old version of the test and not the new 2017 version. Still it is a solid estimate of what type of performance you would need.

To experiment: http://appass.com/calculators/world


Agenda: Rest of Semester - Dec. 5 - Dec. 16, 2016

Advanced Placement World History with Mr. Duez
Unit 3 - AN AGE OF ACCELERATING CONNECTIONS 500–1500
CH 12: The Mongols & CH 13: Worlds of the 15th Century
WEEK AT A GLANCE:
MON: CH 13 Quiz Review; Review Mongols CH 12 Documents & DBQ Posters
TUE: TEST CH 12 & 13
WED/THU: MOCK AP TEST
FRI: Review for Final Exam; MOCK AP TEST CORRECTIONS
EXTRA CREDIT DUE ON FRIDAY, DEC. 11
--
MON: Review for Final Exam; MOCK AP TEST CORRECTIONS
TUE: Review for Final Exam; Collect: MOCK AP TEST CORRECTIONS
MOCK AP TEST CORRECTIONS DUE (sooner the better! that way I will be able to add it to your score and increase your chances of exempting if needed)
FINALS
Although not a huge part of the test, Chapter 13 is very diverse. Don't forget about Paleolithic Persistence.
------------------------------------
Monday, December 5, 2016
Quote: “The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather a lack in will.” ― Vince Lombardi Jr.

Learning Targets:
• Consider the variety of human experience in the fifteenth century and compare those experiences across cultures.
• Contrast the political and cultural conditions in China’s Ming Dynasty and Europe’s “Renaissance Period” on the cusp of the modern world and analyze why Europe came to dominate the world in the modern era.
• Determine the factors that bring about change in the Islamic world (Middle East and West Africa) in the fifteenth century and analyze the differences between the four Muslim Empires.
• Contrast Aztec and Inca thinking about political administration and culture.

Essential Questions:
1. Assume for the moment that the Chinese had not ended their maritime voyages in 1433. How might the subsequent development of world history have been different? What value is there in asking this kind of “what if ” or counter-factual question?
2. How would you define the major achievements of Ming dynasty China?
3. What political and cultural differences stand out in the histories of fifteenth-century China and Western Europe? What similarities are apparent?
4. In what ways did European maritime voyaging in the fifteenth century differ from that of China? What accounts for these differences?
5. What differences can you identify among the four major empires in the Islamic world of the fifteenth and sixteenth centuries?

1. DO NOW: Quiz Review Question from Friday (Because of the Pep Rally we didn't cover them in class)

2. Quiz Review CH 13

3. Review 12 & 13 - Prep for Test on Tuesday (pre-Thanksgiving stuff has a heavy emphasis)

EXTRA CREDIT DUE ON FRIDAY, DEC. 12
Don't forget about The Mongols!
---------------------------
Tuesday, December 6, 2016
Quote: "If the only tool you have is a hammer, you tend to see every problem as a nail." - Abraham Maslow

Agenda:
1. Test Chapter 12: Mongols & Chapter 13: Worlds of 15th Century

EXTRA CREDIT DUE ON FRIDAY, DEC. 11

For next time - prep for the 50 Question, 50 minute Mock AP Test. Review the semester. 
Sadly, some students may want to start over from August. Or just ask me to repeat everything I said all semester.
---------------------------
Wednesday, December 7, 2016 & Thursday, December 8, 2016
Quote: "You can’t connect the dots looking forward; you can only connect them looking backwards. So you have to trust that the dots will somehow connect in your future. You have to trust in something — your gut, destiny, life, karma, whatever. This approach has never let me down, and it has made all the difference in my life." - Steve Jobs

Agenda:
1. MOCK AP TEST - 50 Questions, 50 minutes. Based off of released 

2. Test Corrections. We will continue these on Friday and also on Monday in class. 
You CAN NOT take these questions outside of the classroom. 

3. DBQ - Last 30 minutes of class. 2007 *Revised DBQ to 2016 Standards* 
Using the documents and your knowledge of world history, compare Han and Roman attitudes toward technology. 

EXTRA CREDIT DUE ON FRIDAY, DEC. 11
Hopefully that is not how it will feel on the MOCK AP Test. If you know what I MEME?
---------------------------
Friday, December 9, 2016
Quote: "A Freudian slip is when you say one thing but mean your mother." - Author Unknown

Agenda:
Extra Credit (Review &/or Graphic Org.) due.
1. MOCK AP Test Corrections: We will continue these on Monday in class. You may not take these questions outside of the classroom. 

EXTRA CREDIT DUE ON FRIDAY, DEC. 11
---------------------------
Monday, December 12, 2016
Quote: "A Freudian slip is when you say one thing but mean your mother." - Author Unknown

Agenda:
1. MOCK AP Test Corrections: You may not take these questions outside of the classroom. 

