Agenda: Week of November 28 - December 2, 2011

Unit 3 - Age of Connections, 500-1500
Chapter 13 - Worlds of the Fifteenth Century
Learning Targets:

• To step back and consider the variety of human experience in the fifteenth century
• To compare conditions in China and Europe on the cusp of the modern world
• To encourage students to consider why Europe came to dominate the world in the modern era, and how well this could have been predicted in 1500
• To examine the Islamic world in the fifteenth century
• To provide a preview of important trends to come in the modern world 

Indigenous Australian Peoples. Artwork: "Corroboree on the Murray River", 1858, by Gerard Krefft, Watercolour drawing
Monday, November 28, 2011
Quote of the Day: “The person who says something is impossible should not interrupt the person who is doing it.” – Chinese proverb

1. Quiz - Chapter 13.
2. DO NOW ? After the quiz: In what ways did the gathering and hunting people of Australia differ from those of the northwest coast of North America?
3. Introduce the chapter and discuss the gathering and hunting peoples of Australia & North America. We'll also look at West Africa and the Islamic World in the 15th century.
Aztec art: Double-Headed Serpent
Tuesday, November 29, 2011
Quote of the Day: “We do not need magic to transform our world. We carry all of the power we need inside ourselves already.” - J.K. Rowling

1. DO NOW ?: What distinguished the Aztec and Inca empires from each other? 
2. Video: Engineering an Empire: Aztecs. Students will answer this question while they view: How did Aztec religious thinking support the empire? & How did the Aztec Empire feed their vast population (possibly 15 million)?
3. After the video we will discuss the answers to those two questions.
The Great Chinese mariner Zheng He
Wednesday & Thursday November 30 & December 1, 2011
Quote of the Day: “We are what we repeatedly do; excellence, then, is not an act but a habit.” —Aristotle

1. DO NOW ?: What political and cultural differences stand out in the histories of fifteenth-century China and Western Europe? What similarities are apparent?
2. Video, Engineering an Empire: China. We'll see how Zheng He and 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: In what ways did European maritime voyaging in the fifteenth century differ from that of China? What accounts for these differences? We will discuss the answer to the question after the video.
3. Video, America Before Columbus. We will watch the first 15 minutes of this video. While watching the video, students 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? How would have America been different if the Chinese had discovered it and colonized it first?
4. Video, Engineering an Empire: Da Vinci's World. Students will watch the video and answer this question: What energy and inspiration gave rise to the Renaissance? Consider why Europe came to dominate the world in the modern era, and how well this could have been predicted in 1500.
5. Review: With any time remaining in the period we will review for the test on Friday.
Florence, Italy. The great architecture & Bottom left: Fountain of Neptune. 
Friday, December 2, 2011
Quote of the Day: “To be successful you don’t need to do extraordinary things, you just need to do ordinary things extraordinarily well.” – Jim Rohn

1. TEST Chapter 13, Worlds of the Fifteenth Century
2. Pick up a Review Sheet for the Final Exam. We will review all next week!

Extra Credit List Updated

A couple of pieces of advice for the week of Thanksgiving, first enjoy the holiday. :)

What I would do is pat yourself on the back a little. You have made it through the first semester (we only have 1 week of instruction left, a week of review and then finals)! Just think, you were shaking in your boots at the beginning of this, but you have it under control. You can do it.

Next, once you have taken time with family, friends, and had a nice bit of food (don't forget football)... 
* Chapter 13 is a beast. Try to focus your study on the comparison between Renaissance Europe and Ming Dynasty China. That is where we will spend the most time and focus when we return from Thanksgiving. But, I would print the target sheet, use the companion internet site for Strayer, and study the vocabulary.
* Extra Credit! This would be a great time to get it done so that it is not hanging over your heads. Remember, just because the last day to turn it in is on Dec. 2nd, that doesn't mean you have to do it on December 1st! (Especially considering we have a test on Dec. 2nd)

I spent some time this morning updating the Book, Documentary, and Movie list for extra credit.

If you have any questions about it, or if you have something you would like to see added, please let me know.

Link on the website for extra credit info:
Link on Google Docs for the list:

It would be a very good idea to get this done over the week we have off for Thanksgiving. :)

Hope everyone has a great break this week. Here is a little inspiration for you...

