Targets Chapter 11 - Worlds of Islam
Tutoring Schedule ~ NHS - National Honor Society
This is a great opportunity to learn from students who have walked in your shoes.
The NHS - National Honor Society of Atascocita High is holding tutorial sessions for each of the core subject areas after school.
The NHS - National Honor Society of Atascocita High is holding tutorial sessions for each of the core subject areas after school.
Agenda: Week of Oct. 29 - Nov. 2, 2012
Unit 3: Age of Accelerating Connections, 500 - 1500
Chapter 10: Worlds of European Christendom, 500 - 1300
Week at a Glance:Mon - Quiz CH 10, Fall of Rome? Byzantine & Holy Roman Empires
Tue - Videos - Questions & Discussion: Marr’s History of the World: Into the Light
Wed/Thu - Notes, Video, Discussion: Feudalism & The Crusades
Fri - Finish Crusades, Self Assessment - Comparison Essay
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Monday, October 29, 2012
Quote of the Day: “If opportunity doesn't knock, build a door.” - Milton Berle
Learning Targets:
• Explain the changes that occur in European society after the breakup of the Roman Empire
• Compare the diverse legacies of Rome in Western Europe and the Byzantine Empire
• Describe medieval European expansion and analyze the factors that led to its development
• Analyze the evolution of Europe from backward medieval Europe relative to other civilizations, and the steps by which it caught up
Essential Questions:
1. How did the histories of the Byzantine Empire and Western Europe differ during the era of third-wave civilizations?
2. What accounts for the different historical trajectories of these two expressions of Christendom?
3. In what respects did Byzantium continue the patterns of the classical Roman Empire? In what ways did it diverge from those patterns?
4. How did Eastern Orthodox Christianity differ from Roman Catholicism?
5. In what ways was the Byzantine Empire linked to a wider world?
Agenda:
1. Reading Check Quiz CH 10 (Students may use their hand written notes, as always)
2. Do Now Question after the quiz: In what respects did Byzantium continue the patterns of the classical Roman Empire? In what ways did it diverge from those patterns?
3. Notes, Video, Discussion: Fall of Rome and Emergence of Eastern Orthodoxy & The Byzantium Empire.
Tuesday, October 30, 2012
Quote of the Day: ”I haven’t failed. I've just found 10,000 ways that won’t work.” - Thomas Edison
Learning Targets:
• Explain the changes that occur in European society after the breakup of the Roman Empire
• Compare the diverse legacies of Rome in Western Europe and the Byzantine Empire
• Describe medieval European expansion and analyze the factors that led to its development
• Analyze the evolution of Europe from backward medieval Europe relative to other civilizations, and the steps by which it caught up
Essential Questions:
1. How did Byzantium and Western Europe interact with each other and with the larger world of the post-classical era?
2. Was the civilization of the Latin West distinctive and unique, or was it broadly comparable to other third-wave civilizations?
3. How does the history of the Christian world in the post-classical era compare with that of Tang and Song dynasty China?
4. How did links to Byzantium transform the new civilization of Kievan Rus?
5. What replaced the Roman order in Western Europe?
6. In what ways was European civilization changing after 1000?7. In what ways did borrowing from abroad shape European civilization after 1000? 8. In what different ways did classical Greek philosophy and science have an impact in the West, in Byzantium, and in the Islamic world?
Agenda:
1. DO NOW: Students will pick up questions for the video as they enter the room.
2. Video Documentary: Andrew Marr's History of the World - "Into the Light"
Click here to view the documentary & download the discussion questions.
3. Students will watch the video, answer the questions (which align with Strayer) and Mr. Duez will pause the video frequently to discuss.
Wednesday, October 31, 2012 --and-- Thursday, November 1, 2012
Quote of the Day: ”It is the mark of an educated mind to be able to entertain a thought without accepting it.” - Aristotle
Learning Targets:
• Explain the changes that occur in European society after the breakup of the Roman Empire
• Compare the diverse legacies of Rome in Western Europe and the Byzantine Empire
• Describe medieval European expansion and analyze the factors that led to its development
• Analyze the evolution of Europe from backward medieval Europe relative to other civilizations, and the steps by which it caught up
Essential Questions:
1. Was the civilization of the Latin West distinctive and unique, or was it broadly comparable to other third-wave civilizations?
