World History Advanced Placement with Mr. Duez: 2013

Agenda: Last 2 Weeks of the Semester - Dec. 9 - Dec. 13 and Dec. 16 - Dec. 20, 2013

World History Advanced Placement with Mr. Duez

Fall Final Review & DBQ Skills Week

Week at a Glance:
MON: America Before Columbus Documentary with Questions
TUE: Mock AP Test Review
WED/THU: MOCK AP TEST - 70 questions 55 minutes. Corrections on this test will be due on Monday
FRI: Black Death History; Analysis of Documents using Point of View

Final Exam Week:
MON: CORRECTIONS ON MOCK AP TEST ARE DUE IN CLASS. Black Death History; Whap the DBQ - Thesis Writing in Groups
TUE: Review the FRQ prompts from the fall; Final Review
WED-FRI: FINALS

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Monday, December 9, 2013
Quote: “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:
* How does The Americas change after 1492?
* What is the impact culturally on native Americans and Europeans from Columbian Exchange?

Agenda:
1. DO NOW: Copy discussion questions from the board for the video. (same as the questions above)
2. Video/Notes/Dicussion - America Before Columbus, part 2.
3. Mr. Duez will pick up the questions & answers for a grade.
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Tuesday, December 10, 2013
Quote: "If the only tool you have is a hammer, you tend to see every problem as a nail." - Abraham Maslow

Learning Targets & Essential Questions:
* What is the 'story' of the fall semester? Is there an arc or progression?
* How do Units 1, 2, and 3 flow?

Agenda:
1. DO NOW: Pick up the Fall Review Packets.
2. Review Posters: In groups students will create a poster that illustrates and summarizes each of the three units we have studied this fall.
3. At the end of the period, we will present the posters and discuss the 'story' or 'arc' of the fall semester.
**MOCK AP TEST is next class.**

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Wednesday, December 11, 2013 & Thursday, December 12, 2013
Quote: "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:
* Fall Semester Review!

Agenda:
1. DO NOW: Prep for the Mock AP Test for the fall semester.
2. MOCK AP TEST - Fall Semester. 70 questions in 55 minutes.
Mr. Duez will have these corrected and students will mark their test on Friday. Students will have the weekend to do corrections, due on Monday.

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Friday, December 13, 2013
Quote: "A Freudian slip is when you say one thing but mean your mother." - Author Unknown

Learning Targets & Essential Questions:
* Mock test corrections.

Agenda:
1. DO NOW: What was the hardest part of the MOCK AP test last time?
2. Students will get their MOCK AP Test and answers back. Students will mark their tests and corrections on the questions are due in class on Monday.
Corrections must be written out in sentence form with an explanation of how their new response is correct.
3. Students can begin working on corrections in class.

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Monday, December 15, 2013
Quote: "A smile is the shortest distance between two people." - Annonymous

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. Use SOAPStone to guide you. (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)

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Tuesday, December 16, 2013
Quote: "In the end there doesn't have to be anyone who understands you, just someone who wants to." - Annonymous

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: Use the Black Death packets to create a thesis statement.
2. Cooperative Discussion - The Black Death DBQ Handout - work in groups of 4 to discuss the Black Death and the documents. Create a group thesis statement.
3. Create a single class thesis statement to answer the prompt.

Final Exam is next class. The remainder of the period will be spent on answering any questions regarding it.

FINAL EXAM SCHEDULE:
WEDNESDAY, DEC. 18, 2013
7:25 - 8:39 -- 1st Period Exam
8:46 - 10:02 -- 5th Period Exam (ADA 9:15)
10:09 - 11:25-- 7th Period Exam

THURSDAY, DEC. 19, 2013
7:25 - 8:31 -- Advisory
8:38 - 9:58 -- 2nd Period Exam
10:05 - 11:25--3rd Period (ADA 10:50)

FRIDAY, DEC. 20, 2013
7:25 - 8:31 -- Advisory
8:38 - 9:58 -- 4th Period Exam (ADA 9:00)
10:05 - 11:25--6th Period Exam

Have a Happy Holidays!

Agenda: Week of Dec. 2 - Dec. 6, 2013

Mr. Duez has been out all week due to a flare up of MS. This is a quick breakdown of what was done in class. If you have any questions, please email Mr. Duez.