National Geographic Photo Contest:

They are all incredible and stunning, but this is my favorite:

Flight of an Eagle owl Photo by Mark Bridger A large adult eagle owl in flight. (© Mark Bridger)

Chapter 12 - Mongols - Working with Documents

Direct Link to the Notes CLICK HERE.

Students will be in groups of 6. We will work with the first 2 documents of Chapter 12 to analyze how the Mongols felt about themselves and their accomplishments.

Tomorrow for the document writing after the Chapter 12 quiz, students will need to analyze how others felt about the Mongols and their impact on Eurasia.

Agenda - Week of November 14 - November 18, 2011

Chapter 12 - Pastoral Peoples "The Mongol Moment" 
To make students aware of the significance of pastoral societies in world history
To examine the conditions of nomadic life
To investigate the impact of the Mongol Empire on world history
To consider the implications of the Eurasian trade sponsored by the Mongols

Monday, November 14, 2011
Quote of the Day: "A thankful heart is not only the greatest virtue, but the parent of all the other virtues." - Cicero

Mr. Duez will be out of school today.
Any student who needs to make up their test from Friday will take it on Tuesday during class, or after school in tutoring.

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?
(see this link for possible answers: The Mongol Empire & Impact on Eurasia:

Students will write the question and their answer on a separate sheet of paper. They may pick up a text book from the back.

Collect their answers to the 3 questions at the end of the period. If students finish early, begin to read the documents at the end of the chapter. We will be working with them tomorrow and also using the documents on block day and Friday.

Vocabulary quiz is on block day and it is 15 questions. Students may use their notes to answer the questions and I will also allow them to also use their work from this class period on the quiz.

Tuesday, November 15, 2011
Quote of the Day: "Gratitude is born in hearts that take time to count up past mercies." - Charles E. Jefferson

1. Students will work in groups to summarize and analyze the first two documents from Chapter 12. See this link for more details.
Students will get their papers passed back from yesterday and discuss the answers to their questions in groups for 5 minutes.
2. Discussion, Notes, Video - The Mongol Moment

Wednesday, November 16, 2011 & Thursday, November 17, 2011
Quote of the Day: 
Not what we give,
But what we share,
For the gift
without the giver
Is bare.
~James Russell Lowell

1. Quiz on Chapter 12
2. Students will have the remainder of the period to work on analysis of the documents in class.
3. If students finish early, we will discuss analysis points for each of the questions.

Friday, November 18, 2011
Quote of the Day: “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
1. Students will work in groups and peer assess/give advice on their answers regarding the document analysis from block day.
2. At the end of the period, we will discuss this question (along with the remainder of the documents): What accounts for the negative attitudes of settled societies towards that of the pastoral peoples?
Have a great Thanksgiving Break!

Video: BBC's Genghis Khan - The Mongol Empire

Click on the Full Post Link below to see the video - Youtube.

Video: Millennium Series - The Mongols

Click to see the full post so that the video will load on Youtube, 8 min.

Student Responses to Margin Question CH 11 - Islam - Women

Today in class we discussed margin review question:
How did the rise of Islam change the lives of women?

View the slideshow of photos from the student responses.
Some things to consider (as well as the notes from today on this question LINK):
      •  The Quran included a mix of rights, restrictions, and protections for women. 
      •  In practice, as the Arab Empire grew in size, the position of women became more limited. Women started to pray at home instead of in the mosque, and veiling and seclusion of women became standard practice among the upper and ruling classes, with special areas within the home becoming the only place where women could appear unveiled. Such seclusion was less practicable for lower-class women. These new practices derived far more from established traditions of Middle Eastern cultures than from the Quran, but they soon gained a religious rationale in the writings of Muslim thinkers.
      •  Other signs of tightening patriarchy derived from local cultures, with no sanction in the Quran or Islamic law. But where they were practiced, such customs often came to be seen as Islamic.
      •  Negative views of women, presenting them variously as weak, deficient, and a sexually charged threat to men and social stability, emerged in the hadiths, traditions about the sayings or actions of Muhammad, which became an important source of Islamic law.
      •  Islam also offered new outlets for women in religious life. The Sufi practice of mystical union with God allowed a greater role for women than did mainstream Islam. Some Sufi orders had parallel groups for women, and a few welcomed women as equal members.
      •  In Shia Islam, women teachers of the faith were termed mullahs, the same as their male counterparts.
      •  Islamic education, either in the home or in Quranic schools, allowed some women to become literate and a few to achieve higher levels of learning.
      •  Visits to the tombs of major Islamic figures as well as the ritual of the public bath provided some opportunity for women to interact with other women beyond their own family circle.

