Visualizing How A Population Grows To 7 Billion

Today, most media outlets are reporting on the 7 Billion number. This is the most interesting of the reports I have seen. The graphics are very cool. What do you think? Can we continue to grow in population like we are? Leave a comment below and I'll respond.

Interestingly, the narrator said, the percentage of population pre 1500 was about how it is today. Most people lived in Asia - China and India. But things change after 1500 and the explosion in population is really startling. Now most people live in China and India, but the raw numbers of people is hard to imagine. Hopefully this helped put it into perspective a little.

History of Hallloween

Ever wonder why we do this Halloween thing? Well, there is a connection to this chapter that we are studying. My main man, Pope Gregory III created All Saints Day, on the heels of the Celtic festival of Samhain. Somehow this evolved into high school kids old enough to drive, who show up at my door begging for candy without a costume. Sorry, I'm not down with that. Nor am I down with the 40 year-old Moms and Dads also begging with open sacks. Have they considered how desperate and sad that really is?

Anyway, also crazy to think of how much $money$ is spent each Halloween in America.

Straddling the line between fall and winter, plenty and paucity, life and death, Halloween is a time of celebration and superstition. It is thought to have originated with the ancient Celtic festival of Samhain, when people would light bonfires and wear costumes to ward off roaming ghosts. In the eighth century, Pope Gregory III designated November 1 as a time to honor all saints and martyrs; the holiday, All Saints’ Day, incorporated some of the traditions of Samhain. The evening before was known as All Hallows’ Eve and later Halloween. Over time, Halloween evolved into a secular, community-based event characterized by child-friendly activities such as trick-or-treating. In a number of countries around the world, as the days grow shorter and the nights get colder, people continue to usher in the winter season with gatherings, costumes and sweet treats.

Chapter 10 Doc Study - Point of View

WHAP Chapter 10 Doc Study Point of View

The Ladder of Divine Ascent: is a twelfth-century Byzantine painting intended to illustrate an instructional book for monks, written in the sixth century by Saint John Climacus. Both the book and the icon are known as the Ladder of Divine Ascent. 
Written by an ascetic monk with a reputation for great piety and wisdom, the book advised monks to renounce the world with its many temptations and vices and to ascend step by step toward union with God in heaven. The icon served as a visual illustration of that process. The monks are climbing the ladder of the spiritual journey toward God but are beset by winged demons representing various sins—lust, anger, and pride, for example—which are described in Climacus’s book. Some have fallen off the ladder into the mouth of a dragon, which represents hell.

Agenda: Week of Oct. 31 to Nov. 4, 2011

Learning Targets for Chapter 10 "European Christendom:"
• To examine European society after the breakup of the Roman Empire
• To compare the diverse legacies of Rome in Western Europe and the Byzantine Empire
• To explore medieval European expansion
• To present the backwardness of medieval Europe relative to other civilizations, and the steps by which it caught up 
Monday Oct. 31, 2011
Quote of the Day: "What counts in sports is not the victory, but the magnificence of the struggle." - Joe Paterno

1. Reading Check Quiz - Chapter 10 - European Christendom (Students may use their notes)
2. Students will work on Chapter 10 document study after the quiz.
Page 465 Question 5 - Read each of the documents, scan them for information. Answer Question 5:
Noticing point of view and assessing credibility: From what point of view is each of the documents written? Which statements in each document might historians find unreliable and which would they find most reliable?
3. Notes Doc Study - Point of View. If time remains we will discuss the POV of each document. If not, we'll start there tomorrow.
Tuesday Nov. 1, 2011
Quote of the Day:  “According to Madam Pomfrey, thoughts could leave deeper scars than almost anything else.” - J.K. Rowling, Harry Potter and the Order of the Phoenix


1. Do Now Question: How did the histories of the Byzantine Empire and Western Europe differ during the era of third-wave civilizations? -and- What accounts for the different historical trajectories of these two expressions of Christendom?
2. Go over & review the quiz for Chapter 10 - as soon as everyone takes it.
3. After discussing the Do Now Question, we'll watch "Engineering an Empire: Byzantine Empire." 
Students will take notes and then write a summary at the end.

