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

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:  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.

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. 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.

Agenda: Week of Oct 28 - Nov 1, 2013

Advanced Placement World History with Mr. Duez
Unit 3 - Age of Accelerating Connections, 500 - 1500 
Chapter 8 & 9 - Commerce, China, East Asian Connections
WEEK AT A GLANCE:
MON: Reading Check Quiz - Chapter 9; Review Quiz; Engineering an Empire - China: Grand Canal
TUE: Crash Course - China; China's impact on their neighbors - Vietnam, Korea, & Japan
WED/THU: TEST CH 8 & 9: Test CH 8 & 9; Review Unit 2 - DBQ results
FRI: Chapter 10 Notes, Discussion, & Video
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Monday, Oct. 28, 2013
Quote: "He Who Knows Others Is Wise. He Who Knows Himself Is Enlightened." - Tao Te Ching

Learning Targets:
• Explain the development of China as “superpower” among the third-wave civilizations.
• Analyze the impact of China’s deep influence on East Asia.
• Describe the ways in which interaction with other peoples had an impact on China.
• Examine modern assumptions about China and determine the root of that perception.

Essential Questions:
1. How did China influence the world beyond East Asia? 
2. How was China itself transformed by its encounters with a wider world?
3. In what different ways did Korea, Vietnam, and Japan experience and respond to Chinese influence?
4. In what different ways did Japanese and Korean women experience the pressures of Confucian orthodoxy?

Agenda:
1. Reading Check Quiz Chapter 9. (Students may use their notes from Chapter 9)
2. DO NOW after quiz - In what ways did Tang and Song dynasty China resemble the classical Han dynasty period, and in what ways had China changed?
3. Notes, Video, & Discussion: China Part I
4. Video from Engineering an Empire: China - The building of the Grand Canal (9 minutes) The video will focus on the unification of China through a giant series of canals that united the northern and southern regions. It is over 1,000 miles in length and it created a booming economic explosion in China.

Assignments:
Test is Wed/Thu. Prepare by using the "Notes" link above. Also read Ch. 8 & 9. Use the Strayer Companion Site. Use GetaFive.com. Use Quizlet.com. Study with a trusted friend or two. Come to tutoring. Good luck!
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Tuesday, Oct. 29, 2013
Quote: "I haven’t failed. I've just found 10,000 ways that won’t work.” - Thomas Edison

Learning Targets:
• Explain the development of China as “superpower” among the third-wave civilizations.
• Analyze the impact of China’s deep influence on East Asia.
• Describe the ways in which interaction with other peoples had an impact on China.
• Examine modern assumptions about China and determine the root of that perception.

Essential Questions:
1. What assumptions underlay the tribute system?
2. How did the tribute system in practice differ from the ideal Chinese understanding of its operation?
4. How did the Chinese and their nomadic neighbors to the north view each other?

Agenda:
1. DO NOWHow did the tribute system in practice differ from the ideal Chinese understanding of its operation?
2. Video Study with Notes & Discussion: Crash Course World History - 2,000 Years of Chinese History

3. Notes, Discussion, VideoChina & East Asian Neighbors, Part II
Video, "Ancient China" - Discovery Science - Chinese technology
Compass discovery in China and then sold through trade networks, ending up in Europe around 1200. 

Assignments:
Test is Wed/Thu. Prepare by using the "Notes" link above. Also read Ch. 8 & 9. Use the Strayer Companion Site. Use GetaFive.com. Use Quizlet.com. Study with a trusted friend or two. Come to tutoring. Good luck!
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Wednesday, Oct. 30, 2013 - and - Thursday, Oct. 31, 2013
Quote: ”It is the mark of an educated mind to be able to entertain a thought without accepting it.” - Aristotle

Learning Targets:
• Explain the development of China as “superpower” among the third-wave civilizations.
• Analyze the impact of China’s deep influence on East Asia.
• Describe the ways in which interaction with other peoples had an impact on China.
• Examine modern assumptions about China and determine the root of that perception.