2. Mr. Duez will sign any exemption forms... although it is questionable as to why one would exempt the fall final (wouldn't the spring be much better, after the AP Test?).
You know you do this...
---------------------------
Tuesday, December 10, 2016
Quote: "A Freudian slip is when you say one thing but mean your mother." - Author Unknown

Agenda:
1. MOCK AP Test Corrections: You may not take these questions outside of the classroom. 

2. Mr. Duez will collect Test Corrections near the beginning of the period.

3. Final Exam Review & a look back at a great semester
What you might say if given a 1 in a million chance of passing a final exam. Thanks Lloyd Christmas!
---------------------------
FINAL EXAMS: December 14 - December 16, 2016
Quote: "To achieve great things, two things are needed: a plan, and not quite enough time." - Leonard Bernstein

Best of Luck on Your Finals!
Have a fantastic holiday.

FALL FINAL EXAM SCHEDULE

Yeah, they took away one of our half days! Isn't that fun. So exciting. Just another day where we'll work longer for the same pay (actually less when you consider how much insurance goes up every year).

Regardless of my sour feelings regarding this...
It is what it is.

So, be prepared. 3 finals on Wed, plus 5th period for a nice super long period of time... just for fun.

Agenda: Week of Nov. 28 - Dec. 2, 2016

Advanced Placement World History with Mr. Duez
Unit 3 - AN AGE OF ACCELERATING CONNECTIONS 500–1500
CH 12: The Mongols & CH 13: Worlds of the 15th Century
WEEK AT A GLANCE:
MONVideo Crash Course World HistoryFifteenth Century Mariners; Engineering an Empire: China (Focus on Ming & Zheng He's Exploration)
TUE: Aztec/Inca Comparison; Engineering an Empire - Aztecs
WED/THU: European Renaissance; FRQ Review; Islamic Empires of the 15th Cent.; Paleolithic Persistence; Pass back LEQs: Graphic Organizer for LEQ is due next Monday
FRIReading Check Quiz 13, Review Quiz
__________________________________________________
Graphic Organizer for LEQ is due next Monday
TEST on Chapter 12 & 13 is next Tuesday.
Review notes, target sheets, and all info for CH 12 & 13 test for next Tuesday
This is a seriously tough chapter. Lots to cover. Buckle up baby, grandma's takin' the fast lane.
Learning Targets:
• Consider the variety of human experience in the fifteenth century and compare those experiences across cultures.
• Contrast the political and cultural conditions in China’s Ming Dynasty and Europe’s “Renaissance Period” on the cusp of the modern world and analyze why Europe came to dominate the world in the modern era.
• Determine the factors that bring about change in the Islamic world (Middle East and West Africa) in the fifteenth century and analyze the differences between the four Muslim Empires.
• Contrast Aztec and Inca thinking about political administration and culture.

Essential Questions:
1. Assume for the moment that the Chinese had not ended their maritime voyages in 1433. How might the subsequent development of world history have been different? What value is there in asking this kind of “what if ” or counter-factual question?
2. How would you define the major achievements of Ming dynasty China?
3. What political and cultural differences stand out in the histories of fifteenth-century China and Western Europe? What similarities are apparent?
4. In what ways did European maritime voyaging in the fifteenth century differ from that of China? What accounts for these differences?
5. What differences can you identify among the four major empires in the Islamic world of the fifteenth and sixteenth centuries?
Zheng He? Vasco da Gama? or Columbus? 3 Great Explorers only 1 can emerge victorious!
__________________________________________________
Monday, November 28, 2016
Quote: “To be successful you don’t need to do extraordinary things, you just need to do ordinary things extraordinarily well.” – Jim Rohn

Agenda:
1. DO NOW: Copy questions from overhead for Crash Course.
Q1: What political and cultural differences stand out in the histories of fifteenth-century China and Western Europe? What similarities are apparent?

Q2: In what ways did European maritime voyaging in the 15th century differ from that of China? What accounts for these differences?

2. Video Crash Course World HistoryFifteenth Century Mariners
What political and cultural differences stand out in the histories of fifteenth-century China and Western Europe? What similarities are apparent?

In what ways did European maritime voyaging in the 15th century differ from that of China? What accounts for these differences?

3. Engineering an Empire: China (Focus on Ming & Zheng He's Exploration)
Zheng He & the Ming Dynasty created an amazing naval power only to have the emperor destroy it all. 
While students watch the video, they will answer this question:
Assume for the moment that the Chinese had not ended their maritime voyages in 1433. How might the subsequent development of world history have been different? What value is there in asking this kind of “what if ” or counterfactual question?

