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Agenda: Week of Sept 28, 2015


Advanced Placement World History with Mr. Duez
Unit 2: Classical Era - Eurasian Empires, 500 BCE to 500 CE
Chapters 4, 5, and 6: Eurasian Empires, Cultural Traditions, & Social Inequalities
WEEK AT A GLANCE:
MON - CH 5 Reading Check Quiz; Review Quiz
TUE - Andrew Marr's History of the World, Part 3: "The Sword & the Word"
WED/THU - Finish Marr Part 3 "Sword & Word" -and- Hinduism & Buddhism; Slavery; Document Analysis
FRI - Caste (India) & Class (China) compared; Document Analysis Han China & Roman Empire
"We made the buttons look so good, you'll want to lick your screen." - Steve Jobs
__________________________________________
Monday, Sept 29, 2014
Quote"Choose a job you love, and you will never have to work a day in your life." - Confucius

Learning Targets:
★ Explain the enormous influence on world history of the religious and cultural traditions developed in the classical world
★ Analyze the reasons behind the development of these religious and cultural traditions
★ Compare the common ground and significant differences between these religious and cultural traditions and examine possible reasons behind them

Essential Questions:
1. “Religions are fundamentally alike.” Does the material in this chapter support or undermine this idea?
2. What different answers to the problem of disorder arose in classical China?
3. Why has Confucianism been defined as a “humanistic philosophy” rather than a supernatural religion?
4. How did the Daoist outlook differ from that of Confucianism?
5. In what ways did the religious traditions of South Asia change over the centuries?

Agenda:
1. DO NOW: Prep for Reading Check Quiz for Chapter 5. Prepare your handwritten notes (copying the terms and definitions on the target sheet is a great idea!)
2. Quiz: Reading Check Quiz for Chapter 5.
3. Review Quiz
4. Discuss the question: “Is a secular outlook on the world an essentially modern phenomenon, or does it have precedents in the classical era?”

Assignments:
Quiz next Monday, Oct. 7 CH 6;
Test for Unit 2 is on Wed/Thu, Oct 9/10
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
Confucius say... because he never wrote.
Like Jesus after him, his followers did.
The Passion of St. Perpetua - one of the oldest & most notable early Christian texts. Survives in Latin & Greek forms, & purports to contain the actual prison diary of the young mother and martyr Perpetua. 
__________________________________________
Tuesday, Sept 30, 2014
Quote: "Worry a little bit every day and in a lifetime you will lose a couple of years. If something is wrong, fix it if you can. But train yourself not to worry. Worry never fixes anything." - Mary Hemingway

Learning Targets
:

★ Explain the enormous influence on world history of the religious and cultural traditions developed in the classical world
★ Analyze the reasons behind the development of these religious and cultural traditions
★ Compare the common ground and significant differences between these religious and cultural traditions and examine possible reasons behind them

Essential Questions:
1. “Religion is a double-edged sword, both supporting and undermining political authority and social elites.” How would you support both sides of this statement?
2. How would you define the appeal of the religious/cultural traditions discussed in this chapter? To what groups were they attractive, and why?
3. What different answers to the problem of disorder arose in classical China?
4. How would you compare the lives and teachings of Jesus and the Buddha? In what different ways did the two religions evolve after the deaths of their founders?
5. In what ways was Christianity transformed in the five centuries following the death of Jesus?

Agenda:
1. DO NOW: Pick up questions from the front of the classroom for Video.
2. Video Study: Andrew Marr's History of the World, Part 3: "The Word & the Sword" first 40 minutes
India - Ashoka - Buddhist leader teaches tolerance in India from the throne
China - Ying Zheng (Qin Shi Huang) - China's first emperor, referred to by Marr as Ying Zheng. Ying was his ancestral name. Zheng (pronounced: Cheng) his given name.
Roman Empire - Julius Caesar - Great general turned megalomaniac.
Egypt - Cleopatra - Last of the great Egyptian power players.
Jerusalem - Saul becomes Paul - A great critic is reborn to preach Christianity in Rome
Rome & Carthage - Perpetua - a Christian martyr sparks a religious explosion
Assignments:
Quiz next Monday, Oct. 7 CH 6;
Test for Unit 2 is on Wed/Thu, Oct 9/10
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.