Mon, Dec. 2 -

I'll be back on Thursday & Friday.

Video Lecture/Notes - Sub showed the video lecture, students took notes and discussed.

Tue, Dec. 3 -
Video Lecture/Notes - Sub showed the video lecture, students took notes and discussed.

Wed/Thu, Dec. 4/5 -
Review
Test

Fri, Dec. 6 -
Quote: "I learned there are troubles of more than one kind. Some come from ahead, others come from behind. But I’ve bought a big bat. I’m all ready, you see. Now my troubles are going to have trouble with me." – Dr. Seuss

1. Extra Credit Is Due Today
2. Documentary with discussion & questions:
"America Before Columbus, Part I"
(link to YouTube)

Students will answer questions regarding the video and discuss in class.

IMPORTANT INFO: Monday & Tuesday

WHAP, PSYCH, & AP PSYCH Students,

I hope you have had a wonderful Thanksgiving Break. I wish I could say mine was 'great.' It was wonderful to spend time with my family, but it did not go as planned. I will be out of school at least Monday and Tuesday. More detail on that below.

Our quiz will still be held on Monday in WHAP and AP Psychology (Level Psych took their quiz on the Friday before break). The test for our last unit of the semester will happen in ALL classes on Wednesday & Thursday, regardless of my health concerns.

Please email me with any questions over the material that you have. I will leave the substitute with plenty of information that will help you prepare. I promise you t hat if you work as hard as you typically do when I am with you, then you will do just as well as you normally would.

I am hoping to return on Wed & Thu, if I am able to do that, I will have a quick 20-30 minute review session before the test and can answer questions you have regarding the material then. Obviously, don't wait until then to ask though. You can always contact me through email.

---Here are the details on what is going on with me---

Earlier this week I suffered the worst Multiple Sclerosis flare up that I have yet experienced. I had been sick with a sinus infection, which may have triggered the attack. During the night, I awoke and was unable to move my torso off the bed to sit up. I could not roll over on my own. Mrs. Duez even had to lift my leg off the edge of the bed because I did not have the strength to lift it back onto the bed with my own power. Needless to say, it has been a difficult week.

I recovered enough by the end of following day that I was able to walk on my own around the house some. My strength has returned some, but is no where near where I need it to be to teach on Monday. One of my other issues is just speaking. It's hard to explain, but I am having difficulty generating the power to push words out of my mouth physically. I can think them, but the motion and strength needed to generate the breath to speak the words is limited. Certainly my endurance to command a classroom on Monday is jeopardized.

When this happened 3 years ago, I recovered after missing a couple of days of work and was well enough to push through it. I am really hoping that will be the case this time around. So I have requested a substitute for Monday and Tuesday of this coming week and plan to continue to rest and recover.

I just wanted to let you know as soon as I decided to stay home. These types of flareups (although rare) can happen with MS and it is a real nightmare for me, both mentally and physically. However, Mrs. Duez is incredible and she has helped me a great deal. I will do everything I can to return as quickly as possible and with her support I know I can make it back (probably sooner than anyone else could!). My best case scenario is for a Wednesday return. All of my students will be testing on Wed/Thu, so I feel like it might be an easier day for me.

If there are any issues or problems this week with anything, please let me know. I am hoping to record video lectures tomorrow that can help my students through the material. The sub can play (even pause & rewind if needed) and use the video to teach the students in my absence. There are also some wonderful video lectures that I can use that other teachers have recorded, just in case I continue to have issues tomorrow. One way or another these two days will be productive for my students and they will continue to learn, I can assure you.

Thanks for your support,

Notes: Chapter 13 - Worlds of the 15th Century - Part II

YouTube: Chapter 13 - Worlds of the 15th Century - Part II
Notes: Chapter 13 - Worlds of the 15th Century - Part II

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Notes - Chapter 13 - Worlds of the 15th Century

YouTube: Chapter 13 - Worlds of the 15th Century
Notes - Chapter 13 - Worlds of the 15th Century

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Targets - Chapter 13 - Worlds of the 15th Century

Machu Picchu

Why Is Our Thanksgiving Bird Called a Turkey?

Why Is Our Thanksgiving Bird Called a Turkey?
(Answer: Because, of course, it came from Turkey... and from the Aztecs!)

