Under The Bean

 Matthew from 6th period sent this photo to me today from under The Bean in Chicago. I hear that the orchestra played amazingly well. Way to go! Have a safe trip home. 

The sculpture is actually entitled, "Cloud Gate." It is the centerpiece of Millennium Park in Chicago. Made up of 168 stainless steel plates welded together, its highly polished exterior has no visible seams. It is 33 by 66 by 42 feet (10 by 20 by 13 m), and weighs 110 short tons.

Said to have been inspired by liquid mercury, the sculpture's surface reflects and distorts the city's skyline. Visitors are able to walk around and under Cloud Gate's 12-foot (3.7 m) high arch. On the underside is the "omphalos" (Greek for "navel"), a concave chamber that warps and multiplies reflections. The sculpture builds upon many of Kapoor's artistic themes, and is popular with tourists as a photo-taking opportunity for its unique reflective properties.

The sculpture was selected during a design competition. After Kapoor's design was chosen, numerous technological concerns regarding the design's construction and assembly arose, in addition to concerns regarding the sculpture's upkeep and maintenance. Various experts were consulted, some of whom believed the design could not be implemented. Eventually, a feasible method was found, but the sculpture's construction fell behind schedule. It was unveiled in an incomplete form during the Millennium Park grand opening celebration in 2004, before being concealed again while it was completed. Cloud Gate was formally dedicated on May 15, 2006, and has since gained considerable popularity, both domestically and internationally.

Maya - Saturno: Adding Time to the Maya Clock Video

Fascinating! Saturno: Adding Time to the Maya Clock. Proof the world will continue & that the Maya were amazing! 



William "Bill" Andrew Saturno is an American archaeologist and Mayanist scholar who has made significant contributions toward the study of the pre-Columbian Maya civilization. As of 2008 Saturno holds a position as assistant professor in Archaeology at Boston University's College of Arts and Sciences (CAS). Prior to his position at BU, Saturno was a lecturer at the University of New Hampshire. Saturno is credited with the discovery in 2001 of one of the oldest extant murals yet discovered in the Maya region, at the site of San Bartolo in northeastern Guatemala. In 2010, Saturno and Franco Rossi discovered what they believe to be a workroom of a XultĂșn record keeper. The Mayan hieroglyphics at the site included representations of dates roughly 7000 years in the future, casting doubt on the speculation that the conclusion of the Long Count calendar would result in a 2012 doomsday scenario. (From Wikipedia)

Agenda: Week of FINALS 1st Semester 2012 - December 17-21

Advanced Placement World History
Fall Final Review & Fall Final Test Week
Week at a Glance:
MON - Fall AP Test Review
TUEFall AP Test Review
Final Exams & Fall Final Summative Tests
WEDNESDAY, DEC. 19, 2012
                                      7:25 - 8:39                       1st Period Exam
                                      8:46 - 10:02                     5th Period Exam
                                    10:09 - 11:25                     7th Period Exam
THURSDAY, DEC. 20, 2012
                                      7:25 - 8:31                       Advisory
                                      8:38 - 9:58                       2nd Period Exam
                                    10:05 - 11:25                     3rd Period Exam
 FRIDAY, DEC. 21, 2012
                                    7:25 - 8:31                         Advisory
                                    8:38 - 9:58                        4th Period Exam
                                    10:05 - 11:25                    6 th Period Exam
Learning Targets for the week:
Targets from The College Board AP World History Course Description
Period 1: Technological and Environmental Transformations, to c. 600 B.C.E.
Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.
Period 3: Regional & Trans-regional Interactions 600 to 1450


Essential Questions/Themes for the week:
Themes from The College Board AP World History Course Description
Theme 1: Interaction Between Humans and the Environment
• Demography and disease
• Migration
• Patterns of settlement
• Technology
Theme 2: Development and Interaction of Cultures
• Religions
• Belief systems, philosophies, and ideologies
• Science and technology
• The arts and architecture
Theme 3: State-Building, Expansion, and Conflict
• Political structures and forms of governance
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, trans-regional, and global structures and organizations
Theme 4: Creation, Expansion, and Interaction of Economic Systems
• Agricultural and pastoral production
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
Theme 5: Development and Transformation of Social Structures
• Gender roles and relations
• Family and kinship
• Racial and ethnic constructions
• Social and economic classes