2. How does the history of the Christian world in the post-classical era compare with that of Tang and Song dynasty China? 3. What was the impact of the Crusades in world history?
4. Why was Europe unable to achieve the kind of political unity that China experienced? What impact did this have on the subsequent history of Europe?
Agenda:
1. DO NOW QUESTION: What was the impact of the Crusades in world history?
2. Notes, Video, Discussion: Feudal Europe, The Crusades, and Comparing post-classical Europe to the rest of the world.
3. Video: Crusades: The Crescent & The Cross.
4. Crash Course: The Dark Ages & The Crusades
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3. Video: Crusades: The Crescent & The Cross.
4. Crash Course: The Dark Ages & The Crusades
Friday, November 2, 2012
Quote of the Day: ”The quickest way to double your money is to fold it over and put it back in your pocket.” - Will Rogers
Learning Targets:
• Explain the changes that occur in European society after the breakup of the Roman Empire
• Compare the diverse legacies of Rome in Western Europe and the Byzantine Empire
• Describe medieval European expansion and analyze the factors that led to its development
• Analyze the evolution of Europe from backward medieval Europe relative to other civilizations, and the steps by which it caught up
Essential Questions:
1. What was the impact of the Crusades in world history? 2. In what ways did borrowing from abroad shape European civilization after 1000? 3. Why was Europe unable to achieve the kind of political unity that China experienced? What impact did this have on the subsequent history of Europe? 4. In what different ways did classical Greek philosophy and science have an impact in the West, in Byzantium, and in the Islamic world?
Agenda:
Quote of the Day: ”The quickest way to double your money is to fold it over and put it back in your pocket.” - Will Rogers
Learning Targets:
• Explain the changes that occur in European society after the breakup of the Roman Empire
• Compare the diverse legacies of Rome in Western Europe and the Byzantine Empire
• Describe medieval European expansion and analyze the factors that led to its development
• Analyze the evolution of Europe from backward medieval Europe relative to other civilizations, and the steps by which it caught up
Essential Questions:
1. What was the impact of the Crusades in world history? 2. In what ways did borrowing from abroad shape European civilization after 1000? 3. Why was Europe unable to achieve the kind of political unity that China experienced? What impact did this have on the subsequent history of Europe? 4. In what different ways did classical Greek philosophy and science have an impact in the West, in Byzantium, and in the Islamic world?
Agenda:
1. DO NOW QUESTION: In what different ways did classical Greek philosophy and science have an impact in the West, in Byzantium, and in the Islamic world?
2. Students will self-assess their Comparison Essay written last 9 weeks period.
Quiz Chapter 11 on Monday.
2. Students will self-assess their Comparison Essay written last 9 weeks period.
Quiz Chapter 11 on Monday.
AP Test Sign Up!
AP Test: To sign-up and pay for AP Test go to:
http://aptestservice.com/atascocita
Click on the Link for 'AP' and follow the directions. You will find links for AP Exam Information, AP Exam Calendar and Test Regulation.
AP test are $90 per exam. There is a $2.75 processing fee to handle your online payment. The payment site accepts all Credit Cards and Paypal.
You can registrar for all of your test or one at a time. Please note that the last day to registrar without a $50 late fee, is March 13th. You can registrar from March 14th - March 24th with a late fee. For more information, click on the page title AP Testing in the left hand menu.
Students have the option to register one test at a time or all their test at once. The test is still $90 - the other 2.75 is the service charge to process the Paypal or CC purchase - just like Amazon or any other online purchase. If a student is free/reduced there is a waiver that will bring the price down - they must see Ms. Willows, the testing coordinator, to get it. The district has made it almost impossible to take money - This is the only way I can process over 500 test fees.