Great story on History News Network that details the rather interesting migration of the Aztec's huexoloti and later the Ottoman Empire's amazing domestication of the bird.

"Thus, this Thanksgiving when we gather to partake in this most hallowed and quintessential of America’s holidays, we should remember as we look toward the big bird in the middle of our table that it is after all a turkey that came to us from Turkey; that it was brought into our culture by European forbears deeply influenced by their connections to Islamic commerce and culture in the Middle East; and that we have been a part of a shared planet for a very long time. And, then, let us say our thanksgiving prayers to Yahweh, Allah, or by whatever name might be known the God of these shared faiths."

- Larry E. Tise, from the article "Why Is Our Thanksgiving Bird Called a Turkey?"

CCOT Options for Timed Writing on Friday, Nov. 22nd

We will begin prepping for the CCOT Monday after the quiz, Tuesday, & Block day next week. On Friday Nov. 22nd, Mr. Duez will flip a coin and we'll decide on one of the two questions below for each class. You will not be able to use any notes on the timed writing. However you have all week to prepare your answers for these questions. This is a test grade. And it is a wonderful opportunity to improve your grade.

Good luck! Literally.

2 Questions, 2 Faces, 2 Sides to the Coin.

The question will focus on:

1. Analyze continuities and changes that resulted from the spread of Islam into ONE of the following regions in the period between circa 800 C.E. and circa 1750:
• West Africa • South Asia • Europe

2. Analyze continuities and changes in trade networks between Africa and Eurasia from circa 300 C.E. to 1450 C.E

Information to help you prepare:
CCOT Fact Sheet
  How to write the CCOT
  Notes - CCOT Essay

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Notes - The Impact of the Mongols

YouTube - Notes - The Impact of the Mongols
Notes - The Impact of the Mongols

Agenda: Week of Nov. 18-22, 2013

Advanced Placement World History with Mr. Duez

Unit 3 - Age of Accelerating Connections

Chapter 12 - The Mongol Moment

Chapter 13 - The Worlds of the 15th Century

Week at a Glance:
MON - Reading Check Quiz CH 12 -- Pick up CCOT Packet - How to write the CCOT
TUE - Cooperative Poster Creation CCOT
WED/TH - Introduction to Chapter 13 & Explorers;
FRI - Timed writing CCOT

Obviously "Exceptional."

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Monday, November 18, 2013
Quote:"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 - Mongol Moment, you can use hand written notes.
2. Pick up the CCOT packet. We will discuss tips on how to write the CCOT.
3. Review the quiz.

Assignments:
CCOT is Friday. Review the questions.
Quiz over Chapter 13 is the Monday when we come back after Thanksgiving Break.
Test over Chapter 12 & 13 is the Wed/Thu after we come back from Thanksgiving Break.

The balance of world power begins to tip towards Europe. The city-states of Northern Italy still show the impact.

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Tuesday, November 19, 2013
Quote: "Gratitude is born in hearts that take time to count up past mercies." - Charles E. Jefferson

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. DO NOW: What is a change or continuity? What should I be looking for when considering either?
2. CCOT Posters - Timeline approach.
3. Present projects - discuss time and how a historian approaches understanding it.

Assignments:
CCOT is Friday. Review the questions.
Quiz over Chapter 13 is the Monday when we come back after Thanksgiving Break.
Test over Chapter 12 & 13 is the Wed/Thu after we come back from Thanksgiving Break.

yeah.

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Wednesday, November 20, 2013 & Thursday, November 21, 2013
Quote:
Not what we give,
But what we share,
For the gift
without the giver
Is bare.
- James Russell Lowell

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. DO NOW: Which Afro-Eurasian area "controls" the trade at the beginning of the 15th century? How does economic power & control begin to shift by the end of this century?
2. Notes, Video, and Discussion: Worlds of the 15th Century. Exploration, Exploitation, and Trade.
Ming China/Renaissance Europe Comparison
3. Tips on Writing a Thesis: Discuss what a good thesis statement is. Look at our work from the comparative and document based questions as examples.

Assignments:
CCOT is Friday. Review the questions.
Quiz over Chapter 13 is the Monday when we come back after Thanksgiving Break.
Test over Chapter 12 & 13 is the Wed/Thu after we come back from Thanksgiving Break.