Wednesday Nov. 2 and Thursday Nov. 3, 2011
Quote of the Day: “A wonderful fact to reflect upon, that every human creature is constituted to be that profound secret and mystery to every other.” ― Charles Dickens, A Tale of Two Cities

1. DO NOW QUESTION: What was the impact of the Crusades in world history?
2. After discussing the DO NOW question, we'll watch: The Crescent & The Cross - The Crusades, Part I 
3. After watching the video and taking notes, students will discuss the Crusades & it's impact on world history.
4. We'll do a quick review of the chapter, focusing on multiple choice strategies in groups.

Friday Nov. 4, 2011
Quote of the Day: “What do women want?" The only thing I have learned in fifty-two years is that women want men to stop asking dumb questions like that.” ― Sigmund Freud

1. TEST Chapter 10 "European Christendom"
2. Prepare for Strayer Chapter 11 "Islamic World"

Chapter 10 Targets - European Christendom

WHAP Chapter 10 Targets European Christendom
St. Mark's Basilica:
Consecrated in 1094, this ornate cathedral, although located in Venice, Italy, is a classic example of Byzantine architecture. Such churches represented perhaps the greatest achievement of Byzantine art and were certainly the most monumental expressions of Byzantine culture.

Agenda for Week of Oct 24, 2011

Agenda for the week of October 24, 2011 through October 28, 2011
Learning Targets:
• To explore the role of China as “superpower” among the third-wave civilizations
• To examine China’s deep influence on East Asia
• To consider the ways in which interaction with other peoples had an impact on China
• To encourage students to question modern assumptions about China 

Monday, October 24, 2011
Quote of the Day: "He Who Knows Others Is Wise. He Who Knows Himself Is Enlightened." - Tao Te Ching

1. Reading Check Quiz Chapter 9. (Students may use their notes from Chapter 9)
--Any students who did not take the test on Friday will do so now during the class--
2. DO NOW after quiz - Students will write out their answer on a separate sheet of paper, using their text books:
Big Picture Question #1. 
Q1. In what ways did Tang and Song dynasty China resemble the classical Han dynasty period, and in what ways had China changed?
And these margin review questions:   
Q2. Why are the centuries of the Tang and Song dynasties in China sometimes referred to as a “golden age”? Also, In what ways did women’s lives change during the Tang and Song dynasties? And, How did the Chinese and their nomadic neighbors to the north view each other?

3. Review of the DO NOW questions and introduction to Chapter 9. (See Notes for Chapter)
4. Mr. Duez will pick up the student's answers to the 2 questions at the door as students leave. (They will get them back tomorrow at the beginning of the period)

Tuesday, October 25, 2011
Quote of the Day: "Victory is reserved for those who are willing to pay it's price." - Sun Tzu

1. DO NOW Questions: 
Q. What assumptions underlay the tribute system?Q. How did the tribute system in practice differ from the ideal Chinese understanding of its operation?Discussion of the Do Now Questions (see Notes for Chapter)
2. Video from Engineering an Empire: China (The building of the Grand Canal)
3. After the video, we'll discuss the economic power of China. (see Notes for Chapter)

Wednesday, October 26 and Thursday October 27, 2011
Quote of the Day: "When the pupil is ready to learn, a teacher will appear." -  Zen Proverb

1. DO NOW Questions:
Based on this chapter, how would you respond to the idea that China was a self-contained or isolated civilization?
2. Students will read (in groups) and discuss these sources from chapter 9. Each group will do one document and also the visual sources. We will have 6 groups. After reading and discussing in the group, they will present to the class:
1. Document 9.1 - Japanese Political Ideas - SHOTOKU, The Seventeen Article Constitution, 604
2. Document 9.2 - DOGEN, Writings on Zen Buddhism, Thirteenth Century
3. Document 9.5 - SHIBA YOSIMASA, Advice to Young Samurai, ca. 1400 -AND- IMAGAWA RYOSHUN, The Imagawa Letter, 1412
*4. Visual Sources - Considering the Evidence: The Leisure Life of China’s Elites
3. With the time remaining, we will discuss these two questions (see Notes from Chapter):
  How can you explain the changing fortunes of Buddhism in China?  How did China influence the world beyond East Asia? How was China itself transformed by its encounters with a wider world?