Essential Questions:
1. How did China influence the world beyond East Asia? 
2. How was China itself transformed by its encounters with a wider world?
3. In what different ways did Korea, Vietnam, and Japan experience and respond to Chinese influence?
4. In what different ways did Japanese and Korean women experience the pressures of Confucian orthodoxy?

Agenda:
1. DO NOW: Prep for Test - Ch. 8 & 9
2. Test - Ch. 8 & 9
3. DBQ Analysis: Students will use their hand written DBQ from Unit 2 and review the documents again quietly after the test. When everyone is finished with the test we will go over the results.

Assignments:
Begin reading Chapter 10 - European Christendom. Quiz is on Monday. Check the Notes tab at the top of the screen for more information that can help, including the Target Sheet.
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Friday, Nov. 1, 2013
Quote: “If opportunity doesn't knock, build a door.” - Milton Berle

 Learning Targets:
• Explain the changes that occur in European society after the breakup of the Roman Empire
• Compare the diverse legacies of Rome in Western Europe and the Byzantine Empire
• Describe medieval European expansion and analyze the factors that led to its development
• Analyze the evolution of Europe from backward medieval Europe relative to other civilizations, and the steps by which it caught up 

Essential Questions:
1. How did the histories of the Byzantine Empire and Western Europe differ during the era of third-wave civilizations?
2. What accounts for the different historical trajectories of these two expressions of Christendom?
3. In what respects did Byzantium continue the patterns of the classical Roman Empire? In what ways did it diverge from those patterns?
4. How did Eastern Orthodox Christianity differ from Roman Catholicism?
5. In what ways was the Byzantine Empire linked to a wider world?

 Agenda:
1. DO NOW: In what respects did Byzantium continue the patterns of the classical Roman Empire? In what ways did it diverge from those patterns?
3. Notes, Video, Discussion: Fall of Rome and Emergence of Eastern Orthodoxy & The Byzantium Empire.

Assignments:
Read Chapter 10 - European Christendom. Quiz is on Monday. Check the Notes tab at the top of the screen for more information that can help, including the Target Sheet.

Agenda: Week of Oct 21 - 25, 2013

Advanced Placement World History with Mr. Duez
Unit 3  AN AGE OF ACCELERATING CONNECTIONS 500–1500
Chapter 8 Commerce and Culture 500–1500
Chapter 9 China & The World 500 - 1500
WEEK AT A GLANCE:
MON - Quiz 8, Intro to Unit 3 "Age of Accelerated Connections" Silk/Sea/Sand Roads
TUE - Silk/Sea Roads, Document Study - Marco Polo
WED/THU - Silk/Sea Roads, Document Study - Ibn Battuta; Also FRQ Review
FRI - Review of Ch 8 Commerce & Intro to Ch 9 China & The World (East Asian Connections)
Trading routes like this one traversed very long distances in this Third Wave of Civilization.
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Monday, Oct. 21, 2013
Quote: "If you can't explain it simply, you don't understand it well enough." - Albert Einstein

Learning Targets for Chapter 8:
- Analyze the significance and impact of trade in human history
- Explain the interconnections created by long-distance trade in the period of third-wave civilizations and analyze why they existed
- Explain the full range of what was carried along trade routes (goods, culture, disease) and the impact on the people, culture, history, and development of their societies
- Compare the differences between the commerce of the Eastern Hemisphere and that of the Western Hemisphere and the analyze the reasons behind those differences

Essential Questions:
1. What motivated and sustained the long-distance commerce of the Silk Roads, Sea Roads, and Sand Roads?
2. In what ways did commercial exchange foster other changes?
3. What lay behind the emergence of Silk Road commerce, and what kept it going for so many centuries?
4. What made silk such a highly desired commodity across Eurasia?
5. What was the role of Swahili civilization in the world of Indian Ocean commerce?

