WHAP Chapter7 Targets
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:
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.
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.
TEST IS FRIDAY! Chapter 6
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. 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.
TEST IS FRIDAY! Chapter 6
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:
Agenda:
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:
•Athens
• 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 inSparta Sparta
TEST IS FRIDAY Chapter 6
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
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
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 Athens
Spartacus: A
Roman gladiator who led the most serious slave revolt in Roman history from 73
to 71 b.c.e.).
Agenda:
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.
•
• 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
TEST IS FRIDAY Chapter 6
Monday Sept. 26, 2011
Quote of the Day: DFTBA: "Don't Forget To Be Awesome."
Learning Targets:
Agenda:
1. QUIZ - Chapter 6 Social Hierarchies of Classic Eurasian World. Students may use open notes.
2. Discuss the questions: (Notes for this period)
Check out video clips from this class below:
 |
| 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?
KEY TERMS:
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
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
Sudra: The
lowest Indian social class of varna varna
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.
Agenda:
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?
Check out video clips from this class below:
Waco MS Walk & a wonderful former student
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 |
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.
Thanks!
Agenda: Friday Sept 22, 2011
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
Agenda:
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.
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?
Wednesday & Thursday Sept. 21 & 22, 2011
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.)
(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.
TEST IS FRIDAY.
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
Learning Targets:
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)
TEST IS FRIDAY.
Extra credit Big Question essay due before the test.
 |
| Jacques-Louis David, The Death of Socrates, 1787 |
- 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)
TEST IS FRIDAY.
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. |
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.
TEST IS FRIDAY.
Dress Like a Teacher Day
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? http://whap.mrduez.com/2011/09/chapter-4-targets.html
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.
http://bcs.bedfordstmartins.com/strayer1e/default.asp
5. Check out the AP Tips section of this website (link at the top of the page).
AGENDA:
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
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? http://whap.mrduez.com/2011/09/chapter-4-targets.html
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.
http://bcs.bedfordstmartins.com/strayer1e/default.asp
5. Check out the AP Tips section of this website (link at the top of the page).
AGENDA:
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
 |
| SPQR! |
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
- 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
- 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
- plebeians: Poorer, less-privileged Romans who gradually won a role in Roman politics.
- Punic Wars:
Three major wars between
- 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
- 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?
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?
Agenda:
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
Learning Targets:
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:
REMINDER: TEST IS FRIDAY. Mr. Duez will be here for Tutoring on Tuesday/Thursday after school.
["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
- 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?
- 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?
- 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?
- 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?
- 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- 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?
- Evaluating Shihuangdi: What aspects of Shihuangdi’s reign might have provoked praise or criticism both during his life and later?
- 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 4.13. We will go through each group, students should page through the book and take notes during each presentation.
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
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
Salt
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.
Alexander
The 300 Spartans
Clash of the Titans
Gladiator
Cleopatra
Crouching Tiger, Hidden Dragon