Advanced Placement World History with Mr. Duez
Unit 1 - First Things First, to 500 BCE
Ch. 1 First Humans, Ch. 2 First Farmers, Ch. 3 First Civilizations
WEEK AT A GLANCE:MON: Reading Check Quiz CH 1 & 2; Andrew Marr's "Survival" (first few min)
TUE: Guns, Germs, & Steel: Episode I "Out of Eden"
WED/THU: Unit 1 Document Study; Competitive Quizzing
FRI: Review Essays from 6 Glasses Test; Talk about FRQ strategies
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Monday, Sep 9, 2013
Quote: “People often say that motivation doesn't last. Well, neither does bathing – that’s why we recommend it daily.” - Zig Ziglar
Learning Targets:
To familiarize students with the spread of human societies in the Paleolithic era
To explore the conditions of life in gathering and hunting societies
To examine factors that eventually led to change in the gathering and hunting societies
Essential Questions:
1. What is the significance of the Paleolithic era in world history?
2. In what ways did various Paleolithic societies differ from one another, and how did they change over time?
3. What statements in this chapter seem to be reliable and solidly based on facts, and which ones are more speculative and uncertain?
4. How might our attitudes toward the modern world influence our assessment of Paleolithic societies?
5. In what ways, and why, did Chumash culture differ from that of the San?
6. Why did some Paleolithic peoples abandon earlier, more nomadic ways and begin to live a more settled life?
Agenda:
1. DO NOW: Prep for Reading Check Quiz. You may use any hand written notes. NOTHING PRINTED.
2. Reading Check Quiz - Chapter 1 and Chapter 2
3. Andrew Marr's "History of the World" Episode 1 "Survival" (we'll see the first 10 minutes or so and discuss, relating to Strayer)
Andrew Marr introduces his "History of the World" - his book
Assignment:
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes Mr. Duez has posted.
Unit 1 Test is next Wed/Thu
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Tuesday, Sep 10, 2013
Quote: "If you want to achieve excellence, you can get there today. As of this second, quit doing less-than-excellent work." - Thomas J. Watson
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| GGAS - Much better than having to read the book! |
Learning Targets:
To make students aware that agriculture evolved independently in several regions of the world
To trace the development of agriculture and its local variations
To consider the social implications of the Agricultural Revolution
Essential Questions:
1. The Agricultural Revolution marked a decisive turning point in human history. What evidence might you offer to support this claim, and how might you argue against it?
2. How did early agricultural societies differ from those of the Paleolithic era? How does the example of settled gathering and hunting peoples such as the Chumash complicate this comparison?
3. Was the Agricultural Revolution inevitable? Why did it occur so late in the story of humankind?
4. “The Agricultural Revolution provides evidence for ‘progress’ in human affairs.” How would you evaluate this statement?
5. What accounts for the emergence of agriculture after countless millennia of human life without it?
6. What different kinds of societies emerged out of the Agricultural Revolution?
Agenda:
1. DO NOW: Viewing Guide: Copy the questions on the overhead for Guns, Germs, and Steel.
2. Video Study: Guns, Germs, and Steel, episode 1: "Out of Eden." Students will watch the video and take notes. Students should also answer the questions from the DO NOW in their notes. We will discuss the video throughout.
Assignment:
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes Mr. Duez has posted.
Unit 1 Test is next Wed/Thu
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Wednesday, Sep 11 & Thursday, Sep 12, 2013
Quote: "Adversity is the state in which man mostly easily becomes acquainted with himself, being especially free of admirers then." - John Wooden
Learning Targets:
Understand the need for art in the human condition and its purpose in facilitating imagination, knowledge, and understanding.
Essential Questions:
1. Why did paleolithic peoples create cave rock art?
2. What is it about the human condition that makes us want to connect with previous and future generations?
3. What is history?
Agenda:
1. DO NOW: What is history?
***First finish the discussion & video on Guns, Germs, and Steel.***
2. Intro Rock Art Project.
3. Project: Work on your design on a regular sheet of paper. Then we will transfer it over to brown paper bag (to represent the "Rock"). Each class will have a "Rock Wall" outside of the classroom.
4. Present Rock Art Projects.
This day may seem like we aren't doing history, however it is my opinion that to do great work in this class we need to be comfortable. We need to know each other well. The project will help introduce everyone and share our diverse interests and talents. Plus, learning about leaving a legacy, art history, and taking time to be creative is always important in life. Remember, we are in a "flipped" classroom. This means that you will need to be working at home on Strayer and watching the video lectures. In class we are making big connections, working on writing, and working cooperatively to understand history deeply.
Assignment:
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes Mr. Duez has posted.
Unit 1 Test is next Wed/Thu
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Friday, Sep 13, 2013
Quote: "Very superstitious, nothin' more to say
Very superstitious, the devil's on his way
Thirteen month old baby broke the lookin' glass
Seven years of bad luck, good things in your past"
- Stevie Wonder, Superstition
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| Are you 'very superstitious'? |
1. Understand that the Comparative Essay is one of three FRQ questions on the AP Exam.
2. A direct comparison means that you will connect both topics that you are comparing in each paragraph.
3. You must describe both similarities & differences; as well as analyze WHY many of them exist.
4. The thesis statement is the key to the entire essay. It is the answer to the prompt. Without a thesis statement, your essay will not be given a score.
5. There are literally no wrong thesis statements. You either prove them with your evidence, or you have fallen short of the mark and have been unconvincing.
Essential Questions:
1. Why do we write in history?
2. How do historians write?
3. What do I do if the prompt seems completely VAGUE?
Agenda:
1. DO NOW: Pick up the AP Acronyms Handout & FRQ Essay Assignment - due Next Friday in class completed.
2. Review the 6 Glasses essays. Discuss best practices, show examples of great work. Emphasis on Thesis and the "Comparative Essay."
3. Cover the key points to the WHAP-COMPARISON-ESSAY-INTRO-THESIS notes on writing.
Assignment:
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes Mr. Duez has posted.
Unit 1 Test is next Wed/Thu
FRQ is due next Friday. It is to be completed out of class and will be turned in as soon as class begins.