Agenda: Week of October 22 - October 26, 2012
Unit 3 Age of Accelerated Connections, 500 - 1500
Chapter 9 "China & The World, East Asian Connections"
Week at a Glance:MON - Quiz CH 8, Intro to China
TUE - China & Eastern Neighbors
W/TH - China & Eastern Neighbors, Document Study, Review CH 8 & 9
FRI - TEST CH 8 & 9
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Monday, October 22, 2012
Quote of the Day: "He Who Knows Others Is Wise. He Who Knows Himself Is Enlightened." - Tao Te Ching
Learning Targets:
• Explain the development of China as “superpower” among the third-wave civilizations.
• Analyze the impact of China’s deep influence on East Asia.
• Describe the ways in which interaction with other peoples had an impact on China.
• Examine modern assumptions about China and determine the root of that perception.
Essential Questions:
1. In what ways did Tang and Song dynasty China resemble the classical Han dynasty period, and in what ways had China changed?
2. Why are the centuries of the Tang and Song dynasties in China sometimes referred to as a “golden age”?
3. In what ways did women’s lives change during the Tang and Song dynasties?
Agenda:
1. Reading Check Quiz Chapter 9. (Students may use their notes from Chapter 9)
2. DO NOW after quiz - In what ways did Tang and Song dynasty China resemble the classical Han dynasty period, and in what ways had China changed?3. Notes, Video, & Discussion: China Part I
4. Video from Engineering an Empire: China - The building of the Grand Canal (9 minutes) The video will focus on the unification of China through a giant series of canals that united the northern and southern regions. It is over 1,000 miles in length and it created a booming economic explosion in China.
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Tuesday, October 25, 2011
Quote of the Day: "Victory is reserved for those who are willing to pay it's price." - Sun Tzu
Learning Targets:
• Explain the development of China as “superpower” among the third-wave civilizations.
• Analyze the impact of China’s deep influence on East Asia.
• Describe the ways in which interaction with other peoples had an impact on China.
• Examine modern assumptions about China and determine the root of that perception.
Essential Questions:
1. What assumptions underlay the tribute system?
2. How did the tribute system in practice differ from the ideal Chinese understanding of its operation?
4. How did the Chinese and their nomadic neighbors to the north view each other?
Agenda:
1. DO NOW Questions: How did the tribute system in practice differ from the ideal Chinese understanding of its operation?
2. Chinese Dynasties (Vogue, by Madonna), Youtube's History Teachers. (5 min)
3. Notes, Discussion, Video - China & East Asian Neighbors, Part II
Video, "Ancient China" - Discovery Science - Chinese technology.
Compass discovery in China and then sold through trade networks, ending up in Europe around 1200.
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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
Learning Targets:
Essential Questions:
1. In what ways did Tang and Song dynasty China resemble the classical Han dynasty period, and in what ways had China changed?
2. Why are the centuries of the Tang and Song dynasties in China sometimes referred to as a “golden age”?
3. In what ways did women’s lives change during the Tang and Song dynasties?
Agenda:
1. Reading Check Quiz Chapter 9. (Students may use their notes from Chapter 9)
2. DO NOW after quiz - In what ways did Tang and Song dynasty China resemble the classical Han dynasty period, and in what ways had China changed?3. Notes, Video, & Discussion: China Part I
4. Video from Engineering an Empire: China - The building of the Grand Canal (9 minutes) The video will focus on the unification of China through a giant series of canals that united the northern and southern regions. It is over 1,000 miles in length and it created a booming economic explosion in China.
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Tuesday, October 25, 2011
Quote of the Day: "Victory is reserved for those who are willing to pay it's price." - Sun Tzu
Learning Targets:
• Explain the development of China as “superpower” among the third-wave civilizations.
• Analyze the impact of China’s deep influence on East Asia.
• Describe the ways in which interaction with other peoples had an impact on China.
• Examine modern assumptions about China and determine the root of that perception.
Essential Questions:
1. What assumptions underlay the tribute system?
2. How did the tribute system in practice differ from the ideal Chinese understanding of its operation?
4. How did the Chinese and their nomadic neighbors to the north view each other?
Agenda:
1. DO NOW Questions: How did the tribute system in practice differ from the ideal Chinese understanding of its operation?