------------------------
Monday, December 17, 2012
Quote of the Day: "What a computer is to me is the most remarkable tool that we have ever come up with. It’s the equivalent of a bicycle for our minds.” - Steve Jobs

Agenda:
1. DO NOW QUESTION: Which questions on the MOCK AP Test were most difficult - or do you still not understand?
2. Review the MOCK AP Test and discuss each question in terms of the Period & Theme.
3. Competitive Review in Teams.
------------------------
Tuesday, December 18, 2012
Quote of the Day: "Being the richest man in the cemetery doesn't matter to me … Going to bed at night saying we have done something wonderful… that’s what matters to me.” - Steve Jobs

Agenda:
1. DO NOW QUESTION: Which questions on the MOCK AP Test were most difficult - or do you still not understand?
2. Review the MOCK AP Test and discuss each question in terms of the Period & Theme.
3. Competitive Review in Teams.

------------------------
Wed-Fri, December 19-21, 2012
Quote of the Day:  "And the Grinch, with his Grinch-feet ice cold in the snow, stood puzzling and puzzling, how could it be so? It came without ribbons. It came without tags. It came without packages, boxes or bags. And he puzzled and puzzled 'till his puzzler was sore. Then the Grinch thought of something he hadn't before. What if Christmas, he thought, doesn't come from a store. What if Christmas, perhaps, means a little bit more." -Dr. Seuss

Agenda:
FINAL TEST OF THE SEMESTER.

Over the holiday break, think about a theme for WHAP T-Shirts. We will need to create it soon and order it in Feb-March for it to be ready for the test.

We will begin Chapter 14 when we return from the break with the 2nd half of the video - America Before Columbus. It will look at the impact of Columbian Exchange on the world.

DBQ Week - Black Death

Click to load the notes for ...
History of The Black Death
How to WHAP the DBQ
Understanding P.O.V. - Point of View
Pieter Bruegel the Elder's Triumph of Death, 1652.

Agenda: Week of Dec. 10 - 14, 2012

World History Advanced Placement
DBQ and Fall Final Review Week
Week at a Glance:
MON: Black Death History; Whap the DBQ
TUE: Finish Black Death History; Analysis of Documents using Point of View
WED/THU Analysis of Documents; Cooperative Poster Creation; Gallery Walk
FRI: Thesis Writing; Gallery Walk; 2nd 9 week awards
---------------------------
Monday, December 10, 2012
Quote of the Day: “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 & Essential Questions:
* Compare the views from European world and Islamic world in response to the Black Death.
* How does one "WHAP" the DBQ?
* Use Point of View when analyzing documents.
* Categorize documents according to analysis to answer prompt with a clear, yet thorough thesis.

Agenda:
1. DO NOW: Pick up Black Death DBQ Handout - Pages 1 and 2. Read the historical background on the Black Death and answer the questions. Be prepared to discuss the topic in a few minutes. (10 min)
2. Cooperative Discussion - The Black Death DBQ Handout - work in groups of 4 to discuss the Black Death and the discussion question that is on the page. (10 min)
3. Notes, Questions, Quick Video - The Black Death - Historical Background. (10 min)
4. How to WHAP the DBQ - finish presentation on what the DBQ is and how it is answered. (10 min)
Go Texans!

---------------------------
Tuesday, December 11, 2012
Quote of the Day: "If the only tool you have is a hammer, you tend to see every problem as a nail." - Abraham Maslow

Learning Targets & Essential Questions:
Compare the views from European world and Islamic world in response to the Black Death.
How does one "WHAP" the DBQ?
Use Point of View when analyzing documents.
* Categorize documents according to analysis to answer prompt with a clear, yet thorough thesis.