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Friday, November, 22, 2013
Quote: “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:
Understand how to write a thesis to answer the CCOT free response question.

Essential Questions:
What continuities and changes occurred during the time period of accelerating connections in Eurasia?

Agenda:
1. Flip! Mr. Duez will flip a coin and choice one of these two questions for the CCOT timed writing.
2. CCOT Timed Writing

Assignments:
CCOT is Friday. Review the questions.
Quiz over Chapter 13 is the Monday when we come back after Thanksgiving Break.
Test over Chapter 12 & 13 is the Wed/Thu after we come back from Thanksgiving Break.

Have a great Thanksgiving.

The always interesting Louis C.K.

Chapter 12 - Targets - The Mongol Moment

Final Exam Schedule

Yep, its that time of year again!
F I N A L E X A M time!

Notice that we will have Advisory during Thursday and Friday. Those classes are designed as "study hall" periods to help students prep for their exams.

Atascocita High School

FALL EXAM SCHEDULE

December 18, 19, 20, 2013

**Monday Dec 16 and Tuesday Dec 17 are normal/regular school days

WEDNESDAY, DEC. 18, 2013

7:25 - 8:39 1st Period Exam

8:46 - 10:02 5th Period Exam (ADA 9:15)

10:09 - 11:25 7th Period Exam

THURSDAY, DEC. 19, 2013

7:25 - 8:31 Advisory

8:38 - 9:58 2nd Period Exam

10:05 - 11:25 3rd Period (ADA 10:50)

FRIDAY, DEC. 20, 2013

7:25 - 8:31 Advisory

8:38 - 9:58 4th Period Exam (ADA 9:00)

10:05 - 11:25 6th Period Exam

1. All tests need to be designed to last for the test period.

2. Students must remain in the classroom throughout the testing period. Do Not release students to go to their locker, to the vending machines, etc.

3. Students must take their exams on the assigned day and assigned class period. Any student wishing to do otherwise must have the approval of the building or associate principal. Requests must be in writing.

4. Dead Week begins on Monday, 12/16. This means that all after school activities must end by 5:00 p.m. on 12/16 through 12/19.

Agenda: Week of Nov. 11 - 15, 2013

Advanced Placement World History with Mr. Duez

Unit 3 AN AGE OF ACCELERATING CONNECTIONS 500–1500

CHAPTER 12 Mongols! The Nomadic World

CHAPTER 11 The Worlds of Islam Afro-Eurasian Connections

CHAPTER 10 Christendom in Western Europe

WEEK AT A GLANCE:
MON - Reading Check Quiz - Chapter 11 - Islam; Review Quiz; World's of Islam - Influence & Impact
TUE - Competitive Game - Chapter 10 & 11
WED/THU - TEST Chapters 10 & 11; Documents - Perspectives of the Mongols
FRI - Impact of Mongol Rule; The Black Death

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Monday, November 11, 2013
Quote: "History is philosophy teaching by examples." - Thucydides, The History of the Peloponnesian War

Learning Targets:
• Analyze the causes behind the spread of Islam
• Explain how the dynamism of the Islamic world was the most influential of the third-wave civilizations
• Examine the religious divisions within Islam and how they affected political development
• Compare Islam as a source of cultural encounters with Christian, African, and Hindu cultures
• Compare the accomplishments of the Islamic world in the period 600–1500 C.E. with those of their contemporaries.

Essential Questions:
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:
1. Reading Check Quiz - Chapter 11 - Islam (You may use your hand written notes).
2. Review the quiz.
3. Notes, Video, & Discussion: Discuss the Impact of Islam - trade, culture, and patriarchy.

Assignments:
Test over Chapter 10 and 11 is on Wed/Thu.

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Tuesday, November 12, 2013
Quote: "People are trapped in history and history is trapped in them." - James Baldwin

Learning Targets:
• Analyze the causes behind the spread of Islam
• Explain how the dynamism of the Islamic world was the most influential of the third-wave civilizations
• Examine the religious divisions within Islam and how they affected political development
• Compare Islam as a source of cultural encounters with Christian, African, and Hindu cultures
• Compare the accomplishments of the Islamic world in the period 600–1500 C.E. with those of their contemporaries.