2. Chinese Dynasties (Vogue, by Madonna), Youtube's History Teachers. (5 min)
3. Notes, Discussion, Video - China & East Asian Neighbors, Part II
Video, "Ancient China" - Discovery Science - Chinese technology.
Compass discovery in China and then sold through trade networks, ending up in Europe around 1200.
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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
Learning Targets:
• Explain the development of China as “superpower” among the third-wave civilizations.
• Analyze the impact of China’s deep influence on East Asia.
• Describe the ways in which interaction with other peoples had an impact on China.
• Analyze the impact of China’s deep influence on East Asia.
• Describe the ways in which interaction with other peoples had an impact on China.
• Examine modern assumptions about China and determine the root of that perception.
Essential Questions:
Essential Questions:
1. How did China influence the world beyond East Asia?
2. How was China itself transformed by its encounters with a wider world?
3. In what different ways did Korea, Vietnam, and Japan experience and respond to Chinese influence?
3. In what different ways did Korea, Vietnam, and Japan experience and respond to Chinese influence?
4. In what different ways did Japanese and Korean women experience the pressures of Confucian orthodoxy?
Agenda:
1. DO NOW Questions: Based on this chapter, how would you respond to the idea that
2. Students will read in groups the documents from Chapter 9:
Document 9.1 - Japanese Political Ideas - SHOTOKU, The Seventeen Article Constitution, 604
Document 9.5 - The Way of the Warrior
Class will also discuss:
Visual Sources - Considering the Evidence: The Leisure Life of China’s Elites
3. With the time remaining, we will review Chapters 8 & 9 for the test on Friday.
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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
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
Agenda:
1. TEST Chapter 9
2. Student should begin reading Strayer Chapter 10. Quiz on Monday.
1. TEST Chapter 9
2. Student should begin reading Strayer Chapter 10. Quiz on Monday.
Homecoming Week! Beat Kingwood.
Monday-
Brighten up Carnival; Wear your neon!
Tuesday- Get
lost in the jungle; Wear your Camouflage!
Wednesday- Rio isn't tack, but you are; Dress tacky!
Thursday- Show
your wild side; Wear your animal print!
Friday- Support your Eagles; Wear your school colors!
Alumni Focus: Bike MS - Valero 2012 Alamo Ride to the River
This week's inspiration is a personal one because it has inspired me!
I have two former students Celeste Garza and Kandice Melchor who road this weekend in the Bike MS: Valero 2012 Alamo Ride to the River. The ride is very much like the MS 150 that goes from Houston to Austin.
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Celeste and Kandice met with me this summer and explained that they wanted to ride in my name for Bike MS. They were inspired to do something positive (and get in great shape at the same time!). At the time I was having a pretty great summer and feeling well. But, this weekend has probably been the hardest I have had since sometime early last spring. My MS has been really raging and spiking on me.
Seeing the news that they had both finished today really picked up my spirits! They are awesome.
Notes - Chapter 8 - Commerce & Culture
Click to load the notes for:
Part I: Introduction to Unit 3 and Chapter 8: Commerce & Culture
Part II: Chapter 8 - Silk & Sea Roads (Polo & Battuta Docs)
Documents:
Chapter 8 Documents - Marco Polo & Ibn Battuta
Video:
Crash Course WH: Silk Road & Ancient Trade
Crash Course WH: Mansa Musa and Islam in Africa (Ibn Battuta)
Part I: Introduction to Unit 3 and Chapter 8: Commerce & Culture
Part II: Chapter 8 - Silk & Sea Roads (Polo & Battuta Docs)
Documents:
Chapter 8 Documents - Marco Polo & Ibn Battuta
Video:
Crash Course WH: Silk Road & Ancient Trade
Crash Course WH: Mansa Musa and Islam in Africa (Ibn Battuta)
Agenda: October 15 - 19, 2012
Unit 3 AN AGE OF ACCELERATING CONNECTIONS 500–1500
Chapter 8 Commerce and Culture 500–1500
Week at a Glance:
MON - Quiz 8, Intro to Unit 3 "Age of Accelerated Connections" Silk/Sea/Sand Roads
TUE - Silk/Sea Roads, Document Study - Marco Polo
WED/THU - Silk/Sea Roads, Document Study - Ibn Battuta
FRI - Review of Ch 8 Commerce & Intro to Ch 9 China & The World (East Asian Connections)
Quote of the Day: "If you can't explain it simply, you don't understand it well enough." - Albert Einstein
Learning Targets for Chapter 8:
- Analyze the significance and impact of trade in human history
- Explain the interconnections created by long-distance trade in the period of third-wave civilizations and analyze why they existed
- Explain the full range of what was carried along trade routes (goods, culture, disease) and the impact on the people, culture, history, and development of their societies
- Compare the differences between the commerce of the Eastern Hemisphere and that of the Western Hemisphere and the analyze the reasons behind those differences
Essential Questions:
1. What motivated and sustained the long-distance commerce of the Silk Roads, Sea Roads, and Sand Roads?
2. In what ways did commercial exchange foster other changes?
3. What lay behind the emergence of Silk Road commerce, and what kept it going for so many centuries?
4. What made silk such a highly desired commodity across Eurasia?
5. What was the role of Swahili civilization in the world of Indian Ocean commerce?
Agenda:
1. Reading Check Quiz - Chapter 8: Commerce
2. Notes, Discussion, Video: Introduction to Unit 3 "Age of Connections" and Chapter 8 "Commerce (Silk, Sand, Sea Roads)"
Quote of the Day: "Art works because it appeals to certain faculties of the mind. Music depends on details of the auditory system, painting and sculpture on the visual system. Poetry and literature depend on language." - Steven Pinker
Learning Targets for Chapter 8:
- Analyze the significance and impact of trade in human history
- Explain the interconnections created by long-distance trade in the period of third-wave civilizations and analyze why they existed
- Explain the full range of what was carried along trade routes (goods, culture, disease) and the impact on the people, culture, history, and development of their societies
- Compare the differences between the commerce of the Eastern Hemisphere and that of the Western Hemisphere and the analyze the reasons behind those differences
Essential Questions:
1. What motivated and sustained the long-distance commerce of the Silk Roads, Sea Roads, and Sand Roads?
2. In what ways did commercial exchange foster other changes?
3. What were the major economic, social, and cultural consequences of Silk Road commerce?
4. What accounted for the spread of Buddhism along the Silk Roads?
5. What was the impact of disease along the Silk Roads?
6. How did the operation of the Indian Ocean trading network differ from that of the Silk Roads?
Agenda:
1. Do Now Question: Pick up the document study from Chapter 8: Polo & Battuta Read Polo Doc. 8.2 "A"
2. Document Study & Cooperative Group Discussion: Students will sit in groups of 4-5 and cooperatively discuss Marco Polo's Travels (Doc 8.2 A). After small group discussion, the class will walk through the discussion questions and also examine larger issues.
NOTES: CH 8 - Silk, Sand, & Sea Roads
Wednesday, Oct. 17 & Thursday, Oct. 18, 2012
Quote of the Day: “Our comforting conviction that the world makes sense rests on a secure foundation: our almost unlimited ability to ignore our ignorance.” — Daniel Kahneman
Learning Targets for Chapter 8:
- Analyze the significance and impact of trade in human history
- Explain the interconnections created by long-distance trade in the period of third-wave civilizations and analyze why they existed
- Explain the full range of what was carried along trade routes (goods, culture, disease) and the impact on the people, culture, history, and development of their societies
- Compare the differences between the commerce of the Eastern Hemisphere and that of the Western Hemisphere and the analyze the reasons behind those differences
Essential Questions:
1. What motivated and sustained the long-distance commerce of the Silk Roads, Sea Roads, and Sand Roads?
2. What changes did trans-Saharan trade bring to West Africa?
3. In what ways did commercial exchange foster other changes?
4. In what ways was Afro-Eurasia a single interacting zone, and in what respects was it a vast region of separate cultures and civilizations?
