World History Advanced Placement with Mr. Duez: 2014

Wikipedia: #Edit 2014

What did we edit in 2014?

Published on Dec 17, 2014

The world made more than 100 million edits to Wikipedia in 2014. In our first ever annual video, revisit what you read and edited, from the FIFA World Cup to the Indian general elections, and the Ice Bucket Challenge to Ebola in West Africa. Use the hashtag #Edit2014 to follow the conversation.

Google: Year in Search 2014

Published on Dec 15, 2014

In 2014 we searched trillions of times. What do these searches say about us? Explore the Year in Searchhttp://www.google.com/2014 and follow the conversation on #YearInSearch

Watch past Year in Search videos: http://goo.gl/LXA4nQ

Agenda: Week of Dec. 8 through Final Exams

Advanced Placement World History with Mr. Duez

Unit 3 - AN AGE OF ACCELERATING CONNECTIONS 500–1500

CH 12: The Mongols & CH 13: Worlds of the 15th Century

WEEK AT A GLANCE:
MON: Review Ch 12 Mongols & Ch 13 15th Century
TUE: TEST CH 12 & 13
WED/THU: MOCK AP TEST; Work on Corrections afterward (if time)
FRI: Review for Final Exam; MOCK AP TEST CORRECTIONS
EXTRA CREDIT DUE ON FRIDAY, DEC. 12
--
MON: Review for Final Exam; MOCK AP TEST CORRECTIONS
TUE: Review for Final Exam; Collect: MOCK AP TEST CORRECTIONS
MOCK AP TEST CORRECTIONS DUE (sooner the better! that way I will be able to add it to your score and increase your chances of exempting if needed)
FINALS

Although not a huge part of the test, Chapter 13 is very diverse. Don't forget about Paleolithic Persistence.

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Monday, December 8, 2014
Quote of the Day: “The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather a lack in will.” ― Vince Lombardi Jr.

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. Assume for the moment that the Chinese had not ended their maritime voyages in 1433. How might the subsequent development of world history have been different? What value is there in asking this kind of “what if ” or counter-factual question?
2. How would you define the major achievements of Ming dynasty China?
3. What political and cultural differences stand out in the histories of fifteenth-century China and Western Europe? What similarities are apparent?
4. In what ways did European maritime voyaging in the fifteenth century differ from that of China? What accounts for these differences?
5. What differences can you identify among the four major empires in the Islamic world of the fifteenth and sixteenth centuries?

1. DO NOW: Prep for the Quiz on CCOT: What accounts for the "Paleolithic Persistence" of the 15th Century and the success of Pastoralists that we studied in Chapter 12?
2. QUIZ: CCOT (10 min) Students may use their notes from the CCOT Prep Guide
Also after the quiz, students will finish their Gallery Walk of the Mongol DBQ Posters
If absent, use this: DBQ POSTERS: ATTITUDES TOWARDS MONGOLS
3. Review 12 & 13 - Prep for Test on Tuesday (pre-Thanksgiving stuff has a heavy emphasis)
EXTRA CREDIT DUE ON FRIDAY, DEC. 12

Don't forget about The Mongols!

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Tuesday, December 9, 2014
Quote: "If the only tool you have is a hammer, you tend to see every problem as a nail." - Abraham Maslow

Agenda:
1. Test Chapter 12: Mongols & Chapter 13: Worlds of 15th Century
EXTRA CREDIT DUE ON FRIDAY, DEC. 12

For next time - prep for the 70 Question, 55 minute Mock AP Test. Review the semester.

Sadly, some students may want to start over from August. Or just ask me to repeat everything I said all semester.

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Wednesday, December 10, 2014 & Thursday, December 11, 2014
Quote: "You can’t connect the dots looking forward; you can only connect them looking backwards. So you have to trust that the dots will somehow connect in your future. You have to trust in something — your gut, destiny, life, karma, whatever. This approach has never let me down, and it has made all the difference in my life." - Steve Jobs

Agenda:
1. MOCK AP TEST - 70 Questions, 55 minutes. Based off of released
2. Test Corrections. We will continue these on Friday and also on Monday in class. You may not take these questions outside of the classroom.
EXTRA CREDIT DUE ON FRIDAY, DEC. 12

Hopefully that is not how it will feel on the MOCK AP Test. If you know what I MEME?