Assignments:
Graphic Organizer for LEQ is due next Monday
Quiz on Chapter 13 on Friday
TEST on Chapter 12 & 13 is next Tuesday.
Review notes, target sheets, and all info for CH 12 & 13 test for next Tuesday
China's "Kind of a Big Deal" - The Islamic World feels a bit confused - Europe's little engines that could... & does.
__________________________________________________
Tuesday, November 29, 2016
Quote: “We are what we repeatedly do; excellence, then, is not an act but a habit.” —Aristotle

Agenda:
1. DO NOW: What distinguished the Aztec & Inca empires from each other?

2. Notes/Discussion/Video - Aztecs & Inca Compared

3. VIDEO: Engineering an Empire Aztecs
How did Aztec religious thinking support the empire?
How did the Aztec Empire feed their vast population (possibly 15 million)?

Assignments:
Graphic Organizer for LEQ is due next Monday
Quiz on Chapter 13 on Friday
TEST on Chapter 12 & 13 is next Tuesday.
Review notes, target sheets, and all info for CH 12 & 13 test for next Tuesday
One of Mr. Duez's former students studied in Florence during her days at Baylor. Ayla loved it!
__________________________________________________
Wednesday, November 30, 2016 & Thursday, December 1, 2016
Quote: “We do not need magic to transform our world. We carry all of the power we need inside ourselves already.” - J.K. Rowling

Agenda:
1. DO NOWWhat differences can you identify among the four major empires in the Islamic world of the fifteenth and sixteenth centuries?

2. Notes, Video, & Discussion: The Islamic World in the 15th Century

3. Notes, Video, & Discussion: Paleolithic Persistence in the 15th Century

4. Pass Back LEQs; Discuss examples of great work & work that needs to be improved; 
Graphic Organizer for LEQ is due next Monday

5. Crash Course World History: Renaissance
What energy and inspiration gave rise to the Renaissance? Consider why Europe came to dominate the world in the modern era, & how well this could have been predicted in 1500.

Assignments:
Graphic Organizer for LEQ is due next Monday
Quiz on Chapter 13 on Friday
TEST on Chapter 12 & 13 is next Tuesday.
Review notes, target sheets, and all info for CH 12 & 13 test for next Tuesday
_____________________________________
Friday, December 2, 2016
Quote: “The person who says something is impossible should not interrupt the person who is doing it.” – Chinese proverb

Agenda:
1. DO NOW: Prep for Reading Check Quiz on Chapter 13

2. Reading Check Quiz - Chapter 13 "Worlds of the 15th Century"

3. Review Quiz w/question:
Assignments:
Graphic Organizer for LEQ is due next Monday
TEST on Chapter 12 & 13 is next Tuesday.
Review notes, target sheets, and all info for CH 12 & 13 test for next Tuesday

DBQ: Help on the posters

A little help on the DBQ Posters: 
I know a lot of students were asking questions through email. So here you go:

The Actual Attitudes Towards Mongols DBQ Handout

ATTITUDES TOWARDS MONGOLS DBQ Question Breakdown

DBQ POSTERS - HOW TO - With Examples of Attitudes Towards Mongols DBQ

HOW TO WHAP THE DBQ

For Friday, be sure you are doing whatever your group focused upon. Hopefully you have divided up the work involved to make this easier. If you have:
Meaning of the document
Analysis of the document (focusing on the question)
Point of view of the document
Your group can just cut out those and paste them onto the poster on Friday. The assembly of the DBQ Poster will take some time, but everyone should be able to finish by the end of the period on Friday.

A few examples of the layout (do not just blindly copy their work, it is not necessarily correct):



Agenda: Week of November 14-18, 2016

Advanced Placement World History with Mr. Duez
Unit 3 - Age of Accelerating Connections, 500 - 1500
Ch 12 - Pastoral Peoples on the Global Stage: Mongol Moment, 1200 - 1500
Ch 13 - The Worlds of the 15th Century
Week at a Glance:
MON: Reading Check Quiz CH 12; Review Quiz
TUE: Mongol impact on China, Islamic World, Europe, Russia; Working with POVExamples of POV (Mongols, Explorers); The Mongol DBQ
WED/TH: Examples of POV (Mongols, Explorers); Work in groups to prepare DBQ Posters based on The Mongol DBQ
FRI: Finish & Present DBQ Posters based on The Mongol DBQ

Read the Mongol DBQ, Work on Understanding each of the documents, Thesis, Grouping the Docs in at least 3 ways, POV, & Identify the need for additional documents.