Agenda:
1. Do Now Question: Use the document study from Chapter 8: Polo & Battuta Read Battuta Doc. 8.2 "B"
2. Document Study & Cooperative Group Discussion: Students will sit in groups of 4-5 and cooperatively discuss Ibn Battuta's Travels (Doc 8.2 A). After small group discussion, the class will walk through the discussion questions and also examine larger issues.
NOTES: CH 8 - Silk, Sand, & Sea Roads
Friday, Oct. 19, 2012
Quote of the Day: "I am learning all the time. The tombstone will be my diploma." - Eartha Kitt
Learning Targets for Chapter 8:
- Analyze the significance and impact of trade in human history
- Explain the interconnections created by long-distance trade in the period of third-wave civilizations and analyze why they existed
- Explain the full range of what was carried along trade routes (goods, culture, disease) and the impact on the people, culture, history, and development of their societies
- Compare the differences between the commerce of the Eastern Hemisphere and that of the Western Hemisphere and the analyze the reasons behind those differences
Essential Questions:
1. Why did the Eastern Hemisphere develop long-distance trade more extensively than did the societies of the Western Hemisphere?
2. In what ways did commercial exchange foster other changes?
3. In what ways did networks of interaction in the Western Hemisphere differ from those in the Eastern Hemisphere?
Agenda:
1. Do Now Question: How did trade and commerce differ in The Americas compared to Eurasia during the Age of Accelerated Connections?
2. Notes, Discussion, Video: Comparison of Trade - Eastern & Western Hemispheres
3. Multiple Choice Question strategies - using questions from Chapter 8.
4. Quick look ahead to Chapter 9 China & The World, "East Asian Connections."
READING CHECK QUIZ MONDAY ON CHAPTER 9
2. Document Study & Cooperative Group Discussion: Students will sit in groups of 4-5 and cooperatively discuss Marco Polo's Travels (Doc 8.2 A). After small group discussion, the class will walk through the discussion questions and also examine larger issues.
NOTES: CH 8 - Silk, Sand, & Sea Roads
Quote of the Day: “Our comforting conviction that the world makes sense rests on a secure foundation: our almost unlimited ability to ignore our ignorance.” — Daniel Kahneman
Learning Targets for Chapter 8:
- Analyze the significance and impact of trade in human history
- Explain the interconnections created by long-distance trade in the period of third-wave civilizations and analyze why they existed
- Explain the full range of what was carried along trade routes (goods, culture, disease) and the impact on the people, culture, history, and development of their societies
- Compare the differences between the commerce of the Eastern Hemisphere and that of the Western Hemisphere and the analyze the reasons behind those differences
Essential Questions:
1. What motivated and sustained the long-distance commerce of the Silk Roads, Sea Roads, and Sand Roads?
2. What changes did trans-Saharan trade bring to West Africa?
3. In what ways did commercial exchange foster other changes?
4. In what ways was Afro-Eurasia a single interacting zone, and in what respects was it a vast region of separate cultures and civilizations?
Agenda:
1. Do Now Question: Use the document study from Chapter 8: Polo & Battuta Read Battuta Doc. 8.2 "B"
2. Document Study & Cooperative Group Discussion: Students will sit in groups of 4-5 and cooperatively discuss Ibn Battuta's Travels (Doc 8.2 A). After small group discussion, the class will walk through the discussion questions and also examine larger issues.
NOTES: CH 8 - Silk, Sand, & Sea Roads
Friday, Oct. 19, 2012
Quote of the Day: "I am learning all the time. The tombstone will be my diploma." - Eartha Kitt
Learning Targets for Chapter 8:
- Analyze the significance and impact of trade in human history
- Explain the interconnections created by long-distance trade in the period of third-wave civilizations and analyze why they existed
- Explain the full range of what was carried along trade routes (goods, culture, disease) and the impact on the people, culture, history, and development of their societies
- Compare the differences between the commerce of the Eastern Hemisphere and that of the Western Hemisphere and the analyze the reasons behind those differences
Essential Questions:
1. Why did the Eastern Hemisphere develop long-distance trade more extensively than did the societies of the Western Hemisphere?
2. In what ways did commercial exchange foster other changes?
3. In what ways did networks of interaction in the Western Hemisphere differ from those in the Eastern Hemisphere?
1. Do Now Question: How did trade and commerce differ in The Americas compared to Eurasia during the Age of Accelerated Connections?