Agenda:
1. Reading Check Quiz - Chapter 8: Commerce
2. Notes, Discussion, Video: Introduction to Unit 3 "Age of Connections" and Chapter 8 "Commerce (Silk, Sand, Sea Roads)"

Assignments:
Read the notes, watch the YouTube Lectures over Chapter 8 and 9. Test is Wed/Thu Oct 30  & 31
To prepare for class tomorrow & on Wed/Thu, read the documents on pages 359-366 - Document 8.2: A European Christian in China: The Travels of Marco Polo, 1299 by Marco Polo -and- Document 8.3 An Arab Muslim in West Africa: Travels in Asia and Africa, 1354 by Ibn Battuta.
Merchants, Commerce, Trade, and $.
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Tuesday, Oct. 22, 2013
Quote: "Art works because it appeals to certain faculties of the mind. Music depends on details of the auditory system, painting and sculpture on the visual system. Poetry and literature depend on language." - Steven Pinker

Learning Targets for Chapter 8:
- Analyze the significance and impact of trade in human history
- Explain the interconnections created by long-distance trade in the period of third-wave civilizations and analyze why they existed
- Explain the full range of what was carried along trade routes (goods, culture, disease) and the impact on the people, culture, history, and development of their societies
- Compare the differences between the commerce of the Eastern Hemisphere and that of the Western Hemisphere and the analyze the reasons behind those differences

Essential Questions:
1. What motivated and sustained the long-distance commerce of the Silk Roads, Sea Roads, and Sand Roads?
2. In what ways did commercial exchange foster other changes?
3. What were the major economic, social, and cultural consequences of Silk Road commerce?
4. What accounted for the spread of Buddhism along the Silk Roads?
5. What was the impact of disease along the Silk Roads?
6. How did the operation of the Indian Ocean trading network differ from that of the Silk Roads?

Agenda:
1. Do Now Question: Pick up the document study from Chapter 8: Polo & Battuta Read Polo Doc. 8.2 "A"
2. Document Study & Cooperative Group Discussion: Students will sit in groups of 4-5 and cooperatively discuss Marco Polo's Travels (Doc 8.2 A). After small group discussion, the class will walk through the discussion questions and also examine larger issues.
NOTES: CH 8 - Silk, Sand, & Sea Roads

Assignments:
Read the notes, watch the YouTube Lectures over Chapter 8 and 9. Test is Wed/Thu Oct 30  & 31
To prepare for class tomorrow & on Wed/Thu, read the documents on pages 359-366 - Document 8.2: A European Christian in China: The Travels of Marco Polo, 1299 by Marco Polo -and- Document 8.3 An Arab Muslim in West Africa: Travels in Asia and Africa, 1354 by Ibn Battuta.
Pre-Columbian Trade in the Americas was more like a "Web" rather than the strong roads of Afro-Eurasian trade.
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Wednesday, Oct. 17 & Thursday, Oct. 18, 2012
Quote: “Our comforting conviction that the world makes sense rests on a secure foundation: our almost unlimited ability to ignore our ignorance.” - Daniel Kahneman

Learning Targets for Chapter 8:
- Analyze the significance and impact of trade in human history
- Explain the interconnections created by long-distance trade in the period of third-wave civilizations and analyze why they existed
- Explain the full range of what was carried along trade routes (goods, culture, disease) and the impact on the people, culture, history, and development of their societies
- Compare the differences between the commerce of the Eastern Hemisphere and that of the Western Hemisphere and the analyze the reasons behind those differences

Essential Questions:
1. What motivated and sustained the long-distance commerce of the Silk Roads, Sea Roads, and Sand Roads?
2. What changes did trans-Saharan trade bring to West Africa?
3. In what ways did commercial exchange foster other changes?
4. In what ways was Afro-Eurasia a single interacting zone, and in what respects was it a vast region of separate cultures and civilizations?

Agenda:
1. Do Now Question: Use the document study from Chapter 8: Polo & Battuta Read Battuta Doc. 8.2 "B"
2. Document Study & Cooperative Group Discussion: Students will sit in groups of 4-5 and cooperatively discuss Ibn Battuta's Travels (Doc 8.2 A). After small group discussion, the class will walk through the discussion questions and also examine larger issues.
NOTES: CH 8 - Silk, Sand, & Sea Roads

Assignments:
Read the notes, watch the YouTube Lectures over Chapter 8 and 9. Test is Wed/Thu Oct 30  & 31
The Trung Sisters of Vietnam!
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Friday, Oct. 19, 2012
Quote: "I am learning all the time.  The tombstone will be my diploma."  - Eartha Kitt