Next Week: Thanksgiving Break --- NO ASSIGNMENTS! 
DO NOT WORK ON WORLD HISTORY DURING THE BREAK. 
Get ready for the sprint to the finish line this semester.

After Thanksgiving:
Monday, Nov. 28th - No Quiz
Friday, Dec. 2nd - Quiz Chapter 13
--------------------------------------------
Tues, Dec. 6th (following week): Test over CH. 12 & 13
Obviously "Exceptional."
------------------------------------------------------------
Monday, November 14, 2016
Quote: "Memory is not like a container that gradually fills up; it is more like a tree growing hooks onto which memories are hung." - Peter Russell, "The Brain Book", 1979

Learning Targets:
* Analyze the significance of pastoral societies in world history
* Explain how the conditions of nomadic life differed from the rest of Eurasia
* Explain the impact of the Mongol Empire on world history
* Examine implications of the Eurasian trade sponsored by the Mongols and determine how Eurasian trading systems changed over time.

Essential Questions:
1. In what different ways did Mongol rule affect the Islamic world, Russia, China, and Europe?
2. How would you define both the immediate and the long-term significance of the Mongols in world history?
3. How would you assess the perspective of this chapter toward the Mongols? Does it strike you as negative and critical of the Mongols, as bending over backward to portray them in a positive light, or as a balanced presentation?
4. Describe and analyze continuities and changes in the impact of nomads on ONE of the following areas from 600 to 1450. - China - Russia - Middle East: Islamic World

Agenda:
1. Reading Check Quiz - Chapter 12 - Mongol Moment, you can use hand written notes.

2. Review the quiz, plus this question: 
"Prior to the rise of the Mongols, in what ways had pastoral peoples been significant in world history?"

Assignments:
Read the Mongol DBQ, Work on Understanding each of the documents, Thesis, Grouping the Docs in at least 3 ways, POV, & Identify the need for additional documents.
After Thanksgiving:
Monday, Nov. 28th - No Quiz
Friday, Dec. 2nd - Quiz Chapter 13
--------------------------------------------
Tues, Dec. 6th (following week): Test over CH. 12 & 13
The Moment John Green has been waiting for... The Exceptional Mongols!
------------------------------------------------------------
Tuesday, November 15, 2016
Quote"It isn't so astonishing, the number of things I can remember, as the number of things I can remember that aren't so." - Mark Twan (1835-1910)

Learning Targets:
• Consider the variety of human experience in the fifteenth century and compare those experiences across cultures.
• Contrast the political and cultural conditions in China’s Ming Dynasty and Europe’s “Renaissance Period” on the cusp of the modern world and analyze why Europe came to dominate the world in the modern era.
• Determine the factors that bring about change in the Islamic world (Middle East and West Africa) in the fifteenth century and analyze the differences between the four Muslim Empires.
• Contrast Aztec and Inca thinking about political administration and culture.

Essential Questions:
1. How does this chapter distinguish among the various kinds of societies that comprised the world of the fifteenth century? What other ways of categorizing the world’s peoples might work as well or better?
2. What distinguished the Aztec and Inca empires from each other? 
3. How did Aztec religious thinking support the empire? 
4. In what ways did Inca authorities seek to integrate their vast domains?
5. In what different ways did the peoples of the fifteenth century interact with one another?

Agenda:
1. DO NOW: How did the Mongols impact these groups: (China, Islamic World, Europe, Russia)?

2. POV Examples on Overhead. Write out the Point of View.
(Examples from Mongol Perception; Explorers of 15th Century)

3. Distribute the documents for our DBQ over The Mongols.

Assignments:
Read the Mongol DBQ, Work on Understanding each of the documents, Thesis, Grouping the Docs in at least 3 ways, POV, & Identify the need for additional documents.

After Thanksgiving:
Monday, Nov. 28th - No Quiz
Friday, Dec. 2nd - Quiz Chapter 13
--------------------------------------------
Tues, Dec. 6th (following week): Test over CH. 12 & 13
yeah.
-----------------------------------------------------------------------------------
Wednesday, November 16, 2016 & Thursday, November 17, 2016
Quote

Learning Targets:
• Consider the variety of human experience in the fifteenth century and compare those experiences across cultures.
• Contrast the political and cultural conditions in China’s Ming Dynasty and Europe’s “Renaissance Period” on the cusp of the modern world and analyze why Europe came to dominate the world in the modern era.
• Determine the factors that bring about change in the Islamic world (Middle East and West Africa) in the fifteenth century and analyze the differences between the four Muslim Empires.
• Contrast Aztec and Inca thinking about political administration and culture.

