Agenda: Nov. 3 - 7, 2014

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; Video: The Crescent & The Cross
WED/THU: Finish Crusades; Philosophical Chairs: Comparing Islam to Christianity & Buddhism

FRI: Cooperative Thesis Work; Role of Women in Islam

And who thought European Christendom could be so confusing?

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Monday, Nov 3, 2014

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
Study Notes/Target Sheets/Strayer/Companion Site
Test over CH 10 and 11 next Wed/Thu

Hagia Sophia: Once an Eastern Orthodox Catholic Church... then an Islamic Mosque... now a museum to both.

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Tuesday, Nov 4, 2014
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

Assignments:
Reading Check Quiz over Chapter 11 - Islam on Monday.
Study Notes/Target Sheets/Strayer/Companion Site
Test over CH 10 and 11 next Wed/Thu.

The Crusades: What a mess!

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Wednesday, Nov 5, 2014 and Thursday, Nov 6, 2014
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: Was the Byzantine Empire "Roman" or were they something else?
2. Finish Video Study, if not complete: Crusades: The Crescent & The Cross.
3. POINT OF VIEW: What is it? How does it work?
4. (if time) Philosophical Chairs: Possible Topics include:
Was the Byzantine Empire "Roman" or were they something else?
Will the United States last longer than the Roman Empire did?
Say you were living during the time period of Unit 3 (500-1500) - Where would you rather live: Western Europe or in The Islamic Empire?
4. Introduction to Chapter 11, The Worlds of Islam: 
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
Study Notes/Target Sheets/Strayer/Companion Site
Test over CH 10 and 11 next Wed/Thu

It is like the "Mecca" of Islam. (Probably because it is Mecca)

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Friday, Nov 7, 2014
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?
3. Discuss this question in class: Islam Single World or Distinct Communities? 
“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. Video: 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
Study Notes/Target Sheets/Strayer/Companion Site
Test over CH 10 and 11 next Wed/Thu

Agenda: Week of Oct. 26 - Oct. 31, 2014

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; China: Sui Dynasty & Grand Canal; Tang & Song Dynasties Compared
TUE: China's impact on their neighbors: Vietnam, Korea, & Japan; Visual Sources Ch 9
WED/THU: TEST CH 8 & 9: FRQ Comparative: focus - direct comparisons, evidence, & analysis
FRI: Timed Writing FRQ - Comparative Essay
FRQ #2 - COMPARATIVE ESSAY OVER CLASSICAL ERA - TIMED WRITING ON OCT. 31

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Monday, Oct. 27, 2014
Quote: "He Who Knows Others Is Wise. He Who Knows Himself Is Enlightened." - Tao Te Ching

Happy Birthday Aidan Ichiro Duez - 10 Years Old. 

The Xbox One - yeah, he's a spoiled kid. But, he's pretty awesome.

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. Review Quiz
4. Notes, Video, & Discussion: China Part I 
5. Video from Engineering an Empire: China - The building of the Grand Canal (9 minutes) Video  focus on unification of China through a giant series of canals that united northern & southern regions. It is over 1,000 miles in length & it created a booming economic explosion in China.

FRQ #2 - COMPARATIVE ESSAY OVER CLASSICAL ERA - TIMED WRITING ON OCT. 31

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 2. Come to tutoring. Good luck!

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Tuesday, Oct. 28, 2014
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 NOW: How did the tribute system in practice differ from the ideal Chinese understanding of its operation?
2. Notes, Discussion, Video: China & East Asian Neighbors, Part II
Coping with China: Comparing Korea, Vietnam, & Japan

3. Visual Sources: Chapter 9 Asia. These are also highlighted in the notes. So be sure to look them over before the test.

FRQ #2 - COMPARATIVE ESSAY OVER CLASSICAL ERA - TIMED WRITING ON OCT. 31

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. 29, 2014 - and - Thursday, Oct. 30, 2014
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. FRQ Comparison: Focus on direct comparisons, evidence, & analysis.

FRQ #2 - COMPARATIVE ESSAY OVER CLASSICAL ERA - TIMED WRITING ON OCT. 31

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, Oct. 31, 2014
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: Prep for FRQ Timed Writing: Comparative Essay. Need a black pen & lined paper.
3. FRQ #2 - COMPARATIVE ESSAY OVER CLASSICAL ERA - TIMED WRITING

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: Mon Oct 20 - Fri Oct 24, 2014

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 Comparative Essay Prep
FRI - Ch 8 Commerce & Intro to Ch 9 China & The World (East Asian Connections)

QUIZ - NEXT MON. OVER CH. 9
TEST NEXT WED/THU OVER CH 8 & 9
FRQ #2 - COMPARATIVE ESSAY OVER CLASSICAL ERA - TIMED WRITING ON OCT. 31

Trading routes like this one traversed very long distances in this Third Wave of Civilization.