Word Dog.
__________________________________________
Wednesday, Oct 1, 2014 & Thursday, Oct 2, 2014
Quote"To know, is to know that you know nothing. That is the meaning of true knowledge." - Socrates

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: Compare the Cultural Traditions of India: Hinduism & Buddhism.
--if necessary-- Finish Andrew Marr from last time.
2. Notes & Discussion:  “Religion is a double-edged sword, both supporting and undermining political authority and social elites.” How would you support both sides of this statement? 
3. Notes & DiscussionWhy was slavery so much more prominent in Greco-Roman civilization than in India or China?
4. Document Analysis: Analyze the responses to the spread of Buddhism in China.
5. Grouping, Analysis, & Thesis: We will use cooperative groups to discuss document analysis and prepare to write a thesis statement as a class.

Assignments:
Quiz next Monday, Oct. 7 CH 6;
Test for Unit 2 is on Wed/Thu, Oct 9/10
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
"Quemadmoeum gladis nemeinum occidit, occidentis telum est"  - By Seneca.
"A sword is never a killer, it is a tool in a killer's hand"
Roman version of  "Guns don't kill people."
__________________________________________
Friday, Oct 3, 2014
Quote:  "Common sense and a sense of humor are the same thing, moving at different speeds. A sense of humor is just common sense, dancing." - William James, American psychologist and philosopher (1842 - 1910)

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: What was the difference between the systems of Chinese Class and Indian Caste?
2. Notes & DiscussionHow did the patriarchies of Athens and Sparta differ from one another?
3. Document Analysis: Analyze the responses to the Han & Roman Attitudes towards technology
4. Grouping, Analysis, & Thesis: We will use cooperative groups to discuss document analysis and prepare to write a thesis statement as a class.

Assignments:
Quiz next Monday, Oct. 7 CH 6;
Test for Unit 2 is on Wed/Thu, Oct 9/10
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.

Happy Mountain Day!

Every year at my alma mater, Juniata College, we celebrate Mountain Day. It is a surprise announcement and quite an awesome relief! It is traditions like this one that made college so much fun and so rewarding. 

Happy Mountain Day!
Established: 1896

Mountain Day is the oldest tradition at Juniata, in existence in some form since the late 1800s. On a beautiful fall day, classes are canceled and everyone flocks to one of the state parks in the area for a day of outdoor fun including a picnic lunch, nature walks, crafts, music, tug-of-war, and the spirited faculty/staff vs. seniors co-ed flag football game.

The most unique element of Mountain Day is that no one knows in advance when it is going to occur! 


Trying to guess the date of Mountain Day is one of the most-popular topics of conversation among the students and faculty in the weeks leading up to the event.

On a side note, this was also the VERY toughest day of football practice every year. The football team doesn't get the day off from practice, so we always had to return early to hit the practice field. There were a lot of moans and groans during warm ups. The entire campus was still empty and we knew that everyone else's Mountain Day was a lot longer than ours. Still I wouldn't change a thing.

For more information on Juniata College, click here.
They must enjoy Mountain Day now, for at JC "Winter is Coming."

Agenda: Week of Sept. 21, 2015

Advanced Placement World History with Mr. Duez
Unit 2 - Strayer Chapters 4, 5, 6, & 7
Classical Age
WEEK AT A GLANCE:
MON - Reading Check Quiz CH 4; Review Quiz; Discuss FRQ Comparative
TUE - Andrew Marr's History of the World Episode 2: Empire; Video Questions & Discussion
WED/THU - Read/analyze and discover how AP Reader/Grader will score essays. Students will grade a comparative essay from the Unit 2 time period in class cooperatively. Discuss Friday's prompt.
Also, Finish Andrew Marr's History of the World Empire, if necessary.
FRI - FRQ Comparative Essay:

Unit 1 FRQ will be written in class on Friday Sept 25

Prompt: Compare and contrast civilized and nomadic societies during and immediately following the Neolithic Revolution.