2. Notes, Discussion, Video: Comparison of Trade - Eastern & Western Hemispheres
3. Multiple Choice Question strategies - using questions from Chapter 8.
4. Quick look ahead to Chapter 9 China & The World, "East Asian Connections."
READING CHECK QUIZ MONDAY ON CHAPTER 9
Alumni Focus - The Academies
 |
| What a pair! Eagles taking flight. |
Melanie was one of my advisory students for 2 years and Pablo was in Pre-AP World History with me during his sophomore year. Both also has Mrs. Duez. We are so lucky to teach such great students and help them along their path. Very proud of them both!
Pablo is the punter for the Navy football squad. Pablo appeared in the Showtime Documentary "A Game of Honor" last year. It is quite a documentary and really gives someone a sense of what it would be like to attend any of the academies. He was recently named the FBS College Football Special Teams Player of the Week nationwide.
A sophomore from Humble, Texas, Beltran was an effective field position weapon in Navy’s 12-0 setback versus visiting San Jose State. Beltran punted five times for a 49.2 yard average, with a game-long effort of 57 yards. Three consecutive second-quarter kicks traveled 57, 55 and 53 yards, helping the Midshipmen remain within three points of the Spartans at the halftime intermission.Melanie is a cheerleader at Air Force. She was an outstanding student at Atascocita High and was well rewarded with amazing opportunities at the Air Force Academy. She was one of the first two AHS students to attend Air Force. Only 1 in 100 students who are nominated actually are selected. She received a Presidential nomination.
 |
| Melanie is the fourth from the left. Interestingly enough, she did not cheer at AHS. Just goes to show you, college opens new doors and opportunities in life. |
Agenda: Week of Tue, Oct. 9 through Fri, Oct. 12, 2012
Unit 2: Classical Era, 500 BCE - 500 CE
Chapter 7: Classical Era Variations, Africa & The Americas
Week at a Glance:
MON - No School because some guy named Columbus "discovered" America. Really?
TUE - QUIZ Ch 7, District Mandated DBA, Discuss Comparison Essay
WED/THU - Discuss CH 7 Africa and Americas, Discuss Comparison Essay & thesis statement
FRI - Timed Writing - Comparison Essay CH 7
Monday, October 8, 2012
Quote of the Day: “I understand that it's rare in this league to go un-drafted and perform at the level that I did. What people don't understand is that it didn't just happen. I worked day and night at my craft.” - Arian Foster, #23, Houston Texans, RB.
Agenda:
1. Beat the Jets!
2. 5-0
Tuesday, October 9, 2012
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
- Analyze classical civilizations that evolved outside of the more well-known civilizations of Eurasia
- Compare the development of civilizations in Africa and the Americas
Essential Questions:
“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:
1. Reading Check Quiz - Chapter 7.
2. District Mandated DBA Test (20+ questions).
3. If time discuss Chapter 7 and the Comparison Essay Timed Writing for Friday.
Notes to review at home:
Big Picture Question #1
Big Picture Question #2
Big Picture Question #3
2. District Mandated DBA Test (20+ questions).
3. If time discuss Chapter 7 and the Comparison Essay Timed Writing for Friday.
Notes to review at home:
Big Picture Question #1
Big Picture Question #2
Big Picture Question #3
Learning Targets:
- Analyze classical civilizations that evolved outside of the more well-known civilizations of Eurasia
- Compare the development of civilizations in Africa and the Americas
- Examine the factors that make civilizations develop and analyze why they develop differently in some regions
- Distinguish the characteristics of complex civilizations and judge whether they could develop without any recognizable centralized control
Essential Questions:
I. “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?
II. In what ways did the arrival of Bantu-speaking peoples stimulate cross-cultural interaction?
III. With what Eurasian civilizations might the Maya be compared?
IV. In what ways did Teotihuacán shape the history of Mesoamerica?
V. What kind of influence did Chavín exert in the Andes region?
Agenda:
1. Do Now Question: 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.
Quick discussion of the diverse and different cultures of Africa & The Americas in Chapter 7 and how they compare to Eurasian Classical Empires.