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Monday, Oct. 20, 2014
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. Review the Quiz.
3. Notes, Discussion, Video: Introduction to Unit 3 "Age of Connections" and Chapter 8 "Commerce (Silk, Sand, Sea Roads)"

Assignments:
Read the notes over Chapter 8 and 9. 
Quiz over CH 9 is next Monday.
Test is next week -> Wed/Thu Oct 29  & 30.
To prepare for class tomorrow & on Wed/Thu:
Read the documents on pages 359-366 
The Travels of Marco Polo, 1299 by Marco Polo 
-and- 
Travels in Asia and Africa, 1354 by Ibn Battuta.
FRQ #2 - COMPARATIVE ESSAY OVER CLASSICAL ERA - TIMED WRITING ON OCT. 31

Merchants, Commerce, Trade, and $.

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Tuesday, Oct. 21, 2014
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: Pick up the document study from Chapter 8: Polo & Battuta Read Polo "A"
2. Document Study & Cooperative Group Discussion: Students will sit in groups of 4-5 and cooperatively discuss Marco Polo's Travels. 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 over Chapter 8 and 9. 
Quiz over CH 9 is next Monday.
Test is next week -> Wed/Thu Oct 29  & 30.
To prepare for class tomorrow & on Wed/Thu:
Read the documents on pages 359-366 
The Travels of Marco Polo, 1299 by Marco Polo 
-and- 
Travels in Asia and Africa, 1354 by Ibn Battuta.
FRQ #2 - COMPARATIVE ESSAY OVER CLASSICAL ERA - TIMED WRITING ON OCT. 31

Pre-Columbian Trade in the Americas was more like a "Web" rather than the strong roads of Afro-Eurasian trade. They did trade over long distances - however, it was not a vigorous amount of trade, in comparison to AfroEurasia.

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Wednesday, Oct. 22 & Thursday, Oct. 23, 2014
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: Use the document study from Chapter 8: Polo & Battuta Read Battuta "B"
2. Document Study & Cooperative Group Discussion: Students will sit in groups of 4-5 and cooperatively discuss Ibn Battuta's Travels. After small group discussion, the class will walk through the discussion questions and also examine larger issues.
NOTES: CH 8 - Silk, Sand, & Sea Roads
3. Introduce: FRQ #2 - COMPARATIVE ESSAY OVER CLASSICAL ERA - TIMED WRITING ON OCT. 31
4. Review Unit 1 FRQ. Use student samples to correct in class and discuss positives and negative approaches to the comparative essay prompts.

Assignments:
Read the notes over Chapter 8 and 9. 
Quiz over CH 9 is next Monday.
Test is next week -> Wed/Thu Oct 29  & 30.
FRQ #2 - COMPARATIVE ESSAY OVER CLASSICAL ERA - TIMED WRITING ON OCT. 31

The Trung Sisters of Vietnam!

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Friday, Oct. 24, 2014
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: How did trade and commerce differ in The Americas compared to Eurasia during the Age of Accelerated Connections?
2. Notes, Discussion, Video: Crash Course WH: Silk Road Trade & Ancient Trade
Discuss video and how it connects with the chapter
3. Notes, Discussion, Video: Chapter 9 "East Asian Connections"

Assignments:
Read the notes over Chapter 8 and 9. 
Quiz over CH 9 is next Monday.
Test is next week -> Wed/Thu Oct 29  & 30.
FRQ #2 - COMPARATIVE ESSAY OVER CLASSICAL ERA - TIMED WRITING ON OCT. 31

Agenda: Week of Oct 13 - Oct 17, 2014

Advanced Placement World History with Mr. Duez

Unit 2 - Classical Era 500 bce to 500 ce
Chapter 7: Classical Era Variations in African & The Americas, 500 bce to 1200 ce
-and-
Unit 3 - Age of Accelerating Connections
Chapter 8:  Commerce & Culture, 500-1500

WEEK AT A GLANCE:
MON - No School - "Indigenous Americans Day" link
TUE - Quiz; Review Chapter 7
WED/THU - (only 1 hour due to PSAT); Video w/Discussion: Andrew Marr's History of the world episode 4
FRI: Marco Polo & Ibn Battuta Documents; Analysis & Discussion.

