Notes: Chapter 13 - Worlds of the 15th Century - Part II
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
Notes: Chapter 13 - Worlds of the 15th Century - Part II
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.
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
Good luck! Literally.
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| 2 Questions, 2 Faces, 2 Sides to the Coin. |
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
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
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| Obviously "Exceptional." |
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.
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| The balance of world power begins to tip towards Europe. The city-states of Northern Italy still show the impact. |
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.
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| 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.
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.
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.
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| The always interesting Louis C.K. |
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
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.
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.
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.
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”?
1. Competitive and Cooperative Teaming: Compete to answer questions regarding Chapter 10 & 11.
Assignments:
Test over Chapter 10 and 11 is on Wed/Thu.
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.
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: 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
Notes: Unit 3, CH 11: Worlds of Islam - Impact on Women
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
Notes: Ch. 11 - Islam, Part I: Comparison to Buddhism & Christianity
Notes: Unit 3 - Chapter 10 - The Dark Ages???
YouTube: Unit 3 - Chapter 10 - The Dark Ages???
Notes - Unit 3 - Chapter 10 - The Dark Ages???
Notes - Unit 3 - Chapter 10 - The Dark Ages???
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| Yeah, it wasn't really like that... but cool. |
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
Notes - Unit 3 - CH 10 - East & West European Christendom
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| Hagia Sophia as depicted in the video game Assassins Creed. |