Agenda:
1. DO NOW: Pick up the rest of the pages of the DBQ on The Black Death. Read the first three documents and analyze them using MAP Main Point, Analysis, Point of View. (10 min)
2. Cooperative Discussion - The Black Death DBQ Handout - work in groups of 4 to discuss the Black Death and the documents. (10 min)
3. Understanding Point of View - We will analyze photos and images to determine point of view. (15 min)
He's making a list..
---------------------------
Wednesday, December 12, 2012 & Thursday, December 13, 2012
Quote of the Day: "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

Learning Targets & Essential Questions:
Compare the views from European world and Islamic world in response to the Black Death.
How does one "WHAP" the DBQ?
Use Point of View when analyzing documents.
* Categorize documents according to analysis to answer prompt with a clear, yet thorough thesis.

Agenda:
1. POV slideshow as students enter. 
2. DO NOW: Finish the rest of the pages of the DBQ on The Black Death. Read the documents and analyze them using MAP Main Point, Analysis, Point of View. (10 min)
3. Cooperative group analysis of documents, grouping them, thesis discussion. 
4. Groups will create a DBQ Poster. Each poster will have the question listed at the top, the documents will be cut out and pasted on the poster in groups, analysis of the group of documents will be written below each, & a thesis written at the bottom of the poster.
Posters collected at the end. We'll Gallery Walk them on Friday.

Steve Jobs, February 24, 1955 – October 5, 2011, co-Founder Apple Computer.
---------------------------
Friday, December 14, 2012
Quote of the Day: "A Freudian slip is when you say one thing but mean your mother." - Author Unknown

Learning Targets & Essential Questions:
Compare the views from European world and Islamic world in response to the Black Death.
How does one "WHAP" the DBQ?
Use Point of View when analyzing documents.
* Categorize documents according to analysis to answer prompt with a clear, yet thorough thesis.


Agenda:
Corrections due for Mock AP Test.
Extra Credit (Review &/or Graphic Org.) due.
1. DO NOW: Finish posters in groups, prepare to present/gallery walk/discuss analysis & thesis.
2. 2nd Nine Week Eagle & Pigeon Awards.

Agenda: Week of Dec. 3 - Dec. 7, 2012

WORLD HISTORY ADVANCED PLACEMENT - WHAP!
FALL SEMESTER AP REVIEW WEEK
Week at a Glance:
MON: Historical "Periodization", Tips on AP M/CH 
TUE: WHAP Themes, Tips on AP M/CH
WED/THU: MOCK AP Test (70 questions from fall sem  in 55 min), After we'll "Introduce the DBQ"
FRI: Finish discussion on "How to WHAP the DBQ"
------------------------
Monday, Dec. 3, 2012
Quote of the Day“We shall neither fail nor falter; we shall not weaken or tire...give us the tools and we will finish the job.” - Winston Churchill

Learning Targets for the week:
Targets from The College Board AP World History Course Description
Period 1: Technological and Environmental Transformations, to c. 600 B.C.E.
Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.
Period 3: Regional & Trans-regional Interactions 600 to 1450



Essential Questions/Themes for the week:
Themes from The College Board AP World History Course Description
Theme 1: Interaction Between Humans and the Environment
• Demography and disease
• Migration
• Patterns of settlement
• Technology
Theme 2: Development and Interaction of Cultures
• Religions
• Belief systems, philosophies, and ideologies
• Science and technology
• The arts and architecture
Theme 3: State-Building, Expansion, and Conflict
• Political structures and forms of governance
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, trans-regional, and global structures and organizations
Theme 4: Creation, Expansion, and Interaction of Economic Systems
• Agricultural and pastoral production
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
Theme 5: Development and Transformation of Social Structures
• Gender roles and relations
• Family and kinship
• Racial and ethnic constructions
• Social and economic classes