Quiz Chapter 5 on Monday, Sept. 28th
The Classical Age was a time of turmoil, struggle, but yet also much progress.
_________________________________________________
Monday, Sept 21, 2015
Quote: Quote: "In three words I can sum up everything I've learned about life: it goes on." - Robert Frost

Learning Targets:
★ Define the characteristics of imperial systems in the classical era and analyze why empires developed in some regions but not in others.
★ Compare the important similarities and differences between imperial systems and the reasons behind them
★ Explain the significance that classical empires have for us today, such as, representative government, military power, etc.
★ Evaluate the “greatness” of the Roman Empire and China’s Han Dynasty and determine if their destructive and oppressive features outweighed their impressive advances.

Essential Questions:
1. What common features can you identify in the empires described in this chapter?
2. In what ways did these empires differ from one another? What accounts for those differences?
3. Are you more impressed with the “greatness” of empires or with their destructive and oppressive features? Why?
4. Why did semi democratic governments emerge in some of the Greek city-states?
5. What were the consequences for both sides of the encounter between the Persians and the Greeks
6. What changes did Alexander’s conquests bring in their wake?
7. How did Rome grow from a single city to the center of a huge empire?
8. How and why did the making of the Chinese empire differ from that of the Roman Empire?
9. In comparing the Roman and Chinese empires, which do you find more striking—their similarities or their differences?
10. How did the collapse of empire play out differently in the Roman world and in China?
11. Why were centralized empires so much less prominent in India than in China?

Agenda:
1. DO NOW: Prep for Reading Check Quiz over Chapter 4: Eurasian Empires (you may use your handwritten notes)
2. Reading Check Quiz - Chapter 4. (10 minutes)
3. Review Quiz. 
4. Discuss the FRQ Comparative Essay due on Friday. 
Unit 1 FRQ will be written in class on Friday Sept 25

Prompt: Compare and contrast civilized and nomadic societies during and immediately following the Neolithic Revolution.

Assignment:
FRQ Timed Writing Comparison Prompt on Friday
Quiz next Monday CH 5
Test is on Wed/Thu, Oct 8/9
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
The Greek term karyatides literally means "maidens of Karyai", an ancient town of Peloponnese.
Karyai had a famous temple dedicated to the goddess Artemis of Karyatis
__________________________________________________
Tuesday, Sept 22, 2015
Quote"The shoe that fits one person pinches another; there is no recipe for living that suits all cases." - Carl Jung

Learning Targets:
★ Define the characteristics of imperial systems in the classical era and analyze why empires developed in some regions but not in others.
★ Compare the important similarities and differences between imperial systems and the reasons behind them
★ Explain the significance that classical empires have for us today, such as, representative government, military power, etc.
★ Evaluate the “greatness” of the Roman Empire and China’s Han Dynasty and determine if their destructive and oppressive features outweighed their impressive advances.

Essential Questions:
1. What common features can you identify in the empires described in this chapter?
2. In what ways did these empires differ from one another? What accounts for those differences?
3. Are you more impressed with the “greatness” of empires or with their destructive and oppressive features? Why?
4. Why did semi democratic governments emerge in some of the Greek city-states?
5. What were the consequences for both sides of the encounter between the Persians and the Greeks?
6. What changes did Alexander’s conquests bring in their wake?
7. How did Rome grow from a single city to the center of a huge empire?
8. How and why did the making of the Chinese empire differ from that of the Roman Empire?
9. In comparing the Roman and Chinese empires, which do you find more striking—their similarities or their differences?
10. How did the collapse of empire play out differently in the Roman world and in China?
11. Why were centralized empires so much less prominent in India than in China?

Agenda:
1. DO NOW: Pick up questions from the front table for the video.
2. Video Study: Andrew Marr's History of the World: Episode 2 "Empire"
In this episode, Andrew Marr tells the story of the first empires which laid the foundations for the modern world. From the Assyrians to Alexander the Great, conquerors rampaged across the Middle East and vicious wars were fought all the way from China to the Mediterranean. But this time of chaos and destruction also brought enormous progress and inspired human development. 
In the Middle East, the Phoenicians invented the alphabet, and one of the most powerful ideas in world history emerged: the belief in just one God. In India, the Buddha offered a radical alternative to empire building—a way of living that had no place for violence or hierarchy and was open to everyone. Great thinkers from Socrates to Confucius proposed new ideas about how to rule more wisely and live in a better society. And in Greece, democracy was born—the greatest political experiment of all. 
But within just a few years, its future would be under threat from invasion by an empire in the east: Persia.
Assignment:
FRQ Comparative Essay is due Friday.
Quiz next Monday - CH 5
Test is on Wed/Thu, Oct 8/9
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
Andrew Marr travels the globe in Episode 2, History of the World - Empires.
_______________________________________________
Wednesday, Sept. 23, 2015 & Thursday, Sept. 24, 2015
Quote"Every man dies. Not every man really lives." - William Wallace