Essential Questions:

1. How does this chapter distinguish among the various kinds of societies that comprised the world of the fifteenth century? What other ways of categorizing the world’s peoples might work as well or better?
2. What distinguished the Aztec and Inca empires from each other? 
3. How did Aztec religious thinking support the empire? 
4. In what ways did Inca authorities seek to integrate their vast domains?
5. In what different ways did the peoples of the fifteenth century interact with one another?

Agenda:

1. DO NOW: POV Example on Projector. 

2. DBQ Posters: Parts, Process, Approach, & Rubric
DBQ Posters in groups

3. Read the Mongol DBQ, Work on Understanding each of the documents, Thesis, Grouping the Docs in at least 3 ways, POV, & Identify the need for additional documents.

Assignments:
After Thanksgiving:
Monday, Nov. 28th - No Quiz
Friday, Dec. 2nd - Quiz Chapter 13
--------------------------------------------
Tues, Dec. 6th (following week): Test over CH. 12 & 13



------------------------------------------------------------
Friday, November, 18, 2016
Quote“Thanksgiving Day comes, by statute, once a year; to the honest man it comes as frequently as the heart of gratitude will allow.”  - Edward Sandford Martin

Learning Targets:
• Consider the variety of human experience in the fifteenth century and compare those experiences across cultures.
• Contrast the political and cultural conditions in China’s Ming Dynasty and Europe’s “Renaissance Period” on the cusp of the modern world and analyze why Europe came to dominate the world in the modern era.
• Determine the factors that bring about change in the Islamic world (Middle East and West Africa) in the fifteenth century and analyze the differences between the four Muslim Empires.
• Contrast Aztec and Inca thinking about political administration and culture.

Essential Questions:

1. How does this chapter distinguish among the various kinds of societies that comprised the world of the fifteenth century? What other ways of categorizing the world’s peoples might work as well or better?
2. What distinguished the Aztec and Inca empires from each other? 
3. How did Aztec religious thinking support the empire? 
4. In what ways did Inca authorities seek to integrate their vast domains?
5. In what different ways did the peoples of the fifteenth century interact with one another?

Agenda:
1. DO NOW: POV Examples on Overhead. 
Write out the Point of View. (Examples from Mongol Perception; Explorers of 15th Century)

2. Finish DBQ Posters in groups.
DBQ Posters: Parts, Process, Approach, & Rubric
DBQ Posters in groups

3. Read the Mongol DBQ, Work on Understanding each of the documents, Thesis, Grouping the Docs in at least 3 ways, POV, & Identify the need for additional documents.

4. Present: Hang up on walls & present to the class.

Assignments:
After Thanksgiving:
Monday, Nov. 28th - No Quiz
Friday, Dec. 2nd - Quiz Chapter 13
--------------------------------------------
Tues, Dec. 6th (following week): Test over CH. 12 & 13
--------------------------------------------
Have a great Thanksgiving Break!
Be safe!

Agenda: Week of Nov. 7-11, 2016

Advanced Placement World History with Mr. Duez
Unit 3  AN AGE OF ACCELERATING CONNECTIONS 500–1500
CH 10 Christendom in W. Europe CH 11 The Worlds of Islam ~ Afro-Eurasian Connections
WEEK AT A GLANCE:
MON - Reading Check Quiz - Chapter 11 - Islam; Review Quiz; Discuss LEQ (Wed/Thu after Test)
TUE -  Islam: Simultaneously both a single world of shared meaning & interaction -AND- a series of separate & distinct communities, often in conflict with one another; Discuss LEQ
WED/THU - TEST Chapters 10 & 11; LEQ: Flip between Comparative & CCOT over Afro-Eurasian Trade 600-1450
FRI - The Mongols! - The Exception! Crash Course WH: Wait for it... The Mongols
The Mongols & DBQ Prep
"Khan" you believe that we are already on Chapter 12? It is the 1/2 way point!

Test over Chapter 10 and 11 is on Wed/Thu.
Review Notes over Chapter 10 Worlds of Christendom & Chapter 11 Worlds of Islam
After Test - LEQ Flip between Comparative & CCOT over Afro-Eurasian Trade 600-1450

----------------------------------------------------------------
Monday, November 7, 2016
Quote: "History is philosophy teaching by examples."  - Thucydides, The History of the Peloponnesian War

Learning Targets:
• Analyze the causes behind the spread of Islam
• Explain how the dynamism of the Islamic world was the most influential of the third-wave civilizations
• Examine the religious divisions within Islam and how they affected political development
• Compare Islam as a source of cultural encounters with Christian, African, and Hindu cultures
• Compare the accomplishments of the Islamic world in the period 600–1500 C.E. with those of their contemporaries.