Agenda:
1. DO NOW QUESTION - What are the benefits of taking the AP Exam?
2. Notes, Video, Presentation: What you need to know about the AP Exam (Guide).
Students will work in cooperative groups to answer questions regarding periodization, themes, and regions of WHAP.
The beautiful Juniata River in Huntingdon, PA.
------------------------
Tuesday, Dec. 4, 2012
Quote of the Day:  “Finish each day and be done with it. You have done what you could. Some blunders and absurdities no doubt crept in, forget them as soon as you can. Tomorrow is a new day, you shall begin it well and serenely...” - Ralph Waldo Emerson


Learning Targets for the week:
Targets from The College Board AP World History Course Description
Period 1: Technological and Environmental Transformations, to c. 600 B.C.E.
Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.
Period 3: Regional & Trans-regional Interactions 600 to 1450


Agenda:
1. DO NOW QUESTION: Can you guess what score you will need to get on the WHAP Test to earn credit at each of these institutions of higher learning?
University of TexasTexas A&MTexas StateUniversity of HoustonStanfordHarvardUniversity of HawaiiBaylor UniversitySam Houston UniversityStephen F. Austin UniversityJuniata CollegeSan Diego State University

2. Notes, Video, PresentationWhat you need to know about the AP Exam (Guide).
Students will work in cooperative groups to answer questions regarding periodization, themes, and regions of WHAP.
You may not realize, but our very own Peter Weller will be the voice of the animated
Batman in "The Dark Knight Returns."
------------------------
Wednesday, Dec. 5 and Thursday, Dec. 6, 2012
Quote of the Day:  “My therapist told me the way to achieve true inner peace is to finish what I start. So far today, I have finished 2 bags of M&M's and a chocolate cake. I feel better already.” - Dave Barry


Learning Targets for the week:
Targets from The College Board AP World History Course Description
Period 1: Technological and Environmental Transformations, to c. 600 B.C.E.
Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.
Period 3: Regional & Trans-regional Interactions 600 to 1450



Agenda:
1. MOCK AP TEST: 70 multiple choice questions in 55 minutes. All from the fall semester up to 1500 and the end of Unit 3 and Chapter 13 of Strayer.
2. Notes, Video, Presentation: "How to WHAP the DBQ! (Guide)."

Seriously, I wasn't joking. It's Peter Weller. As Batman. Seriously. Seriously Awesome!

"I'm not finished yet." - The perfect line for the man.

------------------------
Friday, Dec. 7, 2012
Quote of the Day:  "The man who does things makes many mistakes, but he never makes the biggest mistake of all - doing nothing." - Benjamin Franklin 


Learning Targets for the week:
Targets from The College Board AP World History Course Description
Period 1: Technological and Environmental Transformations, to c. 600 B.C.E.
Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.
Period 3: Regional & Trans-regional Interactions 600 to 1450


Agenda:
1. DO NOW QUESTION: Pick up the DBQ Packet. Analyze the first document using M-A-P.
2. Notes, Video, Presentation: "How to WHAP the DBQ! (Guide)."
3. Focus on P.O.V. - Point of View.

Missing this today...


Mankind: The Story of US

This month the History Channel is actually showing HISTORY. Pretty cool concept. I had checked out the first episode of the series online on Sunday evening, but Grant M. reminded me of it tonight through an email. Thanks Grant!


It looks pretty good. Certainly you can watch any of the ones so far for extra credit. The History Channel is showing them a bunch, including next Tuesday they will run through the entire series so far. I think it begins at 2 pm and runs through the evening. If you watch it, let me know what you think.