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Friday, December 12, 2014
Quote: "A Freudian slip is when you say one thing but mean your mother." - Author Unknown

Agenda:
Extra Credit (Review &/or Graphic Org.) due.
1. MOCK AP Test Corrections: We will continue these on Monday in class. You may not take these questions outside of the classroom.
EXTRA CREDIT DUE ON FRIDAY, DEC. 12
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Monday, December 15, 2014
Quote: "A Freudian slip is when you say one thing but mean your mother." - Author Unknown

Agenda:
1. MOCK AP Test Corrections: We will continue these on Monday in class. You may not take these questions outside of the classroom.
2. Mr. Duez will sign any exemption forms... although it is questionable as to why one would exempt the fall final (wouldn't the spring be much better, after the AP Test?).

You know you do this...

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Tuesday, December 16, 2014
Quote: "A Freudian slip is when you say one thing but mean your mother." - Author Unknown

Agenda:
1. MOCK AP Test Corrections: We will continue these on Monday in class. You may not take these questions outside of the classroom.
2. Mr. Duez will collect Test Corrections near the beginning of the period.
3. Final Exam Review & a look back at a great semester

What you might say if given a 1 in a million chance of passing a final exam. Thanks Lloyd Christmas!

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FINAL EXAMS: December 17 - December 19, 2014
Quote: "To achieve great things, two things are needed: a plan, and not quite enough time." - Leonard Bernstein

WED: 1st, 2nd, & 5th
THU: Advisory, 3rd & 6th
FRI: Advisory, 4th & 7th

Best of Luck on Your Finals!

Have a fantastic holiday.

DBQ Posters - Help with Gallery Walk (if you were out)

Here are the DBQ Posters that we worked on during class the Friday before Thanksgiving Break. We are doing Gallery Walk in class to choose the top 3 posters in terms of:

Groupings - which grouping name/descriptions make the best sense to you?
Thesis - which thesis best answered the prompt?
POV - Point of view is harder to see on the posters, but if you can find a great example or two on POV, please document those. If you have a top 3 list, fantastic.

These are due at the end of class on Monday. We will gallery walk them briefly Monday after the CCOT quiz.

DBQ POSTERS

Agenda: Week of Dec. 1 - Dec. 5, 2014

Advanced Placement World History with Mr. Duez

Unit 3 - AN AGE OF ACCELERATING CONNECTIONS 500–1500

CH 12: The Mongols & CH 13: Worlds of the 15th Century

WEEK AT A GLANCE:
MON: Reading Check Quiz 13, Aztec/Inca Comparison
TUE: Ming China/Renaissance Europe Comparison; Explorers
WED/THU: European Renaissance; FRQ Review; Discuss CCOT Rubric
FRI: Islamic Empires of the 15th Cent.; Paleolithic Persistence
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TEST on Chapter 12 & 13 is next Tuesday.
Quiz next Monday on Rubric over the CCOT. Example of layout of a CCOT
Review notes, target sheets, and all info for CH 12 & 13 test for next Tuesday

This is a seriously tough chapter. Lots to cover. Buckle up baby, grandma's takin the fast lane.

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Monday, December 1, 2014
Quote: “To be successful you don’t need to do extraordinary things, you just need to do ordinary things extraordinarily well.” – Jim Rohn

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. Reading Check Quiz - Ch 13: Worlds of the 15th Century
2. DO NOW (After the Quiz): What distinguished the Aztec and Inca empires from each other?
3. Review Quiz
4. Notes/Discussion/Video - Aztecs & Inca Compared
How did Aztec religious thinking support the empire?
How did the Aztec Empire feed their vast population (possibly 15 million)?

TEST on Chapter 12 & 13 is next Tuesday.
Quiz next Monday on Rubric over the CCOT. Example of layout of a CCOT
Review notes, target sheets, and all info for CH 12 & 13 test for next Tuesday

China's "Kind of a Big Deal" - The Islamic World feels a bit confused - Europe's little engines that could... & does.