Essential Questions:
1. In what ways did the early history of Islam reflect its Arabian origins?
2. How does the core message of Islam compare with that of Judaism and Christianity?
3. In what ways was the rise of Islam revolutionary, both in theory and in practice?
4. Why were Arabs able to construct such a huge empire so quickly?
5. What accounts for the widespread conversion to Islam?
6. What is the difference between Sunni and Shia Islam?


Agenda:
1. Reading Check Quiz - Chapter 11 - Islam (You may use your handwritten notes).

2. Review the quiz. & Question: 

3. Discuss LEQ Flip between Comparative & CCOT over Afro-Eurasian Trade 600-1450

Assignments:
Test over Chapter 10 and 11 is on Wed/Thu.
Review Notes over Chapter 10 Worlds of Christendom & Chapter 11 Worlds of Islam
LEQ Flip between Comparative & CCOT over Afro-Eurasian Trade 600-1450
----------------------------------------------------------------
Tuesday, November 8, 2016
Quote: "People are trapped in history and history is trapped in them."  - James Baldwin

Learning Targets:
• Analyze the causes behind the spread of Islam
• Explain how the dynamism of the Islamic world was the most influential of the third-wave civilizations
• Examine the religious divisions within Islam and how they affected political development
• Compare Islam as a source of cultural encounters with Christian, African, and Hindu cultures
• Compare the accomplishments of the Islamic world in the period 600–1500 C.E. with those of their contemporaries.


Essential Questions:
7. In what ways were Sufi Muslims critical of mainstream Islam?
8. How did the rise of Islam change the lives of women?
9. What similarities and differences can you identify in the spread of Islam to India, Anatolia, West Africa, and Spain?
10. Why was Anatolia so much more thoroughly Islamized than India?
11. What makes it possible to speak of the Islamic world as a distinct and coherent civilization?
12. In what ways was the world of Islam a “cosmopolitan civilization”?


Agenda:
1. DO NOW“Islam was simultaneously both a single world of shared meaning & interaction -AND- a series of separate & distinct communities, often in conflict with one another.”
What evidence could you provide to support both sides of this argument?

2. Notes, Video, & Discussion: Islam - Vast Economic Empire & Diversity

3. Discuss the comparative prompts: 
LEQ Flip between Comparative & CCOT over Afro-Eurasian Trade 600-1450

Assignments:
Test over Chapter 10 and 11 is on Wed/Thu.
Review Notes over Chapter 10 Worlds of Christendom & Chapter 11 Worlds of Islam
LEQ Flip between Comparative & CCOT over Afro-Eurasian Trade 600-1450
----------------------------------------------------------------
Wednesday, November 9, 2016 & Thursday, November 10, 2016
Quote: "History with its flickering lamp stumbles along the trail of the past, trying to reconstruct its scenes, to revive its echoes, and kindle with pale gleams the passion of former days."  - Winston Churchill

Learning Targets: 
* Analyze the significance of pastoral societies in world history
* Explain how the conditions of nomadic life differed from the rest of Eurasia
* Explain the impact of the Mongol Empire on world history

* Examine implications of the Eurasian trade sponsored by the Mongols and determine how Eurasian trading systems changed over time.

Essential Questions:
1. Prior to the rise of the Mongols, in what ways had pastoral peoples been significant in world history?
2. What accounts for the often negative attitudes of settled societies toward the pastoral peoples living on their borders? Why have historians often neglected pastoral peoples’ role in world history?
3. In what ways did the Mongol Empire resemble other empires, and in what ways did it differ from them? 
4. Why did it last a relatively short time?
5. In what different ways did Mongol rule affect the Islamic world, Russia, China, and Europe?

Agenda:
1. TEST - Chapter 10 & 11. European Christendom & The World of Islam


2. LEQ Flip between Comparative & CCOT over Afro-Eurasian Trade 600-1450
Mr. Duez will flip a coin for the FRQ Essay we will write. Which prompt will it be?

Assignments:
Begin reading Chapter 12 - The Mongol World. We will have a quiz over it on Monday
The test is after the Thanksgiving Break along with Chapter 13 - Worlds of the 15th Century.
----------------------------------------------------------------
Friday, November 11, 2016
Quote: "History is filled with the sound of silken slippers going downstairs and wooden shoes coming up."  - Voltaire

Learning Targets
★ Analyze the significance of pastoral societies in world history
★ Explain how the conditions of nomadic life differed from the rest of Eurasia
★ Explain the impact of the Mongol Empire on world history
★ Examine implications of the Eurasian trade sponsored by the Mongols and determine how Eurasian trading systems changed over time.

Essential Questions:
Who were the Mongols? Why were they such an exception?