Agenda: Week of November 26 - 30, 2012

World History Advanced Placement 
Unit 3 - AN AGE OF ACCELERATING CONNECTIONS 500–1500
CHAPTER 13 The Worlds of the Fifteenth Century
WEEK AT A GLANCE:
MON: Reading Check Quiz 13, Aztec/Inca Comparison
TUE: Ming China/Renaissance Europe Comparison
WED/THU: America Before Columbus Video Study, The Renaissance
FRI: TEST Chapter 13
------------------------------------
Monday, November 26, 2012
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
Aztec art: Double-Headed Serpent
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. Reading Check Quiz - Chapter 13 - Worlds of the 15th Century
2. Do Now Question (After the Quiz): What distinguished the Aztec and Inca empires from each other?
3. Notes/Discussion/Video - Aztecs & Inca Compared
How did Aztec religious thinking support the empire? & How did the Aztec Empire feed their vast population (possibly 15 million)?
What political and cultural differences stand out in the histories of fifteenth-century China and Western Europe? What similarities are apparent?
Video: Engineering an Empire: Aztecs
------------------------------------
The Great Zheng He, Chinese Mariner.
Tuesday, November 27, 2012
Quote of the Day“We are what we repeatedly do; excellence, then, is not an act but a habit.” —Aristotle


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?
Florence, Italy. The heart of the Renaissance.
Agenda:
1. DO NOW Question: What political and cultural differences stand out in the histories of fifteenth-century China and Western Europe? What similarities are apparent?
2. Notes, Video, & Discussion: Ming China and Renaissance Europe compared.
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? 
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.
------------------------------------
Wednesday, November 28, 2012 & Thursday, November 29, 2012
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


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 Europe compare to The Americas before Columbus?
2. What technologies are used and developed by each? How do they compare?
3. What motivates Europeans to explore?
4. What domesticated animals and agriculture do the Europeans have? Contrast that with the Americas.
5. How do the nation-states and city-states of Europe drive competition, exploration, and propel Europe into world power?

Agenda:

1. Video Study: America Before Columbus, Part I. The video is 50 minutes. Students will watch the video and take notes to answer the following questions:
How does Europe compare to The Americas before Columbus?
What technologies are used and developed by each? How do they compare?
What motivates Europeans to explore?
What domesticated animals and agriculture do the Europeans have? Contrast that with the Americas.
2. Notes, Discussion, & Video: The Renaissance.
How do the nation-states and city-states of Europe drive competition, exploration, and propel Europe into world power?
------------------------------------
Friday, November 30, 2012
Quote of the Day: “The person who says something is impossible should not interrupt the person who is doing it.” – Chinese proverb


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.

Agenda:
1. Test Chapter 13
2. Pick up DBQ Handout in class. Read and prepare for Monday - What is a DBQ? How does it compare to the CCOT and the Comparison Essay? 

Chapter 13 - Worlds of the 15th Century

Click here to load the Targets for Chapter 13 - Worlds of the 15th Century

Take Notes Over the Following Concepts and Questions, be prepared to discuss in class: 
Aztecs vs. Inca: What distinguished the Aztec and Inca empires from each other? How did Aztec religious thinking support the empire? & How did the Aztec Empire feed their vast population (possibly 15 million)?

What political and cultural differences stand out in the histories of fifteenth-century China and Western Europe? What similarities are apparent?
Video: Engineering an Empire: Aztecs

Ming China vs. Renaissance Europe: In what ways did European maritime voyaging in the fifteenth century differ from that of China? What accounts for these differences? 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.
Video: Engineering an Empire: China 
Video: Engineering an Empire: Da Vinci's World
Video: America Before Columbus (first 15 min only, we will watch the rest with Chapter 14)

CCOT Posters

Here are some of the posters that students created this week in class. Some are very good, some are ok, and a few are not so good. I post them here so that you can look through all of them yourself and make your own judgement. Remember, this is just an outline of the prompt. Your actual thesis will not only be looking at three topics (ex: religion, trade, political administration) but analyzing WHY there were changes or continuity after Mongol invasion. 

You have to work in "history" and use actual historical information to back up and verify your analysis and thesis. 