Learning Targets:
★ Define the characteristics of imperial systems in the classical era and analyze why empires developed in some regions but not in others.
★ Compare the important similarities and differences between imperial systems and the reasons behind them
★ Explain the significance that classical empires have for us today, such as, representative government, military power, etc.
★ Evaluate the “greatness” of the Roman Empire and China’s Han Dynasty and determine if their destructive and oppressive features outweighed their impressive advances.

Essential Questions:
1. What common features can you identify in the empires described in this chapter?
2. In what ways did these empires differ from one another? What accounts for those differences?
3. Are you more impressed with the “greatness” of empires or with their destructive and oppressive features? Why?
4. Why did semi democratic governments emerge in some of the Greek city-states?
5. What were the consequences for both sides of the encounter between the Persians and the Greeks
6. What changes did Alexander’s conquests bring in their wake?
7. How did Rome grow from a single city to the center of a huge empire?
8. How and why did the making of the Chinese empire differ from that of the Roman Empire?
9. In comparing the Roman and Chinese empires, which do you find more striking—their similarities or their differences?
10. How did the collapse of empire play out differently in the Roman world and in China?
11. Why were centralized empires so much less prominent in India than in China?

Agenda:
1. DO NOW: Write out your thesis for the FRQ prompt you are choosing for Friday. What evidence do you have to support that claim? What direct comparisons are you making? 
2. FRQ Analysis - The Comparative Essay (45 minutes of class)
Students will be placed in 5 groups. 
They will each have different samples of student work on the Comparative Essays. 
Students will use the rubric below to grade each sample and discuss in their groups. 

Assess & Discuss:
Thesis Statement (1)
Addresses all parts of the question (1), Fully (1)
Supports thesis with historical evidence (1), Fully (1)
Direct Comparisons (1)
Analysis of Comparisons (1)
-----------------------------------------------------------------------
Total for the Comparison FRQ: 7 Points

Example Prompt: 
Analyze the question. Remember you can't write the thesis without the evidence. 
We discussed this in class. Remember our example of Law & Order? You must have the detectives show up on the scene, gather evidence, analyze it, and then they can make a judgement about "Who done it!" Let the evidence you have gathered become your thesis. Don't make this harder than it is.
Example as used by JBartlett in the video referenced/linked below.
Notice that the picture above:
The student references the time period, 
Uses both/however to show similarities/differences.
Student does not get into great detail, but does have 2 similarities and 1 difference. And it is clear.

The thesis now organizes the entire essay: 
2 similarities
3 differences 

Body Paragraphs:
Start with a direct comparison in your Topic Sentence:
Then provide specific evidence - as much as possible to support the comparison.
Then get into analysis - WHY or HOW are they similar or difference (because, the reason for the similarity, due to the fact that, resulted in, etc.)
Notice: "The reason Rome used slaves..." --> analysis.
Body Paragraphs: Write as many body paragraphs as you can, 3-5 should be plenty.
Evidence: usually you need 7+ pieces of evidence and use facts from both places.
Direct comparisons: 3+ comparisons made in your paper.
Analysis: Try to explain the reasons for every comparison you make. You will need 2+ valid analyses for the point.

Remember, each body paragraph should TASC 
Each body paragraph should contain:
TASC:
Topic Sentence (direct comparison)
Analysis as to why the similarity/ difference existed
Support with 3 pieces of evidence 
Connect it to a larger global context or theme

