Advanced Placement World History with Mr. Duez
Unit 2 - Strayer Chapters 4, 5, 6, & 7
Classical Age
WEEK AT A GLANCE:Classical Age
MON - Reading Check Quiz CH 4; Review Quiz; Discuss FRQ Comparative
TUE - Andrew Marr's History of the World Episode 2: Empire; Video Questions & Discussion
WED/THU - What is Empire? Eurasian Empires Clash; Dawn of Democracy - Golden Age
FRI - Turn in FRQ Comparative Essay. Socratic Group discussion - Chapter 5 Big Picture Questions.
Monday, Sept 22, 2014
Quote: Quote: "In three words I can sum up everything I've learned about life: it goes on." - Robert Frost
Learning Targets:
★ Define the characteristics of imperial systems in the classical era and analyze why empires developed in some regions but not in others.
★ Compare the important similarities and differences between imperial systems and the reasons behind them
★ Explain the significance that classical empires have for us today, such as, representative government, military power, etc.
★ Evaluate the “greatness” of the Roman Empire and China’s Han Dynasty and determine if their destructive and oppressive features outweighed their impressive advances.
Essential Questions:
1. What common features can you identify in the empires described in this chapter?
2. In what ways did these empires differ from one another? What accounts for those differences?
3. Are you more impressed with the “greatness” of empires or with their destructive and oppressive features? Why?
4. Why did semi democratic governments emerge in some of the Greek city-states?
5. What were the consequences for both sides of the encounter between the Persians and the Greeks
6. What changes did Alexander’s conquests bring in their wake?
7. How did Rome grow from a single city to the center of a huge empire?
8. How and why did the making of the Chinese empire differ from that of the Roman Empire?
9. In comparing the Roman and Chinese empires, which do you find more striking—their similarities or their differences?
10. How did the collapse of empire play out differently in the Roman world and in China?
11. Why were centralized empires so much less prominent in India than in China?
Agenda:
1. DO NOW: Prep for Reading Check Quiz over Chapter 4: Eurasian Empires (you may use your handwritten notes)
2. Reading Check Quiz - Chapter 4. (10 minutes)
3. Review Quiz.
4. Discuss the FRQ Comparative Essay due on Friday. It will already be written by the beginning of class. If you do not have it completed, you will write it that period. There will be no late grades. If not done, it turns into a timed writing.
Assignment:
FRQ Comparative Essay is due Friday.
Quiz next Monday, Sep. 30: CH 5
Test is on Wed/Thu, Oct 8/9
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
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| The Greek term karyatides literally means "maidens of Karyai", an ancient town of Peloponnese. Karyai had a famous temple dedicated to the goddess Artemis of Karyatis |
Tuesday, Sept 25, 2014
Quote: "The shoe that fits one person pinches another; there is no recipe for living that suits all cases." - Carl Jung
Learning Targets:
★ Define the characteristics of imperial systems in the classical era and analyze why empires developed in some regions but not in others.
★ Compare the important similarities and differences between imperial systems and the reasons behind them
★ Explain the significance that classical empires have for us today, such as, representative government, military power, etc.
★ Evaluate the “greatness” of the Roman Empire and China’s Han Dynasty and determine if their destructive and oppressive features outweighed their impressive advances.
Essential Questions:
1. What common features can you identify in the empires described in this chapter?
2. In what ways did these empires differ from one another? What accounts for those differences?
3. Are you more impressed with the “greatness” of empires or with their destructive and oppressive features? Why?
4. Why did semi democratic governments emerge in some of the Greek city-states?
5. What were the consequences for both sides of the encounter between the Persians and the Greeks?
6. What changes did Alexander’s conquests bring in their wake?
7. How did Rome grow from a single city to the center of a huge empire?
8. How and why did the making of the Chinese empire differ from that of the Roman Empire?
9. In comparing the Roman and Chinese empires, which do you find more striking—their similarities or their differences?
10. How did the collapse of empire play out differently in the Roman world and in China?
11. Why were centralized empires so much less prominent in India than in China?
Agenda:
1. DO NOW: Pick up questions from the front table for the video.
2. Video Study: Andrew Marr's History of the World: Episode 2 "Empire"
In this episode, Andrew Marr tells the story of the first empires which laid the foundations for the modern world. From the Assyrians to Alexander the Great, conquerors rampaged across the Middle East and vicious wars were fought all the way from China to the Mediterranean. But this time of chaos and destruction also brought enormous progress and inspired human development.