Also here are a few links that might help you prepare:

Click on the poster pictures to be able to see each of them full screen:
We have to... the Mongols made us. :(


Agenda: Week of Nov. 12 - Nov. 16, 2012

World History Advanced Placement
Unit 3 - Age of Accelerating Connections
Chapter 12 - The Mongol Moment
Week at a Glance:
MON - Reading Check Quiz CH 12 -- Pick up CCOT Packet & Time Article
TUE - The Mongol Impact (on Middle East, China, & Russia) -- How to write the CCOT
WED/TH - Socratic Discussion: Article on Time -- Cooperative Poster Creation CCOT

FRI - Timed writing CCOT - Mongols
The Mongol Horde
--------------------
Monday, November 12, 2012
Quote of the Day: "A thankful heart is not only the greatest virtue, but the parent of all the other virtues." - Cicero

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 - The Mongol Moment
2. Students will pick up the CCOT Introduction Guide after the quiz. They will also pick up the Article concerning time - "The History of Time: Past, Present, & Future - Perception of time through the ages. We will discuss the CCOT guide on Tuesday, read it and understand what it is asking you to do for Friday's essay. The article concerning time will be used on Wed/Thu during the first half of class during a socratic discussion with classmates. Read it for block day and follow these instructions (write them at the top of the page so that you remember):
Write notes on a separate sheet of paper (10), Underline important points (10), Circle things that  you need clarification on (10), Write a summary, 2 to 3 sentences (20), Write a Question for discussion (50).
3. After the quiz, students will watch Crash Course World History #12: Wait for it... The Mongols!
While viewing the video students should consider the essential questions from Strayer 12 and they will be used for discussion following the conclusion of the video.
Mr. Duez's Favorite Holiday. Food, Fun, Family, Football, Football, Football, and more Football. 
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Tuesday, November 13, 2012
Quote of the Day"Gratitude is born in hearts that take time to count up past mercies." - Charles E. Jefferson

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. DO NOW QUESTION: How would you define both the immediate and the long-term significance of the Mongols in world history? How did they create a lasting impact in Russia, China, and The Islamic World?
2. Notes, Discussion, & Video: The Mongol Impact
Video ClipMillennium The 13th Century - The Century of the Stirrup ~ The Mongols!
3. Exit Ticket on a separate sheet: Students will leave class and hand to Mr. Duez their beginning thesis for the CCOT on Friday. Who are they writing about (China, Russia, or Middle East) and what was the Mongol impact?
--------------------
Wednesday, November 14, 2012 & Thursday, November 15, 2012
Quote of the Day
Not what we give,
But what we share,
For the gift
without the giver
Is bare.
~James Russell Lowell

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. Do Now Question: How would you assess the perspective of this chapter toward the Mongols? Does Strayer's narrative 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?
2. Socratic DiscussionArticle concerning time - "The History of Time: Past, Present, & Future - Perception of time through the ages. Discussion will be 10 to 20 minutes of time, depending on the class and quality of the discussion.
Students will sit in a large circle and discuss the article. The questions they generated while reading the article will fuel the discussion. Mr. Duez will collect the article and score it according to the directions given on Monday:
Write notes on a separate sheet of paper (10), Underline important points (10), Circle things that  you need clarification on (10), Write a summary, 2 to 3 sentences (20), Write a Question for discussion (50).
3. Students will work in groups of 6 to create timelines for the CCOT. They will write the CCOT Prompt at the top of the poster and choose one area (Russia, China, or Middle East) and compare early, middle, and late continuities and changes. We will present the posters at the end of the period. Students should use their CCOT Intro packet for help and their notes from Strayer for information to fill in on the timeline. They may draw pictures to represent ideas.
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Friday, November 16, 2012
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

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. CCOT Essay Timed Writing:

CONTINUITY AND CHANGE OVER TIME QUESTION
     Directions: You are to answer the following question. Write an essay that:
has a relevant thesis.
         Addresses all parts of the question.
         Uses world historical context to show continuity and change over time.
         Analyzes the process of continuity and change over time.

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

HAVE A GREAT THANKSGIVING!
Go Texans... Beat the Lions on Thanksgiving Day.
We will have the reading check quiz on Chapter 13 - Worlds of the 15th Century on the Monday when we return
But, remember... last chapter of Strayer for the year! (2012 that is!)