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Monday, Oct 14, 2013 - NO SCHOOL
Schedule this Week:
WEDNESDAY:
Testing: 7:25 – 10:59
2nd Pd: 11:06 – 12:05 (ADA 11:10)
4th Pd: 12:13 - 1:37 -- Lunch B 12:37 – 1:05
6th Pd: 1:44 – 2:45
THURSDAY:
All Students normal Thursday Late Arrival
1st Pd: 9:25 – 10:25
3rd Pd: 10:32 – 11:32 (ADA 10:50)
5th Pd: 11:40 – 1:07 -- Lunch B 12:05 – 12:34
7th Pd 1:14 – 2:45

Yeah, kinda like that.

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Tuesday, Oct 14, 2014
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. Review Chapter 7 - Classical Era Variations. Pay particular attention to how CH 7 compares to CH 4, 5, 6. (Similar to the type of question you'll see on the upcoming Comparative FRQ)

Assignments:
Check the notes, Target Sheet, & videos over Chapter 8.
Read Chapter 8, prepare for reading check quiz on Monday.
Chapter 9 quiz the following week & test over Ch 8 & 9.

Preliminary SAT/National Merit Scholarship Qualifying Test: Administered by College Board & National Merit Scholarship Corporation (NMSC). Jr. students: score high enough: entered in competition for a scholarship. Awards 1-time scholarships ranging from $500 - $10,000.

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Wednesday, Oct 15, 2014 and Thursday, Oct 16, 2014
Quote: "To live is so startling it leaves little time for anything else." - Emily Dickinson

Learning Targets:

★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. Why did the Eastern Hemisphere develop long-distance trade more extensively than did the societies of the Western Hemisphere? 

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: Pick up questions from front over the Andrew Marr Video for Unit 3.
2. Video: Andrew Marr's History of the World - Episode 4 - Into the Light
3. Discuss video, compare the civilizations & empires mentioned. How is Unit 3 an age of accelerated connections? What evidence can you point to from the video?

Assignments:
Check the notes, Target Sheet, & videos over Chapter 8.
Read Chapter 8, prepare for reading check quiz on Monday.
Chapter 9 quiz the following week & test over Ch 8 & 9.

Andrew Marr in West Africa during the filming of "Into the Light" Episode 4 of his History of the World series.

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Friday, Oct 17, 2014
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." - Anonymous

Learning Targets:

★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. Why did the Eastern Hemisphere develop long-distance trade more extensively than did the societies of the Western Hemisphere? 

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: Pick up Document Analysis
2. Document Analysis: Battuta & Polo. Read the document & compare both explorers.

Which is the most impressive traveler? Which account seems the most truthful?

How does China differ from West Africa?

Assignments:
Check the notes, Target Sheet, & videos over Chapter 8.
Read Chapter 8, prepare for reading check quiz on Monday.
Chapter 9 quiz the following week & test over Ch 8 & 9.

Great Venn Diagram & Cycle

Superb example of how to do the extra credit by Logan. Great job!

The Chinese Mandate of Heaven

Indian Caste and Chinese Class Compared

Well done. Great descriptions.

Pre-Test Video Help

The Classical Era in Eurasia during Unit 2 captures what life was really like in these amazingly diverse and powerful empires. 

The focus is on:
CH. 4 "Eurasian Empires" - How Empires were created, shaped, and kept. 
CH. 5 "Eurasian Cultural Traditions (Religions)" - Why did those who lived in the Classical Era find such a need to search for a God, or Gods for help? The world was a difficult and dangerous place. They were looking for answers from above that would help give them stability and purpose on earth. 
CH. 6 "Eurasian Social Hierarchies (Inequalities)" - The lives of many were difficult. Either as slaves, a lower caste, peasants, women, or the poor. Social inequalities began to strengthen and the gap between those with resources and those without widened. 