3. Discuss FRQ Comparison Essay - Student Questions will drive this portion of class.
Good video to help you for Friday: AP World History Comparison Essay by JBartlett
~~~~~~~~~~~~~~SECOND HALF OF THE PERIOD~~~~~~~~~~~~~~~~
4. Grade Past FRQ Essays in Class
Look at Reader's Notes
Student Samples & Rubrics

Assignment:
FRQ Timed Writing Comparison Prompt on Friday
Quiz next Monday CH 5
Test is on Wed/Thu, Oct 8/9
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
1787 - David paints "The Death of Socrates"
Socrates, as punishment for criticizing Critias, the tyrant of Athens, is told he must either drink the poison hemlock or face exile. Socrates, rather than fleeing, uses his death as a final lesson for his pupils, and faces it calmly.
__________________________________________________
Friday, Sept 25, 2015
Quote"All the art of living lies in a fine mingling of letting go and holding on." - Henry Ellis

Learning Targets:
★ Explain the enormous influence on world history of the religious and cultural traditions developed in the classical world
★ Analyze the reasons behind the development of these religious and cultural traditions
★ Compare the common ground and significant differences between these religious and cultural traditions and examine possible reasons behind them 

Essential Questions:
1. “Religions are fundamentally alike.” Does the material in this chapter support or undermine this idea?
2. Is a secular outlook on the world an essentially modern phenomenon, or does it have precedents in the classical era?
3. “Religion is a double-edged sword, both supporting and undermining political authority and social elites.” How would you support both sides of this statement?
4.  How would you define the appeal of the religious/cultural traditions discussed in this chapter? To what groups were they attractive, and why?

Agenda:
1. DO NOW: FRQ Comparative Essay: Prepare to write the FRQ Comparative Essay in class today.
2. FRQ Essay Prompt: 
Prompt: Compare and contrast civilized and nomadic societies during and immediately following the Neolithic Revolution.

Assignment:
Quiz next Monday CH 5
Test is on Wed/Thu, Oct 8/9
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.

Agenda: Week of Sept 14, 2015

Advanced Placement World History with Mr. Duez
Unit 1 - First Humans, Farmers, & Civilizations
& Unit 2 - Eurasian Empires, 500 BCE - 500 CE
WEEK AT A GLANCE:
MON: Reading Check Quiz Chapter 3; Review Quiz
TUE: Unit 1 - Reviewing the big picture
WED/THU: TEST UNIT 1 - Chapters 1, 2, and 3; Unit 2 - Introduction: Empires of the Classical World, Strayer's Second Wave of Civilizations
FRI: How to write the FRQ - The Comparative Essay

Next week:
Quiz over Chapter 4 is on Monday, Sept. 21st
Unit 1 FRQ will be written in class on Friday Sept 25
Prompt: Compare and contrast civilized and nomadic societies during and immediately following the Neolithic Revolution.
Study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1
Yeah, it's kinda like that.
________________________________________
Monday, Sept 14, 2015
Quote"I was taught that the human brain was the crowning glory of evolution so far, but I think it's a very poor scheme for survival." - Kurt Vonnegut

Learning Targets:

★To establish the relationship between the First Civilizations and the Agricultural Revolution
★To contrast civilizations with other forms of human communities
★To explore when, where, and how the First Civilizations arose in human history
★To explore how the emergence of civilizations transformed how humans lived and how their societies were structured
★To show the various ways in which civilizations differed from one another
★To explore the outcomes of the emergence of civilizations, both positive and negative, for humankind

Essential Questions:

1. What distinguished civilizations from other forms of human community?
2. How does the use of the term “civilization” by historians differ from that of popular usage? How do you use the term?
3. “Civilizations were held together largely by force.” Do you agree with this assessment, or were there other mechanisms of integration as well? 
4. In the development of the First Civilizations, what was gained for humankind, and what was lost?

Agenda:

1. DO NOW: Prep for the reading check quiz over Chapter 3. You can use your handwritten notes.
2. READING CHECK QUIZ - Chapter 3 - First Civilizations
3. Review the quiz

Assignment:

Test is Wed/Thu over Unit 1
Unit 1 FRQ will be written in class on Friday Sept 25
Prompt: Compare and contrast civilized and nomadic societies during and immediately following the Neolithic Revolution.
And they will probably last a little longer...
________________________________________
Tuesday, Sept 15, 2014
Quote"No matter how closely you examine the water, glucose, and electrolyte salts in the human brain, you can't find the point where these molecules became conscious." - Deepak Chopra

Learning Targets:
★To establish the relationship between the First Civilizations and the Agricultural Revolution
★To contrast civilizations with other forms of human communities
★To explore when, where, and how the First Civilizations arose in human history
★To explore how the emergence of civilizations transformed how humans lived and how their societies were structured
★To show the various ways in which civilizations differed from one another
★To explore the outcomes of the emergence of civilizations, both positive and negative, for humankind

Essential Questions:

1. What distinguished civilizations from other forms of human community?
2. How does the use of the term “civilization” by historians differ from that of popular usage? How do you use the term?
3. “Civilizations were held together largely by force.” Do you agree with this assessment, or were there other mechanisms of integration as well? 
4. In the development of the First Civilizations, what was gained for humankind, and what was lost?

Agenda:

1. DO NOW: In what ways did Egypt and Mesopotamia differ from one another? (Also: How were the Indian and Chinese river valley civilizations similar/different?)
2. Notes, Video, & Discussion: Chapter 3 - Comparing the River Valley Civs
Crash Course World History: Mesopotamia
Crash Course World History: Indus River Valley Civilization
3. Test Prep: Multiple Choice Questions - Best Practices.

Assignment:
Test is Wed/Thu over Unit 1
Unit 1 FRQ will be written in class on Friday Sept 25
Prompt: Compare and contrast civilized and nomadic societies during and immediately following the Neolithic Revolution.
Eurasian Empires is the topic of Chapter 4. "Use the force, young padawans."
________________________________________
Wednesday, Sept 16 & Thursday, Sept 17, 2015
Quote"Everything we do, every thought we've ever had, is produced by the human brain. But exactly how it operates remains one of the biggest unsolved mysteries, and it seems the more we probe its secrets, the more surprises we find." - Neil deGrasse Tyson

Learning Targets:
★To establish the relationship between the First Civilizations and the Agricultural Revolution
★To contrast civilizations with other forms of human communities
★To explore when, where, and how the First Civilizations arose in human history
★To explore how the emergence of civilizations transformed how humans lived and how their societies were structured
★To show the various ways in which civilizations differed from one another
★To explore the outcomes of the emergence of civilizations, both positive and negative, for humankind

Essential Questions:

1. What distinguished civilizations from other forms of human community?
2. How does the use of the term “civilization” by historians differ from that of popular usage? How do you use the term?
3. “Civilizations were held together largely by force.” Do you agree with this assessment, or were there other mechanisms of integration as well? 
4. In the development of the First Civilizations, what was gained for humankind, and what was lost?

Agenda:

1. DO NOW: Prep for Unit 1 TEST. You will have 1/2 the period for the test. No extra time.
      ----TEST UNIT 1: Chapters 1, 2, 3 of Strayer-----
2. After the test - students will pick up the FRQ Assignment (due next Friday, Sept. 26)
3. Intro to Unit 2 & Chapter 4 - Eurasian Empire. What is Empire?
4. Crash Course World History #4 - Persians & Greeks

Assignment:
Quiz over Chapter 4 is on Monday.
Unit 1 FRQ will be written in class on Friday Sept 25
Prompt: Compare and contrast civilized and nomadic societies during and immediately following the Neolithic Revolution.
Study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1
"Occupy Dock Bay" - The Storm troopers unionize. There goes the empire!
________________________________________
Friday, Sep 18, 2015
Quote: "Science is nothing but perception." - Plato
Learning Targets:
★ Define the characteristics of imperial systems in the classical era and analyze why empires developed in some regions but not in others.
★ Compare the important similarities and differences between imperial systems and the reasons behind them
★ Explain the significance that classical empires have for us today, such as, representative government, military power, etc.
★ Evaluate the “greatness” of the Roman Empire and China’s Han Dynasty and determine if their destructive and oppressive features outweighed their impressive advances.

Essential Questions:
1. What common features can you identify in the empires described in this chapter?
2. In what ways did these empires differ from one another? What accounts for those differences?
3. Are you more impressed with the “greatness” of empires or with their destructive and oppressive features? Why? 
4. Do you think that the classical empires hold “lessons” for the present, or are contemporary circumstances sufficiently unique as to render the distant past irrelevant?

Agenda:

1. DO NOWCompare the Athenian and Persian Empires according to political, social, and economic factors.
2. Notes & Discussion: How to write the Comparative FRQ.
3. Discuss: Direct comparisons. Students will write a direct comparison of Athenian & Persian political or social or economic factors.

Assignment:
Quiz over Chapter 4 is on Monday.
Unit 1 FRQ will be written in class on Friday Sept 25
Prompt: Compare and contrast civilized and nomadic societies during and immediately following the Neolithic Revolution.

Drop Period: 1st Level Drop Period Deadline is 3 pm on Monday, Sept 21st.

Or going
Go? Stay? Trouble? Or Double?
The time has come to think about the question made famous by the 1982 song by The Kinks, Should I Stay or Should I Go?

If you have any questions, please do let me know. :) 

1. Level drops will ONLY be allowed at:
3-week mark,
6-week mark,
And at semester

NO changes will be made at other times during the year.
2. The first level drop deadline is Monday, September 21
Students must submit forms to their House Counselor no later than 3:00 pm on Monday, September 21 for the requested change to be made.

3. The level drop process begins with the teacher
Students must get a form from the teacher.
Skateboarding prof.: PhD in Righteousness

4. When a student requests a level drop form, parent contact will be necessary before the form can be handed out to the student.
There will be a discussion of their student's request and/or progress in the class.

5. Students can request a form at any time and may turn it into their counselor any time beginning the first day of school. However, schedule changes will not be made until September 21.

The only level drops that will be considered are those from a 5.0 class to a 4.0 class.
For example, Physics to POP is NOT considered a level drop.

AP World History to an on-level World History class is most commonly done.

Week of September 6, 2015

Advanced Placement World History with Mr. Duez
Unit 1 - First Things First, to 500 BCE
Ch. 1 First Humans, Ch. 2 First Farmers, Ch. 3 First Civilizations
WEEK AT A GLANCE:
MON: LABOR DAY - NO SCHOOL
TUE: Reading Check Quiz CH 1 & 2; Quiz Review
WED/THU: Documentary: Guns, Germs, & Steel: Episode I "Out of Eden" with questions; at the end of the period, students will get the article: The Worst Mistake in the History of the Human Race
Due Friday.
FRI: Pick up: The Worst Mistake in the History of the Human Race article after brief discussion. Finish Guns, Germs, and Steel; Discuss Early Humans, evolution of farming, and the first civilizations (Ch 3). Emphasis on the San/Chumash comparison, Neolithic Revolution, & Egypt-Mesopotamia Comparison
Chumash of Southern California
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Monday, Sept. 7, 2015
LABOR DAY - NO SCHOOL
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Tuesday, Sept. 8, 2015
Quote: “People often say that motivation doesn't last. Well, neither does bathing – that’s why we recommend it daily.” - Zig Ziglar

Learning Targets:
To familiarize students with the spread of human societies in the Paleolithic era
To explore the conditions of life in gathering and hunting societies
To examine factors that eventually led to change in the gathering and hunting societies

Essential Questions:
1. What is the significance of the Paleolithic era in world history?
2. In what ways did various Paleolithic societies differ from one another, and how did they change over time?
3. What statements in this chapter seem to be reliable and solidly based on facts, and which ones are more speculative and uncertain?
4. How might our attitudes toward the modern world influence our assessment of Paleolithic societies?
5. In what ways, and why, did Chumash culture differ from that of the San?
6. Why did some Paleolithic peoples abandon earlier, more nomadic ways and begin to live a more settled life?

Agenda:
1. DO NOW: Prep for Reading Check Quiz. You may use any hand written notes. NOTHING PRINTED.
2. Reading Check Quiz - Chapter 1 & Chapter 2
3. Review quiz answers in class.

Assignment:
Quiz on Chapter 3 is Monday.
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes Mr. Duez has posted.
Unit 1 Test is next Wed/Thu
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Wednesday, Sept. 9, 2015 -and- Thursday, Sept. 10, 2015
Quote: "If you want to achieve excellence, you can get there today. As of this second, quit doing less-than-excellent work." - Thomas J. Watson
GGAS - Much better than having
to read the book!

Learning Targets:
To make students aware that agriculture evolved independently in several regions of the world
To trace the development of agriculture and its local variations
To consider the social implications of the Agricultural Revolution

Essential Questions:
1. The Agricultural Revolution marked a decisive turning point in human history. What evidence might you offer to support this claim, and how might you argue against it?