Friday, October 28, 2011
Quote of the Day:  "We are shaped by our thoughts; we become what we think. When the mind is pure, joy follows like a shadow that never leaves." - Buddha

1. TEST Chapter 9
2. Students will use the remainder of the period to read from Strayer Chapter 10. Quiz on Monday.

Chapter 9 Targets China and the World East Asian Connections, 500–1300

WHAP Chapter 9 Targets
Golden Age of China: The economic prosperity and social stability enabled the emperors, officials, and rich merchants enjoy music, dancing, painting, and poems. Tang Dynasty is the golden age in China's feudal period both in economy and in arts. One of the distinguished characteristics of Tang music and dance is its splendid extravagance and colors.

Agenda: Week of October 17-21, 2011

We are studying Post-Classical Era Commerce & Culture from 500-1500 Chapter 8 Strayer
Learning Targets
•To consider the significance of trade in human history
•To explore the interconnections created by long-distance trade in the period of third-wave civilizations
•To examine the full range of what was carried along trade routes (goods, culture, disease)
•To explore the differences between the commerce of the Eastern Hemisphere and that of the Western Hemisphere and the reasons behind those differences 

MONDAY - October 17, 2011
Quote of the Day: “Think like a man of action, and act like a man of thought.” - Henri L. Bergson

1. Reading Check Quiz - Chapter 8 Strayer. Students may use their notes for the quiz.
2. DO NOW QUESTION (after quiz):
What is the impact of long distance trade?
(make a list of the ways in which people and regions can be affected, directly or indirectly, by commerce.)

After the quiz Mr. Duez will introduce Unit 3 - An Age of Connections, 500-1500 and begin our discussion over Chapter 8 Strayer Commerce and Culture 500-1500.

TUESDAY - October 18, 2011
Quote of the Day: “I am only one, but still I am one. I cannot do everything, but still I can do something. And because I cannot do everything I will not refuse to do the something that I can do.”– Hellen Keller

1. DO NOW QUESTION: "What makes trade tick?" 
(What motivated and sustained the long-distance commerce of Silk Roads, Sea Roads, and Sand Roads?)
Discuss the Do now question after 5 minutes of individual writing time & 5 minutes of table discussion time.
2. “Crossing the World” (during the post-classical/pre-Columbian era)
15 minutes to work this group activity and discuss it.
At your table discuss this scenario:
Your group is comprised of followers of Ibn Battuta in the 14th century. You want to travel from:Timbuktu (West Africa) to Cholas (India). How would you do it? Consider: the various means of transportation you would need, your probable route, how long your journey would probably take
3. Students will then spend the remainder of the period reading Document 8.3 "An Arab Muslim in West Africa" - IBN BATTUTA, "Travels in Asia and Africa 1354" document on pages 363-366. Students will answer the bullet-ed discussion questions on page 362 after reading the text. They will need to bring those questions and notes to class on block day for further disucssion.

WEDNESDAY - October 19, 2011 & THURSDAY - October 20, 2011 BLOCK DAY

Quote of the Day: “Half of the troubles of this life can be traced to saying yes too quickly and not saying no soon enough.” - Josh Billings

1. DO NOW QUESTION: "What specifically does Ibn Battuta find shocking about the women he encounters on his travels in West Africa?" 
(Use notes from reading Document 8.3 on Tuesday in class)
Students will have 5 minutes to think and write, 5 minutes to discuss with partner.
2. Notes & Discussion Chapter 8.  Mr. Duez will discuss Chapter 8 with notes and discussion concerning the difference between Eastern and Western Hemispheres and commerce/trade. There will also be a focus on Western Africa and that travels of Ibn Battuta.
3. We will do a co-operative quiz over questions from Chapter 8.
4. Students will work in co-operative groups to consider the challenges of transportation and moving from one area to another (for example, from the Sahara to India). Students will also watch a video clip about the nature of the Silk Road and what it looks like today in China.
Video, "Driving Along The Silk Road.":
Video, "Following in the Footsteps of Ibn Battuta":

FRIDAY - October 21, 2011
Quote of the Day: “If you change the way you look at things, the things you look at change.”- Dr Wayne Dyer

1. TEST Chapter 8 - Commerce And Culture 500-1500
2. After the test students will begin reading Strayer Chapter 9.

Quiz is on Monday for Chapter 9.