FOCUS ON COMPARING:
Classical Era Empires:
• Han China (206 B.C.E.–220 C.E.)
• Mauryan/Gupta India (320 B.C.E.–550 C.E.)
• Imperial Rome (31 B.C.E.–476 C.E.)
TO
Classical Era Variations
• Maya (250 B.C.E.–900 C.E.)
• African Bantu Speaking Peoples (100 C.E.–1500 C.E.)
• African Northeast - Meroe & Axum (300 B.C.E.–600 C.E.)
• Andean Civilization - Chavín de Huántar & Moche (300 B.C.E.–600 C.E.)
• North American Civilizations - Chaco to Cahokia (850 B.C.E.–1250 C.E.)
2. Video Clips to better visualize the Classical Era Variation of Africa & The Americas:
A. Jared Diamond Returns! Video Clip from Guns, Germs and Steel - Bantu Peoples (15 minutes).
As the student watches they will answer this question:
What do the linguistic similarities that Diamond find tell us about the African people and where they are descended from?
Were early Africans advanced and civilized? How do we know the truth today?
Extra video clips for students at home if they are interested: The Ark of the Covenant in Axum/Ethiopia?
Ethiopia - The Ark of the Covenant (5 min)
CNN Story - Ethiopian Ark Needs to be moved (5 min)
Indiana Jones & the Raiders of the Lost Ark: Trailer (3 min)
B. Chavin de Huantar - Peru's Ancient Religious Cult: Global Heritage Fund Clip 4 min (Students can also watch: "Was Chavin the REAL Temple of Doom?" 3 min)
As the student watches they will answer this question:
What kind of influence did Chavín exert in the Andes region?
C. Video - Engineering an Empire Maya (Beginning of Engineering an Empire Aztecs) - see clips below- (beginning of Maya portion: probably 10 min)
As students watch they will answer these questions:
With what Eurasian civilizations might the Maya be compared?
In what ways did Teotihuacán shape the history of Mesoamerica?
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| "Hello. I'm Peter Weller." |
4. For the remainder of the period, students will work in groups to improve their analysis and writing of the Comparison Essay:
--What is a thesis statement?
--How should you organize your essay for Friday?
--What evidence can you point to that backs your thesis?
NOTES: HOW WRITING A HISTORY ESSAY IS ANALOGOUS TO LAW & ORDER.
Friday, October 12, 2012
Quote of the Day: "Tension is who you think you should be. Relaxation is who you are." - Chinese proverb
Learning Targets:
- Analyze classical civilizations that evolved outside of the more well-known civilizations of Eurasia
Essential Questions:
Analyze similarities and differences in techniques of imperial administration in TWO of the empires/civilizations from the Classical Era.
Agenda:
1. Chapter 7 & Chapter 8 Comparison Essay. Students will have the entire period to write their response to the prompt.
The time allotted for this essay is 40 minutes, 5 minutes of which should be spent planning and/or outlining the answer.
Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay. Write an essay that:
• Has a relevant thesis and supports that thesis with appropriate historical evidence.
• Addresses all parts of the question.
• Makes direct, relevant comparisons.
• Analyzes relevant reasons for similarities and differences.
1. Analyze similarities and differences in techniques of imperial administration in TWO of the following empires.
You must choose one from in group A:
Classical Era Empires:
• Han China (206 B.C.E.–220 C.E.)
• Mauryan/Gupta India (320 B.C.E.–550 C.E.)
• Imperial Rome (31 B.C.E.–476 C.E.)
And compare your choice in group A with one choice from group B:
Classical Era Variations:
• Maya (250 B.C.E.–900 C.E.)
• African Bantu Speaking Peoples (100 C.E.–1500 C.E.)
• African Northeast - Meroe & Axum (300 B.C.E.–600 C.E.)
• Andean Civilization - Chavín de Huántar & Moche (300 B.C.E.–600 C.E.)
• North American Civilizations - Chaco to Cahokia (850 B.C.E.–1250 C.E.)
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