Agenda: 
1. DO NOW: Why were the Mongols "The Exception?"

2. Crash Course WH: Wait for it... The Mongols

3. Notes over Crash Course: The Mongols & DBQ Prep

Assignments:
Begin reading Chapter 12 - The Mongol World. We will have a quiz over it on Monday
The test is after the Thanksgiving Break along with Chapter 13 - Worlds of the 15th Century.

Agenda: Week of Oct 31 - Nov 4, 2016

Advanced Placement World History with Mr. Duez
Unit 3 -  Age of Accelerating Connections, 500 - 1500
Chapter 10 - European Christendom & Chapter 11 Islamic World
WEEK AT A GLANCE:
MON: Reading Check Quiz: CH 10
; Review Quiz

TUE: Was this a 'Dark Age'?Andrew Marr's Into the Light; Questions over Marr: "Light" Documentary
WED/THU: Video: The Crescent & The CrossWhat was the impact of the Crusades in world history?; POV Statements - Review the work from the last test - Examples of good & bad work; POV Practice from CH 10 & 11; Intro to The Worlds of Islam - Chapter 11: What distinguished the first centuries of Islamic history from the early history of Christianity & Buddhism? 
FRI: AHS Presidential Election in ClassRole of Women in Islam

ASSESSEMENTS AT A GLANCE:
QUIZ on CH 11 next Monday
TEST over CH 10 & 11 next Wednesday/Thursday
There will be an LEQ prompt after the next test
Very confusing chapter for students. West & Eastern Europe go by many pseudonyms. 
------------------------------------------------------------------------------------
Monday, Oct. 31, 2016
Quote:  “The test we must set for ourselves is not to march alone but to march in such a way that others wish to join us.” - Hubert Humphrey

Learning Targets:
★ Explain the changes that occur in European society after the breakup of the Roman Empire
★ Compare the diverse legacies of Rome in Western Europe and the Byzantine Empire
★ Describe medieval European expansion and analyze the factors that led to its development
★ Analyze the evolution of Europe from backward medieval Europe relative to other civilizations, and the steps by which it caught up

Essential Questions:
1. In what respects did Byzantium continue the patterns of the classical Roman Empire? In what ways did it diverge from those patterns?
2. How did Eastern Orthodox Christianity differ from Roman Catholicism?
3. In what ways was the Byzantine Empire linked to a wider world?
4. How did links to Byzantium transform the new civilization of Kievan Rus?
5. How did the historical development of the European West differ from that of Byzantium in the post-classical era?
6. What replaced the Roman order in Western Europe?
7. In what ways was European civilization changing after 1000?
8. What was the impact of the Crusades in world history?
9. In what ways did borrowing from abroad shape European civilization after 1000?
10. Why was Europe unable to achieve the kind of political unity that China experienced? What impact did this have on the subsequent history of Europe?
11. In what different ways did classical Greek philosophy and science have an impact in the West, in Byzantium, and in the Islamic world?

Agenda:
1. Reading Check Quiz - CH 10

2. Review Quiz & Question

ASSESSEMENTS:
QUIZ on CH 11 next Monday
TEST over CH 10 & 11 next Wednesday/Thursday
There will be an LEQ prompt after the next test
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Tuesday, Nov 1, 2016
Quote:  “An excuse is worse and more terrible than a lie, for an excuse is a lie guarded.” - Pope John Paul I

Learning Targets:

★ Explain the changes that occur in European society after the breakup of the Roman Empire
★ Compare the diverse legacies of Rome in Western Europe and the Byzantine Empire
★ Describe medieval European expansion and analyze the factors that led to its development
★ Analyze the evolution of Europe from backward medieval Europe relative to other civilizations, and the steps by which it caught up

Essential Questions:
1. In what respects did Byzantium continue the patterns of the classical Roman Empire? In what ways did it diverge from those patterns?
2. How did Eastern Orthodox Christianity differ from Roman Catholicism?
3. In what ways was the Byzantine Empire linked to a wider world?
4. How did links to Byzantium transform the new civilization of Kievan Rus?
5. How did the historical development of the European West differ from that of Byzantium in the post-classical era?
6. What replaced the Roman order in Western Europe?
7. In what ways was European civilization changing after 1000?
8. What was the impact of the Crusades in world history?
9. In what ways did borrowing from abroad shape European civilization after 1000?
10. Why was Europe unable to achieve the kind of political unity that China experienced? What impact did this have on the subsequent history of Europe?
11. In what different ways did classical Greek philosophy and science have an impact in the West, in Byzantium, and in the Islamic world?