Agenda: Friday, October 14, 2011

Quote of the Day: "If you can not explain it simply, you do not know it well enough." - Albert Einstein

Learning Targets:
* What is a DBQ?
* How did Roman perspective of the northern nomads ("Barbarians") change over time?

1. Timed Writing DBQ. Students will have the entire period to complete the essay.
2. After the DBQ is turned in students can start working on Stayer Chapter 8 "Commerce and Culture" 500-1500

Monday - QUIZ Chapter 8
TEST on Chapter 8 is next Friday

Weekend time...

DBQ Posters!

To view all of the DBQ posters from Thursday, click the picture above or this link: Thursday DBQ Posters.

Check out all the great DBQ Poster Pics from World History AP here: Link to the pics

Agenda: Wed/Thu Oct 12/13, 2011

Quote of the Day: "Rome wasn't built in a day." (neither was the skill needed to write a great DBQ!) - Roman Proverb (and Mr. Duez)
Learning Targets:
* What is a DBQ?
* How do I WHAP the DBQ?
* Who are the Barbarians & what did the Romans think of them?

1. DO NOW: "What is your thesis for the Romans & Barbarians DBQ Question?" (5 minutes to think and write it)
2. Mr. Duez will explain the Rubric for grading a DBQ.
3. Students will work in groups to create a Modified DBQ Poster. They will:
1. Discuss the question and the documents in their group.
2. At the top of the poster, write out the Question ("Romans & Barbarians: How did the Romans view the Barbarians and did their opinion change over time?")
3. Cut out 8 documents (you may use some of the visual sources that I will provide as well). Group them into categories to help your thesis. (may use the same document in multiple groups)
4. Under or next to each of the groups - write an analysis of the group/documents.
5. Create a unified thesis statement that answers the question and is agreed upon by the poster group. Write that thesis at the bottom of the poster.
Use APPARTS where necessary to help. Remember that "Time" is an important factor.
We will post these inside and outside of the classroom today and tomorrow. Mr. Duez will take pictures of them and post those to the website to aid in prep for the written timed writing on Friday.

FRIDAY: Timed-writing DBQ in class on Friday.
MONDAY: Quiz for Chapter 8
Next Friday: TEST for Chapter 8

Agenda: Tuesday, October 11, 2011

Quote of the Week:  "I am learning all the time.  The tombstone will be my diploma."  - Eartha Kitt

Learning Targets:
* What is a DBQ?
* How do I WHAP it?
* Who are Barbarians & what did the Romans think of them?

1. DO NOW - Students will pick up a Romans & Barbarians DBQ packet from the front desk. They will need to read through it and analyze the directions, documents, and the prompt.
Students who did not take the test on Friday will be given the test at this time.
2. How do I WHAP the DBQ? - Mr. Duez will discuss what a World History DBQ is and how it is written and scored.
3. Rubric Explained. - Mr. Duez will go over the rubric for DBQs and explain how the DBQ on Friday will be scored.

We are working on preparing for our DBQ on Friday.

The Romans and Barbarians DBQ will be used and students will do a timed writing in class on Friday.

Quiz on Chapter 8 next Monday.

Videos on Barbarians...
The Vandals:
The Huns:
The Goths:
The Lombards:

Hope you had a a great weekend...

Hopefully you had a nice chance to rest, relax, and stretch out for a bit this weekend.
Suki always gets her 8 to 20 hours of sleep in a day.
We had a fantastic weekend. It was also my wife's birthday. So Aidan and I made sure Momma Duez had a wonderful weekend.
"Eat at Chuy's You Will."
We also went to a fantastic new place called "Jus Mac." It is exactly what it's called... just macaroni and cheese. But done right and at least a dozen ways. Check out their website here (they are located in the Heights, just off 610 North a few miles west of the 45 North exit): Jus Mac

Mrs. Duez got the chili mac, Aidan got jus mac, I had bbq brisket mac. Delicious!
Of course we also took in the season opening hockey game for our defending Western Conference Champion Houston Aeros at Toyota Center last night. The boys won 4-1 and it was really a cool weekend to see so many of last year's Aeros players and coaches do well for their parent team the Minnesota Wild. :) (oh yeah, and my Pittsburgh Penguins had a great weekend as well.) We aren't going to discuss the Houston Texans game right now and spoil the fun.