Learning Targets for Chapter 8:
- Analyze the significance and impact of trade in human history
- Explain the interconnections created by long-distance trade in the period of third-wave civilizations and analyze why they existed
- Explain the full range of what was carried along trade routes (goods, culture, disease) and the impact on the people, culture, history, and development of their societies
- Compare the differences between the commerce of the Eastern Hemisphere and that of the Western Hemisphere and the analyze the reasons behind those differences

Essential Questions:
1. Why did the Eastern Hemisphere develop long-distance trade more extensively than did the societies of the Western Hemisphere?
2. In what ways did commercial exchange foster other changes?
3. In what ways did networks of interaction in the Western Hemisphere differ from those in the Eastern Hemisphere?

Agenda:
1. Do Now Question: How did trade and commerce differ in The Americas compared to Eurasia during the Age of Accelerated Connections?
2. Notes, Discussion, Video: Comparison of Trade - Eastern & Western Hemispheres
3. Multiple Choice Question strategies - using questions from Chapter 8.
4. Quick look ahead to Chapter 9 China & The World, "East Asian Connections."

Assignments:
READING CHECK QUIZ MONDAY ON CHAPTER 9

Agenda: Week of Oct 14 - Oct 18, 2013

Advanced Placement World History with Mr. Duez
Unit 2 - Classical Era, Chapter 7 Classical Era Variations in African & The Americas, DBQ
WEEK AT A GLANCE:
MON - No School
TUE - Quiz; DBQ Prep
WED/THU - (only 1 hour due to PSAT) DBQ Prep
FRI - Timed Writing DBQ - Test Grade

Monday, Oct 14, 2013 - NO SCHOOL
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Tuesday, Oct 15, 2013
Quote: "The purpose of life is a life of purpose." - Attributed to both Ludwig Wittgenstein and Robert Byrne

Learning Targets:
★ Analyze classical civilizations that evolved outside of the more well-known civilizations of Eurasia
★ Compare the development of civilizations in Africa and the Americas
★ Examine the factors that make civilizations develop and analyze why they develop differently in some regions
★ Distinguish the characteristics of complex civilizations and judge whether they could develop without any recognizable centralized control

Essential Questions:
1. “The histories of Africa and the Americas during the classical era largely resemble those of Eurasia.” Do you agree with this statement? Explain why or why not.
2. “The particular cultures and societies of Africa and of the Americas discussed in this chapter developed largely in isolation from one another.” What evidence would support this statement, and what might challenge it?
3. What generated change in the histories of Africa and the Americas during the classical era?

Agenda:
1. Reading Check Quiz - Chapter 7: Classical Era Variations. Students may use their hand-written notes.
2. Discuss the DBQ Questions that are in play for Friday. You will write one of 2 DBQ choices. Mr. Duez will flip a coin on Friday to decide.

Assignments:
Prepare for the DBQ on Friday. You know it will be one of 2 choices. I have emailed those to you. Study the questions. Use the "How to WHAP the DBQ" presentation to help you.
The Preliminary SAT/National Merit Scholarship Qualifying Test is a standardized test administered by the College Board and National Merit Scholarship Corporation (NMSC). Students who score high enough on the PSAT are entered in a competition for a scholarship. This program awards 1-time scholarships ranging from $500 to $10,000.
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Wednesday, Oct 16, 2013 and Thursday, Oct 17, 2013
Quote"To live is so startling it leaves little time for anything else." - Emily Dickinson

Learning Targets:
★ Analyze classical civilizations that evolved outside of the more well-known civilizations of Eurasia
★ Compare the development of civilizations in Africa and the Americas
★ Examine the factors that make civilizations develop and analyze why they develop differently in some regions
★ Distinguish the characteristics of complex civilizations and judge whether they could develop without any recognizable centralized control

Essential Questions:
1. “The histories of Africa and the Americas during the classical era largely resemble those of Eurasia.” Do you agree with this statement? Explain why or why not.
2. “The particular cultures and societies of Africa and of the Americas discussed in this chapter developed largely in isolation from one another.” What evidence would support this statement, and what might challenge it?
3. What generated change in the histories of Africa and the Americas during the classical era?