Extra Credit Opportunity - Wednesday

Wednesday, November 9th at 3 p.m Cody Pogue, a State Representative Candidate, will be speaking in the White LGI.

If you go and take notes, write a summary, and turn it in to me, I will give you extra credit. Of course, that will go on the 3rd six week's period. It will be worth a free 100 on a quiz grade!

For young Muslims, Hajj pilgrimage reawakens Islamic values

(CNN) -- Each year, more than 3 million Muslims commit to Hajj, the pilgrimage to Mecca that represents the fifth and final "pillar" of Islam and the largest annual human gathering on the planet. Every Muslim who is physically and financially able to do so is expected to make this pilgrimage once in their lifetime.
As described in the Hadith of Gabriel, each pillar of Islam acts as a guide to day-to-day conduct for Muslims, outlining proper professions to God, prayer and spiritual mindfulness, not unlike the Book of Common Prayer for Catholics and Protestants or Judaism's Siddur.
For this year's Hajj, iReporters from around the world documented their journeys, describing their experiences as they complete this Islamic sacrament. Thanks to the power of social media and platforms like CNN's iReport, they've been able to share their faith with the world, giving Muslims and non-Muslims alike a glimpse of the significance of this powerful and transformative event.
The 2011 Hajj also holds special significance for Muslims in the wake of the Arab Spring this year. Though the pilgrimage has traditionally been thought of as an undertaking for middle-aged or senior Muslims, increasing numbers of young pilgrims have been making the trip to Mecca in the past decade.

Agenda: Week of Nov. 7 to Nov. 11, 2011

Learning Targets for Chapter 11 

CHAPTER 11 The Worlds of Islam  Afro-Eurasian Connections, 600–1500

• To examine the causes behind the spread of Islam
• To explore the dynamism of the Islamic world as the most influential of the third-wave civilizations
• To consider the religious divisions within Islam and how they affected political development
• To consider Islam as a source of cultural encounters with Christian, African, and Hindu cultures
• To increase student awareness of the accomplishments of the Islamic world in the period 600–1500 C.E.

Monday, November 7, 2011
Quote of the Day:  “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

1. Reading Check Quiz - Chapter 11 - Worlds of Islam
2. Do Now Question after Quiz: What distinguished the first centuries of Islamic history from the early history of Christianity and Buddhism? What similarities and differences characterized their religious outlooks?
3. Introduction, Notes, and Discussion - Worlds of Islam.


Tuesday, November 8, 2011
Quote of the Day: “Do not go where the path may lead, go instead where there is no path and leave a trail.” - Waldo Emerson

1. Do Now Question: How did the rise of Islam change the lives of women?
2. Students will write their responses to the question on the board. We will add to these all day, resulting in a day long note-taking marathon of knowledge. :)  Results here:
2. Notes, Discussion & Video - Rise of Islam.


Wednesday November 9, 2011 & Thursday, November 10, 2011
Quote of the Day: “An excuse is worse and more terrible than a lie, for an excuse is a lie guarded.” - Pope John Paul I

1. DO NOW QUESTION: “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?
2. Competition Day! Students will be seated in groups of 5 or 6 and they will run through this set of directives: LINK
Competition Day will include:
Naming your group, Choosing a Motto (name and motto must be related to chapter on Islam), Video on Islam with notes, Document Study, Quiz over CH. 11.


Friday, November 11, 2011
Quote of the Day: “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

1. TEST Chapter 11, Worlds of Islam
2. Begin reading Chapter 12 The Mongol Moment. Quiz is next Wed/Thu - we will also do a mini-DBQ on Wed/Thu. Next week is a writing unit.

Hajjlive Cam on Youtube

Pretty amazing. It's live and streaming. Regardless of how you feel about Islam personally, there is no denying it's appeal to millions. One of the 5 pillars - the Pilgrimage to Mecca.
Below the picture, click to see the streaming video.


WHAP CBA 2 Information.
WHAP CBA 2 Information