2. How did early agricultural societies differ from those of the Paleolithic era? How does the example of settled gathering and hunting peoples such as the Chumash complicate this comparison?
3. Was the Agricultural Revolution inevitable? Why did it occur so late in the story of humankind?
4. “The Agricultural Revolution provides evidence for ‘progress’ in human affairs.” How would you evaluate this statement?
5. What accounts for the emergence of agriculture after countless millennia of human life without it?
6. What different kinds of societies emerged out of the Agricultural Revolution?

Agenda:
1. DO NOW: Viewing Guide: Copy the questions on the overhead for Guns, Germs, and Steel.
2. Video Study: Guns, Germs, and Steel, episode 1: "Out of Eden." Students will watch the video and take notes. Students should also answer the questions from the DO NOW in their notes. We will discuss the video throughout.
3. Diamond article: The Worst Mistake in the History of the Human Race - We will discuss the article on Friday after viewing Guns, Germs, and Steel 

Assignment:
Quiz on Chapter 3 is Monday.
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes Mr. Duez has posted.
Unit 1 Test is next Wed/Thu
"How come white man have so much cargo, yet can't shoot a bow?" - might not be a direct quote :)
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Friday, Sept. 11, 2015
Quote: "Adversity is the state in which man mostly easily becomes acquainted with himself, being especially free of admirers then." - John Wooden

Learning Targets:
Understand the need for art in the human condition and its purpose in facilitating imagination, knowledge, and understanding.

Essential Questions:
1. Why did paleolithic peoples create cave rock art?
2. What is it about the human condition that makes us want to connect with previous and future generations?
3. What is history?

Agenda:
1. DO NOW: Prep The Worst Mistake in the History of the Human Race article and prepare to turn in to Mr. Duez.
2. Finish Video StudyGuns, Germs, and Steel, episode 1: "Out of Eden." Students will watch the video and take notes. Students should also answer the questions from the DO NOW in their notes. We will discuss the video throughout.
3. Discuss documentary & finish read/annotate Diamond.
4. Discuss What Accounts for the initial breakthrough into civilization?
Emphasis on the San/Chumash comparison, Neolithic Revolution, & Egypt-Mesopotamia Comparison

Assignment:
Quiz on Chapter 3 is Monday.
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes Mr. Duez has posted.
Unit 1 Test is next Wed/Thu

MS Society Volleyball Game vs. The Woodlands -- T-Shirts


My former student and captain of the Volleyball team, Kailtlyn Smith (#4 above) has been gracious enough to organize a student t-shirt signup and is asking me to collect T-Shirt orders in class this week. Details in the picture below.

I will pass out the sign up sheet in class on Thursday and Friday. Unfortunately, they need the order pretty quickly since the game is just a couple of weeks away.

The game is Tuesday, Sept. 15th against The Woodlands. Even if you can't purchase a shirt, it would be great to see everyone there. As I mentioned in class, I really don't (and can't) go to many after school or evening events. But, since they are honoring me and it is for such a great cause, I'm glad to go. My wife and son will be coming along with me. Hope to see you there, if you can make it.


An Open Letter to my students: "Use this website."

A note to my current Atascocita High School students, "Use this website."

Lots of teachers and students write me and thank me for keeping this website up, free, and open. Others have used it as a valuable resource for 4+ years now. So, what a shame it would be, if you were in my class and failed to use the opportunity as so many others have for so long. 

This is just one example from a teacher in Korea that is teaching AP World History:

I am not writing this to brag or pound my chest. As much work as I have put into this site, it needs more attention to be truly great. This year there will be some nice new tweaks that I am planning that will make the site easier to use. So, why am I writing this? It is to be sure that you are taking full advantage of the opportunity. 

Anyone can succeed in this class, if they just put the time and effort into it. I know everyone says that. But, truly I have seen that happen in the past with students and I know you can grow and improve, just like others have before you.
Since school began, there has been a certain ebb and flow as the week progresses this year.
639 page views today - that is at 8:09 am in the morning here in Texas. 
Six Glasses has been a big part of our course and it has helped students get off to a great start in history.
All-time stats, which is over 4 years, Summer Reading, Strayer, & especially "Notes" are quite popular.
Kind of crazy that 665 people in Nepal have visited. Wow.