Agenda:
1. Analyze the Document on the screen - Use SOAPSTone.
2. Cooperative DBQ Analysis - Students will work in groups to discuss the two possible DBQ questions. Students will use SOAPSTone to analyze documents. Grouping of documents will be emphasized. Each group will create a thesis statement for each DBQ and a class thesis will be agreed upon before leaving.

Assignments:
Prepare for the DBQ on Friday. You know it will be one of 2 choices. I have emailed those to you. Study the questions. Use the "How to WHAP the DBQ" presentation to help you.
Heads or Tails? We'll find out on Friday!
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Friday, Oct 18, 2013
Quote: "If you are struck between two options, just flip a coin in the air! It works. Not because it solves the problem . . . but because while the coin is in the air, You will get to know what your heart is really hoping for." - Annonymous

Learning Targets:
★ Create a thesis that answers the prompt
★ Use SOAPStone to analyze each document
★ Group documents in a fashion where all documents are referred to while proving your thesis with proper evidence from the documents
★ Use context, point of view, and analysis - The Why  on the document based question essay.

Essential Questions:
1. How in the world do I have enough time to complete this in one period? :)

Agenda:
1. Document Based Question: Students will use the period to answer the DBQ. Mr. Duez will flip a coin to decide which DBQ will be used in class.
2. After the DBQ, if time, prepare for Quiz over Chapter 8 on Monday.

Assignments:
Monday is the Quiz for Chapter 8. Begin preparing now. Don't forget to write notes that you may use on your quiz to assist you.

Week of Oct 7 - Oct 11, 2013

Advanced Placement World History with Mr. Duez
Unit 2 - Eurasian Cultural Traditions, 500 BCE - 500 CE, Classical Era
Chapters 4, 5, & 6 - Eurasian Empires, Cultural Traditions, & Social Inequality
WEEK AT A GLANCE:
MON - Reading Check Quiz - Chapter 6; Review Quiz & 4, 5, 6 so far.
TUE - Review Unit 2 - Game, Group Discussion, and Q/A
WED/THU - TEST Unit 2 (Chapters 4, 5, 6); How to Write the DBQ Instructions
FRI - DBQ Posters over Roman/Barbarian Question
Eagle Strong.
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Monday, Oct 7, 2013
Quote“Sometimes you don’t realize your own strength until you come face to face with your greatest weakness.” – Susan Gale

Learning Targets:
★ Analyze social structures in classical Eurasia
★ Compare the causes of differences in social structures in different civilizations
★ Describe the nature of classical patriarchy and its variations

Essential Questions:
1. “Social inequality was both accepted and resisted in classical civilizations.” What evidence might support this statement?
2. How would you describe the social hierarchy of classical China?
3. What class conflicts disrupted Chinese society?
4. What set of ideas underlies India’s caste-based society?
5. What is the difference between varna and jati as expressions of classical India’s caste system?
6. How did India’s caste system differ from China’s class system?
7. How did Greco-Roman slavery differ from that of other classical civilizations?
8. In what ways did the expression of Chinese patriarchy change over time, and why did it change?
9. How did the patriarchies of Athens and Sparta differ from each other?

Agenda:
1. DO NOW: Prep notes for Reading Check Quiz - Chapter 6 Eurasian Social Inequalities.
2. QUIZ Chapter 6 - Reading Check, you may use your hand written notes.
3. Review Quiz and 4, 5, 6 so far.

Assignments:
Test for Unit 2 is Wed/Thu, Oct 9/10
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.

Inspiration Point.
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Tuesday, Oct 8, 2013
Quote: “Courage doesn't always roar. Sometimes courage is the quiet voice at the end of the day saying, “I will try again tomorrow.” - Mary Anne Radmacher

Learning Targets:
★ Analyze social structures in classical Eurasia
★ Compare the causes of differences in social structures in different civilizations
★ Describe the nature of classical patriarchy and its variations

Essential Questions:
1. “Social inequality was both accepted and resisted in classical civilizations.” What evidence might support this statement?
2. How would you describe the social hierarchy of classical China?
3. What class conflicts disrupted Chinese society?
4. What set of ideas underlies India’s caste-based society?
5. What is the difference between varna and jati as expressions of classical India’s caste system?
6. How did India’s caste system differ from China’s class system?
7. How did Greco-Roman slavery differ from that of other classical civilizations?
8. In what ways did the expression of Chinese patriarchy change over time, and why did it change?
9. How did the patriarchies of Athens and Sparta differ from each other?