I highly recommend Aeros hockey games. It is an inexpensive, fun, and fast-paced sport. 
Aidan got to meet Chili - the awesome Aeros mascot. 

Hopefully you also had a nice "Strayer-free" and restful weekend. We are going to get back to work on writing this week. And you'll be able to start your study of Chapter 8 - Commerce and Culture - Silk Roads, Sand Roads, and Sea Roads (plus, some American roads). The quiz for Chapter 8 isn't for a whole 'nother week. :)

Steve Jobs Commencement Speech at Stanford University 2005

I've never been a big Apple fan. But, I am a definite fan of the commencement address that Steve Jobs gave in 2005 at Stanford. It is amazing. If you have never seen it, today might be a good day to hear this powerful and very inspirational speech.

Rest in Peace Steve Jobs. Today is indeed the end of an era.

‎"Remembering that I'll be dead soon is the most important tool I've ever encountered to help me make the big choices in life. Because almost everything just falls away in the face of death, leaving only what is truly important. Remembering that you are going to die is the best way I know to avoid the trap of thinking you have something to lose. You are already naked. There is no reason not to follow your heart. ... Stay hungry. Stay foolish."- Steve Jobs

Chavín de Huántar Video Clip

Chavín de Huántar, dating back to 1500 BC, was a center for ritual and pilgrimage with extensive trade and communication contacts that exerted control through non-violent means, but today the site is threatened by poor drainage, structural instability, inadequate site maintenance and endemic poverty.  Global Heritage Fund's (GHF) goals at the site are to support Master Planning, conservation of the most critically endangered structures above- and below ground and increase opportunities for the local community.  Partners on this project include Stanford University, Instituto Nacional de Cultura (INC), the town of Chavín de Huántar and Asociacion Ancash.

Great video clip (3:46) that shows what the Chavin cult location in Peru is like today. Fascinating how people are working so hard to try to keep it from degrading. We probably won't have time to watch this in class so I wanted to be sure you had a chance to check it out here. It is definitely worth the few minutes to try to understand this very unique and quite unknown ancient people. (click the picture below to open the video clip)

Great video clip on the Bantu Peoples of Africa

We may not have time to watch much of this in class. But, I wanted to share it here (click on the picture below to pop open the video clip):

If you click forward on the bar at the bottom to 21:12 you will see the portion about the Bantu Peoples, their migration and language. The entire video is pretty great, but this portion matches Chapter 7 and really brings to life the Bantu Peoples.

This would be a great documentary video to watch for extra credit this six week's period if that interests you!

Agenda: Friday, Oct. 7, 2011

Quote of the Day: "Tension is who you think you should be. Relaxation is who you are." - Chinese proverb
My awesome cat Suki resting with her Momma. Take a break this weekend, you deserve it!
Learning Targets:
      •  To make students aware of classical civilizations that evolved outside of the more well-known civilizations of Eurasia
      •  To explore the development of civilizations in Africa and the Americas
      •  To consider the factors that make civilizations develop in some regions but not in others
      •  To raise the possibility of complex civilizations without any recognizable centralized control

1. Collect Essays (Students needed to write one of the Big Question Essays for 10% of their test grade today. They could write the others for extra credit.)
2. TEST Chapter 7
3. REST - No Strayer next week. No Quiz next week. No Test next week. Writing next week. ;)

See you on Tuesday!