Agenda:
1. Competitive and Cooperative Teaming: Compete to answer questions regarding Chapter 10 & 11.

Assignments:
Test over Chapter 10 and 11 is on Wed/Thu.

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Wednesday, November 13, 2013 & Thursday, November 14, 2013
Quote: "History with its flickering lamp stumbles along the trail of the past, trying to reconstruct its scenes, to revive its echoes, and kindle with pale gleams the passion of former days." - Winston Churchill

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. Prior to the rise of the Mongols, in what ways had pastoral peoples been significant in world history?
2. What accounts for the often negative attitudes of settled societies toward the pastoral peoples living on their borders? Why have historians often neglected pastoral peoples’ role in world history?
3. In what ways did the Mongol Empire resemble other empires, and in what ways did it differ from them?
4. Why did it last a relatively short time?
5. In what different ways did Mongol rule affect the Islamic world, Russia, China, and Europe?

Agenda:
1. TEST - Chapter 10 & 11. European Christendom & The World of Islam
2. Document Study - Perspectives of the Mongols.

Assignments:
Begin reading Chapter 12 - The Mongol World. We will have a quiz over it on Monday. The test is after the Thanksgiving Break along with Chapter 13 - Worlds of the 15th Century.

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Friday, November 15, 2013
Quote: "History is filled with the sound of silken slippers going downstairs and wooden shoes coming up." - Voltaire

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. Prior to the rise of the Mongols, in what ways had pastoral peoples been significant in world history?
2. What accounts for the often negative attitudes of settled societies toward the pastoral peoples living on their borders? Why have historians often neglected pastoral peoples’ role in world history?
3. In what ways did the Mongol Empire resemble other empires, and in what ways did it differ from them?
4. Why did it last a relatively short time?
5. In what different ways did Mongol rule affect the Islamic world, Russia, China, and Europe?
Agenda:
1. DO NOW: What was the impact of the Mongol rule on the Eurasian world (China, Persia, Russia & Europe)?

2. Notes, Video, & Discussion: Impact of the Black Death.

Assignments:
Begin reading Chapter 12 - The Mongol World. We will have a quiz over it on Monday. The test is after the Thanksgiving Break along with Chapter 13 - Worlds of the 15th Century.
Quiz over Chapter 12 The Mongols on Monday

We will begin prepping for the CCOT Monday after the quiz, Tuesday, & Block day next week. The question will focus on:
1. Analyze continuities and changes that resulted from the spread of Islam into ONE of the following regions in the period between circa 800 C.E. and circa 1750: • West Africa • South Asia • Europe
2. Analyze continuities and changes along the Silk Roads from 200 B.C.E. to 1450 C.E.
3. Analyze continuities and changes in trade networks between Africa and Eurasia from circa 300 C.E. to 1450 C.E

Notes: Ch. 11 Islam - Shared Community

YouTube: Islam Shared Community
Notes: CH 11 Islam Shared Community

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Notes: Unit 3, CH 11: Worlds of Islam - Impact on Women

YouTube: CH 11: Worlds of Islam - Impact on Women
Notes: Unit 3, CH 11: Worlds of Islam - Impact on Women

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Notes - CH 11 - Islam, Part I: Compared to Buddhism and Christianity

YouTube: CH 11 - Islam, Part I: Comparison to Buddhism & Christianity
Notes: Ch. 11 - Islam, Part I: Comparison to Buddhism & Christianity

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Targets - Chapter 11 - Worlds of Islam

Targets - Chapter 11 - Islam: Afro-Eurasian Connections

Notes: Unit 3 - Chapter 10 - The Dark Ages???

YouTube: Unit 3 - Chapter 10 - The Dark Ages???
Notes - Unit 3 - Chapter 10 - The Dark Ages???

Yeah, it wasn't really like that... but cool.

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Notes - Unit 3 - CH 10 - Western Europe After Fall of Rome

YouTube: After the fall of Rome
Notes: CH 10 - After the Fall of Rome

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Notes - Unit 3 - CH 10 - The Crusades

YouTube: Notes - Unit 3 - Chapter 10 - The Crusades
Notes: Unit 3 - Chapter 10 - The Crusades

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Notes - Unit 3 - CH 10 - East & West European Christendom

YouTube - Unit 3 - CH 10 - East & West European Christendom
Notes - Unit 3 - CH 10 - East & West European Christendom

Hagia Sophia as depicted in the video game Assassins Creed.