In the Middle East, the Phoenicians invented the alphabet, and one of the most powerful ideas in world history emerged: the belief in just one God. In India, the Buddha offered a radical alternative to empire building—a way of living that had no place for violence or hierarchy and was open to everyone. Great thinkers from Socrates to Confucius proposed new ideas about how to rule more wisely and live in a better society. And in Greece, democracy was born—the greatest political experiment of all.
But within just a few years, its future would be under threat from invasion by an empire in the east: Persia.Assignment:
FRQ Comparative Essay is due Friday.
Quiz next Monday - CH 5
Test is on Wed/Thu, Oct 8/9
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
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| Andrew Marr travels the globe in Episode 2, History of the World - Empires. |
Wednesday, Sept 26, 2014 & Thursday, Sept 27 , 2014
Quote: "Every man dies. Not every man really lives." - William Wallace
Learning Targets:
★ Define the characteristics of imperial systems in the classical era and analyze why empires developed in some regions but not in others.
★ Compare the important similarities and differences between imperial systems and the reasons behind them
★ Explain the significance that classical empires have for us today, such as, representative government, military power, etc.
★ Evaluate the “greatness” of the Roman Empire and China’s Han Dynasty and determine if their destructive and oppressive features outweighed their impressive advances.
Essential Questions:
1. What common features can you identify in the empires described in this chapter?
2. In what ways did these empires differ from one another? What accounts for those differences?
3. Are you more impressed with the “greatness” of empires or with their destructive and oppressive features? Why?
4. Why did semi democratic governments emerge in some of the Greek city-states?
5. What were the consequences for both sides of the encounter between the Persians and the Greeks
6. What changes did Alexander’s conquests bring in their wake?
7. How did Rome grow from a single city to the center of a huge empire?
8. How and why did the making of the Chinese empire differ from that of the Roman Empire?
9. In comparing the Roman and Chinese empires, which do you find more striking—their similarities or their differences?
10. How did the collapse of empire play out differently in the Roman world and in China?
11. Why were centralized empires so much less prominent in India than in China?
Agenda:
1. DO NOW: Write out your thesis for the FRQ prompt you are choosing for Friday. What evidence do you have to support that claim? What direct comparisons are you making?
2. FRQ Analysis - The Comparative Essay (45 minutes of class)
Students will be placed in 5 groups.
They will each have different samples of student work on the Comparative Essays.
Students will use the rubric below to grade each sample and discuss in their groups.
Assess & Discuss:
Thesis Statement (1)
Addresses all parts of the question (1), Fully (1)
Supports thesis with historical evidence (1), Fully (1)
Direct Comparisons (1)
Analysis of Comparisons (1)
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Total for the Comparison FRQ: 7 Points
Example Prompt:
We discussed this in class. Remember our example of Law & Order? You must have the detectives show up on the scene, gather evidence, analyze it, and then they can make a judgement about "Who done it!" Let the evidence you have gathered become your thesis. Don't make this harder than it is.
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| Example as used by JBartlett in the video referenced/linked below. |
The student references the time period,
Uses both/however to show similarities/differences.
Student does not get into great detail, but does have 2 similarities and 1 difference. And it is clear.
The thesis now organizes the entire essay:
2 similarities
3 differences
Body Paragraphs:
Start with a direct comparison in your Topic Sentence:
Then get into analysis - WHY or HOW are they similar or difference (because, the reason for the similarity, due to the fact that, resulted in, etc.)