Bettany Hughes: The Ancient Worlds - Athens the Truth About Democracy
Bettany Hughes: The Ancient Worlds - Helen of Troy
Bettany Hughes: The Ancient Worlds - The Spartans
Bettany Hughes: The Ancient Worlds - Alexandria The Greatest City
Bettany Hughes: Roman Voices
Bettany Hughes: Seven Wonders of the Buddhist World

Horrible Histories:
Spartan & Athenian Wife Swap
Don't Tell The Spartan Bride
New Spartan Girl "Can I dress her up?" No! Kinda like Barbie for Spartans. *Mountainside NOT included!
Spartan Teacher Conference "Screaming, shouting, fighting with other pupils, attacking the teachers... bringing weapons into school, cheating, lying, stealing... " Your son is the perfect Spartan child. He is going to make a fantastic Spartan Warrior. You must be very proud."
Greek Thinkers Song Socrates Rescue & "Hey, hey, were the Thinkers." To the tune by the Monkees: 'Hey, Hey We're the Monkees'

The historically based drama Rome, which aired on HBO in 2005, produced some wonderful historical explanations of some of the major issues of the show. Slavery, Women, and Worship. There are plenty of similarities to Strayer. But, the show did an amazing job of bringing the city of Rome to life. The look of the show was so good, that's what did it in at the end. The show was incredibly expensive to shoot and create. So it was canceled after only 2 seasons. It was a precursor to the show Game of Thrones, which has taken off in popularity in some similar ways, yet Thrones was not focused upon history, but fantasy. 

Rome: Slavery in Rome (HBO)
Learn more about slavery in Rome. Slaves were more than physical slaves that created the infrastructure of the city and the Roman Empire. Slaves carried out many domestic duties as well. "Body slaves" were makeup and hair artists to the rich and powerful Patricians of Rome. 

Rome: Women In Rome (HBO)
Patriarchy indeed. Yet for all the power of men in Rome, the women had plenty of influence. In a way they were more of a combination of Sparta (where women had quite a lot of power) and Athens (where women were really not much more than property and could only really say they were socially above the slaves).

"The people that always get left out of history are the poor, the disadvantaged, the losers, and the women."

Rome: Worship in Rome (HBO) 
During the time of Caesar, the world was a pagan world. Polytheistic. Sophisticated religion, yet brutally murderous at the same time. Religion is everywhere in Rome. But it has nothing to do with morality. It is there to protect the state. It is functional. To the Romans the gods were everywhere.

How to Memorize the Chinese Dynasties
What's the best way to memorize China's major dynasties? Singing. It's guaranteed!
 by the President and Fellows of Harvard College.
For our test, you should know the first 4. Shang, Zhou, Qin, Han.

Chinese Dynasties ("Vogue" by Madonna)
We can't Vogue, but we can make a catchy song parody about early dynasties in China.
Actual song by Madonna: Vogue

Agenda: Oct 6 - 10, 2014

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 - 
WED/THU - TEST Unit 2 (Chapters 4, 5, 6); Review FRQ Comparative Essay Results/Rubric/Feedback
FRI - Document Study: Comparing Eurasian Classical Age & Classical Era Variations
Africa & the Americas, 500 B.C.E.–1200 C.E.

There are big differences between China & India, but they both have a system of social hierarchy.

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Monday, Oct 6, 2014
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 handwritten notes.
After the quiz, answer the question that is on the screen: 

How did the patriarchies of Athens and Sparta differ from each other?

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.

Patriarchies of the empires in Unit 2 differed even within a single empire, like Greece.

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Tuesday, Oct 7, 2014
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.

Slavery in Roman Empire, as depicted in the Academy Award Winning Motion Picture: Gladiator

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Wednesday, Oct 8, 2014 and Thursday, Oct 9, 2014
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 - Comparative Essay.
Thesis, Supporting evidence, Direct Comparisons, & Analysis will be emphasized.

Agenda:
1. DO NOW: Prep for test. Sharpened pencils and prepared mind.
2. TEST - UNIT 2 - Chapters 4, 5, 6
3. Comparative Essay Prompts: Students will pick up the two prompts for the comparative essay that they will write as a timed writing FRQ on Friday, Oct. 31st.
4. If time - pass back Unit 1 - Comparative FRQ. Discuss.

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.

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Friday, Oct 10, 2014
Quote: "Don’t judge each day by the harvest you reap but by the seeds that you plant." - Robert Louis Stevenson

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. DO NOW: 

CH 7 Classical Era Variations: Africa & the Americas 500 b.c.e.–1200 c.e.

“The histories of Africa & the Americas during the classical era 

largely resemble those of Eurasia.”

Do you agree with this statement? Explain why or why not.

2. Notes, Discussion, Video: CH 7 Classical Era Variations

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.