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Tuesday, December 2, 2014
Quote: “We are what we repeatedly do; excellence, then, is not an act but a habit.” —Aristotle

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. Assume for the moment that the Chinese had not ended their maritime voyages in 1433. How might the subsequent development of world history have been different? What value is there in asking this kind of “what if ” or counter-factual question?
2. How would you define the major achievements of Ming dynasty China?
3. What political and cultural differences stand out in the histories of fifteenth-century China and Western Europe? What similarities are apparent?
4. In what ways did European maritime voyaging in the fifteenth century differ from that of China? What accounts for these differences?
5. What differences can you identify among the four major empires in the Islamic world of the fifteenth and sixteenth centuries?

Agenda:
1. DO NOW: What political and cultural differences stand out in the histories of fifteenth-century China and Western Europe? What similarities are apparent?
2. Notes, Video, & Discussion: Ming China & Renaissance Europe compared.
Video, Engineering an Empire: China. We'll see how Zheng He & the Ming Dynasty created an amazing naval power only to have the emperor destroy it all. While students watch the video, they will answer this question:
In what ways did European maritime voyaging in the 15th century differ from that of China? What accounts for these differences?
3. Video Crash Course World History: Fifteenth Century Mariners

TEST on Chapter 12 & 13 is next Tuesday.
Quiz next Monday on Rubric over the CCOT. Example of layout of a CCOT
Review notes, target sheets, and all info for CH 12 & 13 test for next Tuesday

One of Mr. Duez's former students studied in Florence during her days at Baylor. Ayla loved it!

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Wednesday, December 3, 2014 & Thursday, December 4, 2014
Quote: “We do not need magic to transform our world. We carry all of the power we need inside ourselves already.” - J.K. Rowling

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. Assume for the moment that the Chinese had not ended their maritime voyages in 1433. How might the subsequent development of world history have been different? What value is there in asking this kind of “what if ” or counter-factual question?
2. How would you define the major achievements of Ming dynasty China?
3. What political and cultural differences stand out in the histories of fifteenth-century China and Western Europe? What similarities are apparent?
4. In what ways did European maritime voyaging in the fifteenth century differ from that of China? What accounts for these differences?
5. What differences can you identify among the four major empires in the Islamic world of the fifteenth and sixteenth centuries?

Agenda:
1. DO NOW: What energy and inspiration gave rise to the Renaissance? Consider why Europe came to dominate the world in the modern era, and how well this could have been predicted in 1500.
2. Notes, Discussion, & Video: Engineering an Empire: Di Vinci's World, The Renaissance (Focus on "The Architect" Filippo Brunelleschi
How do the nation-states and city-states of Europe drive competition, exploration, & propel Europe into world power?
More great information on National Geographic's site about the accomplishments of Brunelleschi
3. Student Self-Feedback on Timed Writing Comparative. (Students will self reflect on their timed writing and turn in a feedback sheet) & Discuss CCOT Rubric.
4. If time remains: Crash Course World History: Renaissance

TEST on Chapter 12 & 13 is next Tuesday.
Quiz next Monday on Rubric over the CCOT. Example of layout of a CCOT
Review notes, target sheets, and all info for CH 12 & 13 test for next Tuesday

The Ottomans - actually a lot more impressive than you might think.

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Friday, December 5, 2014
Quote: “The person who says something is impossible should not interrupt the person who is doing it.” – Chinese proverb

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. Assume for the moment that the Chinese had not ended their maritime voyages in 1433. How might the subsequent development of world history have been different? What value is there in asking this kind of “what if ” or counter-factual question?
2. How would you define the major achievements of Ming dynasty China?
3. What political and cultural differences stand out in the histories of fifteenth-century China and Western Europe? What similarities are apparent?
4. In what ways did European maritime voyaging in the fifteenth century differ from that of China? What accounts for these differences?
5. What differences can you identify among the four major empires in the Islamic world of the fifteenth and sixteenth centuries?