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Agenda: Week of Nov. 4 - Nov. 8, 2013

Advanced Placement World History with Mr. Duez

Unit 3 - Age of Accelerating Connections, 500 - 1500

Chapter 10 - European Christendom & Chapter 11 Islamic World

WEEK AT A GLANCE:
MON: Reading Check Quiz - CH 10; Review Quiz; Engineering an Empire: Byzantium
TUE: The Crusades
WED/THU: Finish Crusades; Comparing Islam to Christianity & Buddhism

FRI: Cooperative Thesis Work; Role of Women in Islam

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Monday, Nov 4, 2013

Quote: “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:

★ 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. In what respects did Byzantium continue the patterns of the classical Roman Empire? In what ways did it diverge from those patterns?
2. How did Eastern Orthodox Christianity differ from Roman Catholicism?
3. In what ways was the Byzantine Empire linked to a wider world?
4. How did links to Byzantium transform the new civilization of Kievan Rus?
5. How did the historical development of the European West differ from that of Byzantium in the post-classical era?
6. What replaced the Roman order in Western Europe?
7. In what ways was European civilization changing after 1000?
8. What was the impact of the Crusades in world history?
9. In what ways did borrowing from abroad shape European civilization after 1000?
10. 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?
11. 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: Reading Check Quiz - CH 10; then answer this question - In what respects did Byzantium continue the patterns of the classical Roman Empire? In what ways did it diverge from those patterns?

2. Review Quiz & Question

3. VIDEO & DISCUSSION: Engineering an Empire: Byzantium

Assignments:

Reading Check Quiz over Chapter 11 - Islam on Monday.
Test over CH 10 and 11 next Wed/Thu.

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Tuesday, Nov 5, 2013
Quote: “An excuse is worse and more terrible than a lie, for an excuse is a lie guarded.” - Pope John Paul I

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. In what respects did Byzantium continue the patterns of the classical Roman Empire? In what ways did it diverge from those patterns?
2. How did Eastern Orthodox Christianity differ from Roman Catholicism?
3. In what ways was the Byzantine Empire linked to a wider world?
4. How did links to Byzantium transform the new civilization of Kievan Rus?
5. How did the historical development of the European West differ from that of Byzantium in the post-classical era?
6. What replaced the Roman order in Western Europe?
7. In what ways was European civilization changing after 1000?
8. What was the impact of the Crusades in world history?
9. In what ways did borrowing from abroad shape European civilization after 1000?
10. 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?
11. 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: 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

Assignments:
Reading Check Quiz over Chapter 11 - Islam on Monday.
Test over CH 10 and 11 next Wed/Thu.

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Wednesday, Nov 6, 2013 and Thursday, Nov 7, 2013
Quote: “Do not go where the path may lead, go instead where there is no path and leave a trail.” - Waldo Emerson

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

Agenda:
1. Do Now: In what different ways did classical Greek philosophy and science have an impact in the West, in Byzantium, and in the Islamic world?
2. Finish Video Study, if not complete: Crusades: The Crescent & The Cross.
3. Crash Course: The Dark Ages & The Crusades
4. Introduction to Chapter 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?

Assignments:
Reading Check Quiz over Chapter 11 - Islam on Monday.
Test over CH 10 and 11 next Wed/Thu

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Friday, Nov 4, 2013
Quote: “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:
• Analyze the causes behind the spread of Islam
• Explain how the dynamism of the Islamic world was the most influential of the third-wave civilizations
• Examine the religious divisions within Islam and how they affected political development
• Compare Islam as a source of cultural encounters with Christian, African, and Hindu cultures
• Compare the accomplishments of the Islamic world in the period 600–1500 C.E. with those of their contemporaries.

Agenda:
1. Do Now Question: How did the rise of Islam change the lives of women?
2. Cooperative Thesis Work: 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?
4. Andrew Marr's History of the World: Word and Sword - Islam. Compare the story of Perpetua to that of the Islamic convert in the video?

Assignments:
Reading Check Quiz over Chapter 11 - Islam on Monday.
Test over CH 10 and 11 next Wed/Thu.

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