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"

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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.

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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, 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.

You may not realize, but our very own Peter Weller will be the voice of the animated
Batman in "The Dark Knight Returns."

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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.

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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.

Notes - Chapter 13 - Worlds of the 15th Century

Click to load:
Notes - Chapter 13 - Worlds of the 15th Century

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
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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
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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.

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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?

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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:

Videos:
Crash Course World History #12 - Wait for it... The Mongols
Millennium Series: The Mongols - Century of the Stirrup
Genghis Khan - Mongol Empire Part I (links to all parts below)
Barbarians - The Mongols

Targets for Chapter 12 - The Mongol Moment

Notes for Chapter 12 - Mongol Impact
Introduction to the CCOT Essay - Chapter 12

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

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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 Clip: Millennium 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?
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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 Discussion: Article 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!)

Chapter 12 - Nomads & Mongol Moment - Notes, Targets, and CCOT Information

Real busy week with learning about the Mongol Moment in History and also introducing the CCOT - The Continuity and Change Over Time Essay.

Click here to load the
Targets for Chapter 12 - The Mongol Moment
Notes for Chapter 12 - Mongol Impact
Introduction to the CCOT Essay - Chapter 12
Article for Socratic Study - History of Time (Past, Present, and Future: Perception of time through the ages)

Wait for it... The Mongols! "We're the EXCEPTION!"

Videos:
Crash Course World History #12 - Wait for it... The Mongols
Mongols T-Shirt: http://dftba.com/product/10g/CrashCourse-Mongols-Shirt
In which John Green teaches you, at long last, about the most exceptional bunch of empire-building nomads in the history of the world, the Mongols! How did the Mongols go from being a relatively small band of herders who occasionally engaged in some light hunting-gathering to being one of the most formidable fighting forces in the world? It turns out Genghis Khan was a pretty big part of it, but you probably already knew that. The more interesting questions might be, what kind of rulers were they, and what effect did their empire have on the world we know today? Find out, as John FINALLY teaches you about the Mongols.

Millennium Series: The Mongols - Century of the Stirrup

Genghis Khan - Mongol Empire Part I (links to all parts below)

Barbarians - The Mongols

Review Chapter 10 & 11

Competitive Review Game - Ch 10 European Christendom & Ch 11 Islamic World

I voted. I get to complain. :)

I voted today. :)

Well, I voted today. It worked out great to not early vote. My wife and I tried a couple of times, but the lines were way too long. I can't stand in line that long and wait to vote. So we said, "let's just try it on election day."

To me, voting is something that human beings have earned over our time on this planet. If you choose not to do so... you are also giving up your rights as a global citizen. Not a very good idea, IIMHO.

So, for the next four years, I have the right to complain. If you don't vote, if you didn't use your voice on election day... you have no right to voice it when your government isn't working out like you wish. People get the government that they vote for - collectively our government is a reflection of us. So when you are disillusioned about Houston City Hall, Austin, or Washington DC -> that is a direct reflection on us as a nation. If you don't like it... fix it. Step #1 - vote.

Notes - Unit 3 - CH 11 - The Worlds of Islam

Click here to load:
Notes, Islam - Christianity - and Buddhism Compared
Notes, Islam - Shared Community or Distinct Cultures?
Notes, Islam - Rise of Islam and Impact on Women

Americana on election day. Dixville Notch

If the first ballots cast on election day are any indication, it's going to be awfully close.



Electoral College Explained.

Agenda: Unit 3 CH 11 - Nov. 5 - Nov. 9, 2012

World History AP

Unit 3  AN AGE OF ACCELERATING CONNECTIONS 500–1500

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

Week at a Glance:
MON - QUIZ CH 11 Islam - Intro to Islam
TUE -
W/TH- Competition Day - Cooperative teams answering questions CH 11 and CH 10
FRI - TEST CH 10 European Christendom & CH 11 Worlds of Islam
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Monday, November 5, 2012
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

Learning Targets CH 11:
- Examine the causes behind the spread of Islam and analyze how the dynamism of the Islamic world as the most influential of the third-wave civilizations
- Describe the impact of religious divisions within Islam and how they affected political development
- Determine how Islam, as a source of cultural encounters, creates connections with Christian, African, and Hindu cultures
- Understand the accomplishments of the Islamic world in the period 600–1500 C.E.