Agenda:
1. DO NOW: What differences can you identify among the four major empires in the Islamic world of the fifteenth and sixteenth centuries?
2. Notes, Video, & Discussion: The Islamic World in the 15th Century
3. Notes, Video, & Discussion: Paleolithic Persistence in the 15th Century

TEST on Chapter 12 & 13 is next Tuesday.
Quiz next Monday on Rubric over the CCOT. Example of layout of a CCOT
Review notes, target sheets, and all info for CH 12 & 13 test for next Tuesday

Agenda: Week of Nov. 17-21, 2014

Advanced Placement World History with Mr. Duez

Unit 3 - Age of Accelerating Connections, 500 - 1500

Ch 12 - Pastoral Peoples on the Global Stage: Mongol Moment, 1200 - 1500

Ch 13 - The Worlds of the 15th Century

Week at a Glance~
MON: Reading Check Quiz CH 12; Review Quiz; Finish Crash Course WH Mongols
TUE: Mongol impact on China, Islamic World, Europe, Russia;
WED/TH: Examples of POV (Mongols, Explorers); Work in groups to prepare DBQ Posters
FRI: Finish and Present DBQ Posters

Obviously "Exceptional."

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Monday, November 17, 2014
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. Review the quiz
3. Finish Crash Course WH w/John Green: Wait for it... The Mongols!

Assignments:
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.

The balance of world power begins to tip towards Europe. The city-states of Northern Italy still show the impact.

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Tuesday, November 18, 2014
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: How did the Mongols impact these groups: (China, Islamic World, Europe, Russia)?
2. Notes, Video, & Discussion: Compare the Aztec & Inca Empires (before contact with Europeans)
3. (if time) Crash Course WH: Renaissance... was it a thing?

Assignments:
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.

yeah.

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Wednesday, November 19, 2014 & Thursday, November 20, 2014
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: POV Examples on Overhead. Write out the Point of View. (Examples from Mongol Perception; Explorers of 15th Century)
2. DBQ Posters: Parts, Process, Approach, & Rubric
Black Death DBQ

We're doing what Duez?

Examples of previous DBQ Posters:

Last year's 7th Period WHAP students - kickin' it live.

Back in the day... 2011! First year of WHAP! Boy, did they ever get WHAPPED!

Assignments:
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, 21, 2014
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:
• 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: POV Examples on Overhead. Write out the Point of View. (Examples from Mongol Perception; Explorers of 15th Century)
2. Finish DBQ Posters in groups.
3. Present: Hang up on walls & present to the class.

Assignments:
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.

The always interesting Louis C.K.

Agenda: Week of Nov. 10 - 14, 2014

Advanced Placement World History with Mr. Duez

Unit 3 AN AGE OF ACCELERATING CONNECTIONS 500–1500

CH 10 Christendom in Western Europe

CH 11 The Worlds of Islam Afro-Eurasian Connections

CH 12 Mongols! The Nomadic World

WEEK AT A GLANCE:
MON - Reading Check Quiz - Chapter 11 - Islam; Review Quiz; World's of Islam - Impact
TUE - Islam: Simultaneously both a single world of shared meaning & interaction -AND- a series of separate & distinct communities, often in conflict with one another
WED/THU - TEST Chapters 10 & 11; CCOT Introduction
FRI - With Counselor - NO WORLD HISTORY :(

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Monday, November 10, 2014
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.

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. 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.

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Tuesday, November 11, 2014
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.

Agenda:
1. DO NOW: “Islam was simultaneously both a single world of shared meaning & interaction -AND- a series of separate & distinct communities, often in conflict with one another.”
What evidence could you provide to support both sides of this argument?
2. Notes, Video, & Discussion: Islam - Vast Economic Empire & Diversity
3. Discuss the CCOT Questions (for the timed writing on Friday, Nov. 21st):

I. Analyze continuities & 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

II. Analyze continuities and changes in trade networks between Africa and Eurasia from circa 300 C.E. to 1450 C.E

Assignments:
Test over Chapter 10 and 11 is on Wed/Thu.

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Wednesday, November 12, 2014 & Thursday, November 13, 2014
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. Introduction to the CCOT pick up packet
3. Crash Course World History - The Mongols
4. Mongol Montage: Every "Wait for it... The Mongols" in the Crash Course Series

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.

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Friday, November 14, 2014
Quote: "History is filled with the sound of silken slippers going downstairs and wooden shoes coming up." - Voltaire

NO WORLD HISTORY TODAY
MEETING WITH COUNSELORS FOR THE ENTIRE PERIOD
QUIZ ON MONDAY - Chapter 12

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 & 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

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

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.

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.

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Best of Luck on Your Finals! Have a fantastic holiday.

Best of Luck on Your Finals!

Have a fantastic holiday.