Agenda: Wed/Thu Oct. 6/7, 2011

Quote of the Day: "Fear makes strangers of people who would be friends." - Shirley MacLaine

Learning Targets:
      •  To make students aware of classical civilizations that evolved outside of the more well-known civilizations of Eurasia
      •  To explore the development of civilizations in Africa and the Americas
      •  To consider the factors that make civilizations develop in some regions but not in others
      •  To raise the possibility of complex civilizations without any recognizable centralized control

1. DO NOW: Discuss the second big picture question of the chapter. (5 min. to read the prompt and analyze quietly at the bell, 10 min. to discuss as a class)
Chapter 7 – Classical Era Variations - Big Picture Question #2
“The particular cultures and societies of Africa and of the Americas discussed in this chapter developed largely in isolation from one another.” 
What evidence would support this statement, and what might challenge it?

2. Document Study. (40 min. total) We'll do a quick rotation in groups through 3 documents from Chapter 7. If you are absent from class on the block day, I would be sure you familiarize yourself with these documents for Friday's test. The documents to know are:
(The Periplus of the Erythrean Sea - already covered in class on Monday)

I. Document 7.2 Making of an Axumite Empire "Inscription on a Stone Throne" p. 309
II. Visual Source 7.1 Shield Jaguar & Lady Xok: A Royal Couple of Yaxchilan (Maya) p. 316-317
III. Visual Source 7.4 The Ball Game p. 321
We will rotate through each document with 10 minutes to read and discuss in your group for each doc. Then we'll take 10 quick minutes to review them all with the whole class together.

3. Jared Diamond Returns! Video Clip from Guns, Germs and Steel - Bantu Peoples (15 minutes). 

4. Discuss the third big picture question of the chapter (15 min).
Chapter 7 – Classical Era Variations - Big Picture Question #2

What generated change in the histories of Africa and the Americas during the classical era?

5. Video - Engineering an Empire Maya and Teotihuacán (Beginning of Engineering an Empire Aztecs) - see clips below- (for remainder of the period, probably 20 min)

"Hello. I'm Peter Weller."
For the TEST on Friday, students will answer one of the 3 big picture questions for this chapter. They must bring the essay into class to be turned in before the test. Students may do the other two essays for extra credit on the test. 

Check out Engineering an Empire Maya & Teohuacan below the link:

Agenda: Tuesday, Oct 4, 2011

Quote of the Day: "History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again."  - Maya Angelou 

Learning Targets:
      •  To make students aware of classical civilizations that evolved outside of the more well-known civilizations of Eurasia
      •  To explore the development of civilizations in Africa and the Americas
      •  To consider the factors that make civilizations develop in some regions but not in others
      •  To raise the possibility of complex civilizations without any recognizable centralized control

1. DO NOW Question - Big Picture Question #1 (we didn't finish it entirely on Monday): 
Chapter 7 – Classical Era Variations - Big Picture Question #1
“The histories of Africa and the Americas during the classical era largely resemble those of Eurasia.” 
Do you agree with this statement? Explain why or why not.

2. The Olmecs Video.

3. Engineering an Empire - Maya. 

For the TEST on Friday, students will answer one of the 3 big picture questions for this chapter. They must bring the essay into class to be turned in before the test. Students may do the other two essays for extra credit on the test. 

Check out Engineering an Empire - Maya by clicking the link below:

Chapter 7 - Big Picture Question #1

Chapter 7 – Classical Era Variations - Big Picture Question #1
“The histories of Africa and the Americas during the classical era largely resemble those of Eurasia.”
Do you agree with this statement? Explain why or why not.

Agenda: Monday October 3, 2011

Quote of the Day: "You can easily judge the character of a man by how he treats those who can do nothing for him." - James D. Mills

Learning Targets:

  • Are the histories of Africa and the Americas during the classical era similar or different from one another?
  • How can studying a source document explain what a culture was like?

1. Reading Check Quiz Chapter 7. Students may use their notes.
2. Students will read the document The Periplus of the Erthraean Sea and answer these 2 questions:

  *According to this text, why is the Axumite port of Adulis significant?
  *What evidence does the Periplus provide about Axum’s cultural and economic ties to the larger world?
3. With the time remaining students will discuss the first Big Picture Question for Chapter 7: 
    1. "The histories of Africa and the Americas during the classical era largely resemble those of Eurasia." Do you agree with this statement? Explain why or why not.

For the TEST on Friday, students will answer one of the 3 big picture questions for this chapter. They must bring the essay into class to be turned in before the test. Students may do the other two essays for extra credit on the test.