Essential Questions CH 11:
What distinguished the first centuries of Islamic history from the early history of Christianity and Buddhism? What similarities and differences characterized their religious outlooks?

Agenda for Monday:
1. Reading Check Quiz - Chapter 11 Worlds of Islam.
2. Comparison Essay Reflection - Students will get their Comparison Essays back from the first nine week period to read and reflect over how they did. They will use the scale Mr. Duez used to grade them and also write a brief paragraph or two explaining how they can improve this type of essay for the AP Test.
3. Do Now Question: What distinguished the first centuries of Islamic history from the early history of Christianity and Buddhism? What similarities and differences characterized their religious outlooks?
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Tuesday, November 6, 2012
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

Learning Targets CH 11:
- Examine the causes behind the spread of Islam and analyze how the dynamism of the Islamic world as the most influential of the third-wave civilizations
- Describe the impact of religious divisions within Islam and how they affected political development
- Determine how Islam, as a source of cultural encounters, creates connections with Christian, African, and Hindu cultures
- Understand the accomplishments of the Islamic world in the period 600–1500 C.E.

Essential Questions CH 11:
How did the rise of Islam change the lives of women?
“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?

Agenda for Tuesday:
1. Do Now Question: How did the rise of Islam change the lives of women?
2. Students will write their responses down in their notes. Then students will work in groups to compile a better answer to the question. Then students will write their responses on the front board. These responses will accumulate throughout the day, resulting in a day long note-taking marathon of knowledge. :) Mr. Duez will post pictures of the final result for all students to see.

3. Discuss this question in class: “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?

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Wednesday, November 7, 2012 -or- Thursday, November 8, 2012
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

Learning Targets CH 11:
- Examine the causes behind the spread of Islam and analyze how the dynamism of the Islamic world as the most influential of the third-wave civilizations
- Describe the impact of religious divisions within Islam and how they affected political development
- Determine how Islam, as a source of cultural encounters, creates connections with Christian, African, and Hindu cultures
- Understand the accomplishments of the Islamic world in the period 600–1500 C.E.

Essential Questions CH 11:
1. In what ways did the early history of Islam reflect its Arabian origins?
2. How does the core message of Islam compare with that of Judaism and Christianity?
3. In what ways was the rise of Islam revolutionary, both in theory and in practice?
4. Why were Arabs able to construct such a huge empire so quickly?
5. What accounts for the widespread conversion to Islam?
6. What is the difference between Sunni and Shia Islam?
7. In what ways were Sufi Muslims critical of mainstream Islam?
8. How did the rise of Islam change the lives of women?
9. What similarities and differences can you identify in the spread of Islam to India, Anatolia, West Africa, and Spain?
10. Why was Anatolia so much more thoroughly Islamized than India?
11. What makes it possible to speak of the Islamic world as a distinct and coherent civilization?
12. In what ways was the world of Islam a “cosmopolitan civilization”?

Agenda for Wednesday & Thursday:
1. Do Now Question: What is the difference between Sunni and Shia Islam?
2. Competition Day: Students will team up in cooperative groups to compete and answer questions from  Chapters 10 and 11.
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Friday, November 5, 2012
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

Learning Targets CH 11:
- Examine the causes behind the spread of Islam and analyze how the dynamism of the Islamic world as the most influential of the third-wave civilizations
- Describe the impact of religious divisions within Islam and how they affected political development
- Determine how Islam, as a source of cultural encounters, creates connections with Christian, African, and Hindu cultures
- Understand the accomplishments of the Islamic world in the period 600–1500 C.E.

Agenda for Friday:
TEST Chapters 10 and 11 - European Christendom & Worlds of Islam.
Quiz on Chapter 12 - The Mongol Moment on Monday