Agenda:
1. DO NOW: “Social inequality was both accepted and resisted in classical civilizations.” What evidence might support this statement?
2. Review Chapter 6 and all of Unit 2.
3. Cooperative Review - If time, student table groups - question and discussion over Unit 2.

Assignments:
Test for Unit 2 is NEXT CLASS -- Wed/Thu, Oct 9/10
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
In-VENN-cible
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Wednesday, Oct 9, 2013 and Thursday, Oct 10, 2013
Quote“You have power over your mind – not outside events. Realize this, and you will find strength.”- Marcus Aurelius, Meditations

Learning Targets:
All Objectives for Unit 2 - for Test
Also, Students will know what is expected of them on the AP Test FRQ - Document Based Question.
Thesis, Supporting evidence, Grouping Documents, Document Analysis with context/point of view will be emphasized.

Essential Questions:
All Essential Questions from Unit 2 - for Test.
Why do we write the DBQ - Document Based Question?
How do you determine the Point of View.
What ways should documents be grouped in order to mention all of them, yet write a concise essay with a thesis statement that answers the prompt.

Agenda:
1. DO NOW: Prep for test. Sharpened pencils and prepared mind.
2. TEST - UNIT 2 - Chapters 4, 5, 6
3. DBQ Packet: Pick up DBQ Packet and read over it after you finish the test.
4. Notes & Discussion: How to WHAP the DBQ

Assignments:
Quiz next Tuesday, Oct. 15 CH 7;
Timed Writing DBQ on Friday, Oct. 18.
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
Explore.
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Friday, Oct 11, 2013
Quote: "Don’t judge each day by the harvest you reap but by the seeds that you plant." - Robert Louis Stevenson

Learning Targets:
Students will know what is expected of them on the AP Test FRQ - Document Based Question.
Thesis, Supporting evidence, Grouping Documents, Document Analysis with context/point of view will be emphasized.

Essential Questions:
Why do we write the DBQ - Document Based Question?
How do you determine the Point of View.
What ways should documents be grouped in order to mention all of them, yet write a concise essay with a thesis statement that answers the prompt.

Agenda:
1. DO NOW: Prepare your DBQ packet for use today in groups.
2. DBQ Posters: Students will work in groups to create quick posters to represent
3. Present Posters - Silent Gallery Walk.

Assignments:
Quiz next Tuesday, Oct. 15 CH 7;
Timed Writing DBQ on Friday, Oct. 18.
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.

Notes: Unit 2 - Chapter 5 - Indian Cultural Traditions

YouTube: Unit 2 - Chapter 5 - Indian Cultural Traditions
Notes: Unit 2 - Chapter 5 - Indian Cultural Traditions

Notes: Unit 2 - CH 5 - Religion - A Double Edged Sword?

YouTube: Unit 2 -  CH 5 - Religion - A Double Edged Sword?
Notes: Unit 2 -  CH 5 - Religion - A Double Edged Sword?
The Christian Martyr - Perpetua in the arena in Carthage, North Africa.

Notes: CH 5 - Secular Movement, Relatively Modern Phenomenon?

YouTube: CH 5 - Secularism - Modern Phenomenon? Or roots in Classical Age?
Notes: CH 5 - Secularism - Modern Phenomenon? Or roots in Classical Age?
Raphael, 1511, "The School of Athens."

Notes: CH 5 - All regions are fundamentally alike?

Unit 2 - Classical Era, Eurasian Empires - Ch 5 - Eurasian Cultural Traditions
YouTube: Notes: Ch 5 - Big Picture Question 1 - Religions are Fundamentally Alike?
Notes: Ch 5 - Big Picture Question 1 - Religions are Fundamentally Alike?