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| Notice: "The reason Rome used slaves..." --> analysis. |
Evidence: usually you need 7+ pieces of evidence and use facts from both places.
Direct comparisons: 3+ comparisons made in your paper.
Analysis: Try to explain the reasons for every comparison you make. You will need 2+ valid analyses for the point.
Remember, each body paragraph should TASC
Each body paragraph should contain:
TASC:
Topic Sentence (direct comparison)
Analysis as to why the similarity/ difference existed
Support with 3 pieces of evidence
Connect it to a larger global context or theme
3. Discuss FRQ Comparison Essay - Student Questions will drive this portion of class.
Good video to help you for Friday: AP World History Comparison Essay by JBartlett
~~~~~~~~~~~~~~SECOND HALF OF THE PERIOD~~~~~~~~~~~~~~~~
4. Notes, Video, & Discussion: We will watch segments from a few documentaries, text documents projected on the screen, and images/graphics. (45 minutes of class)
Dawn of Democracy: Athens by Bettany Hughes
The Ancient Worlds: Athens the Truth About Democracy by Bettany Hughes
The Last Stand of the 300: True Story of the Spartans
Excerpts from "The Hemlock Cup" by Bettany Hughes
Video diary about The Hemlock Cup - Hughes Discusses Her Book
Discussion Questions: Dawn of Democracy -
Why did semi democratic governments emerge in some of the Greek city-states?
Questions we will consider:
A. Was the Golden Age actually "golden?"
B. How did democracy evolve?
C. What role did the arts play in the development of democracy?
D. The death of Democracy 1.0.
E. Socrates - the heart of democracy.
F. Did Alexander extend the Hellenistic Age? Or was it less of what we today consider to be "Greek ideals" and more of just an empire of typical proportions?
Assignment:
FRQ Comparative Essay is due Friday.
Quiz next Monday - CH 5
Test is on Wed/Thu, Oct 8/9
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
 |
| 1787 - Jacque Louis David paints "The Death of Socrates" Socrates, as punishment for criticizing Critias, the tyrant of Athens, is told he must either drink the poison hemlock or face exile. Socrates, rather than fleeing, uses his death as a final lesson for his pupils, and faces it calmly. |
Friday, Sept 28, 2014
Quote: "All the art of living lies in a fine mingling of letting go and holding on." - Henry Ellis
Learning Targets:
★ Explain the enormous influence on world history of the religious and cultural traditions developed in the classical world
★ Analyze the reasons behind the development of these religious and cultural traditions
★ Compare the common ground and significant differences between these religious and cultural traditions and examine possible reasons behind them
Essential Questions:
1. “Religions are fundamentally alike.” Does the material in this chapter support or undermine this idea?
2. Is a secular outlook on the world an essentially modern phenomenon, or does it have precedents in the classical era?
3. “Religion is a double-edged sword, both supporting and undermining political authority and social elites.” How would you support both sides of this statement?
4. How would you define the appeal of the religious/cultural traditions discussed in this chapter? To what groups were they attractive, and why?
Agenda:
1. DO NOW: FRQ Comparative Essay: Prepare FRQ Comparative Essay to turn in to Mr. Duez. If it is not finished, those students will have a timed writing this period to get it done. There will be no late grades.
Question for Discussion: What does it mean to be "Chinese"?
2. Cooperative group discussion: Students will be in groups and will read Sun Tzu's The Art of War. Each group will have a different section.
- Students will read the section, discuss it. Summarize it. Figure out what that section is all about.
- What is Sun Tzu's "Point of View"?
- Then, discuss what The Art of War can tell us about Chinese thought.
- Remember to think about such things as Legalism, Confucianism, Daoism, and even Buddhism. Could you label each section as being based upon one type of Chinese Cultural Tradition?
We will see clips from the video - YouTube: The Art of War, Sun Tzu - Documentary
3. Discussion - Full Class: Discuss each of the sections of Art of War while looking at the big picture questions for Chapter 5.
Quiz next Monday: CH 5
Test is on Wed/Thu, Oct 8/9
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.