Agenda:

1. DO NOW: What replaced the Roman order in Western Europe? In what ways was European civilization changing after 1000?

2. Notes, Video, Discussion: Was this a 'Dark Age'?

3. Andrew Marr's Into the Light -  Questions over Marr: "Light" Documentary

ASSESSEMENTS:
QUIZ on CH 11 next Monday
TEST over CH 10 & 11 next Wednesday/Thursday
There will be an LEQ prompt after the next test
The Crusades: What a mess!
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Wednesday, Nov 2, 2016 & Thursday Nov 3, 2016
Quote: “Do not go where the path may lead, go instead where there is no path and leave a trail.” - Waldo Emerson

Learning Targets:

★ Explain the changes that occur in European society after the breakup of the Roman Empire
★ Compare the diverse legacies of Rome in Western Europe and the Byzantine Empire
★ Describe medieval European expansion and analyze the factors that led to its development
★ Analyze the evolution of Europe from backward medieval Europe relative to other civilizations, and the steps by which it caught up

Essential Questions:
1. In what respects did Byzantium continue the patterns of the classical Roman Empire? In what ways did it diverge from those patterns?
2. How did Eastern Orthodox Christianity differ from Roman Catholicism?
3. In what ways was the Byzantine Empire linked to a wider world?
4. How did links to Byzantium transform the new civilization of Kievan Rus?
5. How did the historical development of the European West differ from that of Byzantium in the post-classical era?
6. What replaced the Roman order in Western Europe?
7. In what ways was European civilization changing after 1000?
8. What was the impact of the Crusades in world history?
9. In what ways did borrowing from abroad shape European civilization after 1000?
10. Why was Europe unable to achieve the kind of political unity that China experienced? What impact did this have on the subsequent history of Europe?
11. In what different ways did classical Greek philosophy and science have an impact in the West, in Byzantium, and in the Islamic world?

Agenda:
1. Do Now: What impact did the Crusades have on world history?

2. Notes, Video, Discussion: The Crusades

Video: The Crescent & The Cross - What was the impact of the Crusades in world history?

3. POINT OF VIEW: Review the work from the last test - Examples of good & bad work

POV Practice from CH 10 & 11

4. Notes, Video, Discussion: Introduction to Chapter 11, The Worlds of Islam
What distinguished the first centuries of Islamic history from the early history of Christianity and Buddhism? What similarities and differences characterized their religious outlooks?

ASSESSEMENTS:
QUIZ on CH 11 next Monday
TEST over CH 10 & 11 next Wednesday/Thursday
There will be an LEQ prompt after the next test
It is like the "Mecca" of Islam. (Probably because it is Mecca)
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Friday, Nov 4, 2016
Quote: “Don’t wish it were easier, wish you were better. Don’t wish for fewer problems, wish for more skills. Don’t wish for less challenges, wish for more wisdom.” - Earl Shoaf

Learning Targets:

• Analyze the causes behind the spread of Islam
• Explain how the dynamism of the Islamic world was the most influential of the third-wave civilizations
• Examine the religious divisions within Islam and how they affected political development
• Compare Islam as a source of cultural encounters with Christian, African, and Hindu cultures
• Compare the accomplishments of the Islamic world in the period 600–1500 C.E. with those of their contemporaries.

Essential Questions:
1. In what ways did the early history of Islam reflect its Arabian origins?
2. How does the core message of Islam compare with that of Judaism and Christianity?
3. In what ways was the rise of Islam revolutionary, both in theory and in practice?
4. Why were Arabs able to construct such a huge empire so quickly?
5. What accounts for the widespread conversion to Islam?
6. What is the difference between Sunni and Shia Islam?
7. In what ways were Sufi Muslims critical of mainstream Islam?
8. How did the rise of Islam change the lives of women?
9. What similarities and differences can you identify in the spread of Islam to India, Anatolia, West Africa, and Spain?
10. Why was Anatolia so much more thoroughly Islamized than India?
11. What makes it possible to speak of the Islamic world as a distinct and coherent civilization?
12. In what ways was the world of Islam a “cosmopolitan civilization”?

Agenda:
1. DO NOW: Prepare to vote for President - AHS Vote
AHS Presidential Election in Class

2. Discuss this question in class: Islam Single World or Distinct Communities?
“Islam was simultaneously both a single world of shared meaning and interaction and a series of separate and distinct communities, often in conflict with one another.” What evidence could you provide to support both sides of this argument?

How did the rise of Islam change the lives of women?

3. Video: Andrew Marr's History of the World: Word and Sword - Islam.  Compare the story of Perpetua to that of the Islamic convert in the video?

ASSESSEMENTS:
QUIZ on CH 11 next Monday
TEST over CH 10 & 11 next Wednesday/Thursday
There will be an LEQ prompt after the next test