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
TUE: Mongol impact on China, Islamic World, Europe, Russia; Working with POV; Examples of POV (Mongols, Explorers)
WED/TH: Examples of POV (Mongols, Explorers); Work in groups to prepare DBQ Posters
FRI: Finish & Present DBQ Posters
Next Week: Thanksgiving Break --- NO ASSIGNMENTS! DO NOT WORK ON WORLD HISTORY. Get ready for the sprint to the finish line this semester.
After Thanksgiving:
Monday, Nov. 30th - No Quiz
Friday, Dec. 4th - Quiz Chapter 13
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Tues, Dec. (following week): Test over CH. 12 & 13
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| Obviously "Exceptional." |
Monday, November 16, 2015
Quote: "Memory is not like a container that gradually fills up; it is more like a tree growing hooks onto which memories are hung." - Peter Russell, "The Brain Book", 1979
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!
(if needed)
Assignments:
Read the Mongol DBQ, Work on Understanding each of the documents, Thesis, Grouping the Docs in at least 3 ways, POV, & Identify the need for additional documents.
After Thanksgiving:
Monday, Nov. 30th - No Quiz
Friday, Dec. 4th - Quiz Chapter 13
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Tues, Dec. (following week): Test over CH. 12 & 13
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| The Moment John Green has been waiting for... The Exceptional Mongols! |
Tuesday, November 17, 2015
Quote: "It isn't so astonishing, the number of things I can remember, as the number of things I can remember that aren't so." - Mark Twan (1835-1910)
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. POV Examples on Overhead. Write out the Point of View.
(Examples from Mongol Perception; Explorers of 15th Century)
3. Distribute the documents for our DBQ over The Mongols.
Assignments:
Read the Mongol DBQ, Work on Understanding each of the documents, Thesis, Grouping the Docs in at least 3 ways, POV, & Identify the need for additional documents.
After Thanksgiving:
Monday, Nov. 30th - No Quiz
Friday, Dec. 4th - Quiz Chapter 13
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Tues, Dec. (following week): Test over CH. 12 & 13
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| yeah. |
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Wednesday, November 18, 2015 & Thursday, November 19, 2015
Quote:
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 Example on Projector.
2. DBQ Posters: Parts, Process, Approach, & Rubric
DBQ Posters in groups
3. Read the Mongol DBQ, Work on Understanding each of the documents, Thesis, Grouping the Docs in at least 3 ways, POV, & Identify the need for additional documents.
Assignments:
After Thanksgiving:
Monday, Nov. 30th - No Quiz
Friday, Dec. 4th - Quiz Chapter 13
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Examples of previous DBQ Posters:
Tues, Dec. (following week): Test over CH. 12 & 13
Wednesday, November 18, 2015 & Thursday, November 19, 2015
Quote:
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 Example on Projector.
2. DBQ Posters: Parts, Process, Approach, & Rubric
DBQ Posters in groups
3. Read the Mongol DBQ, Work on Understanding each of the documents, Thesis, Grouping the Docs in at least 3 ways, POV, & Identify the need for additional documents.
Assignments:
After Thanksgiving:
Monday, Nov. 30th - No Quiz
Friday, Dec. 4th - Quiz Chapter 13
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| We're doing what Duez? |
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| Last year's 7th Period WHAP students - kickin' it live. |
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| Back in the day... 2011! First year of WHAP! Boy, did they ever get WHAPPED! |
Tues, Dec. (following week): Test over CH. 12 & 13
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Friday, November, 20, 2015
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.
DBQ Posters: Parts, Process, Approach, & Rubric
DBQ Posters in groups
3. Read the Mongol DBQ, Work on Understanding each of the documents, Thesis, Grouping the Docs in at least 3 ways, POV, & Identify the need for additional documents.
4. Present: Hang up on walls & present to the class.
Assignments:
After Thanksgiving:
Monday, Nov. 30th - No Quiz
Friday, Dec. 4th - Quiz Chapter 13
--------------------------------------------
Friday, November, 20, 2015
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.
DBQ Posters: Parts, Process, Approach, & Rubric
DBQ Posters in groups
3. Read the Mongol DBQ, Work on Understanding each of the documents, Thesis, Grouping the Docs in at least 3 ways, POV, & Identify the need for additional documents.
4. Present: Hang up on walls & present to the class.
Assignments:
After Thanksgiving:
Monday, Nov. 30th - No Quiz
Friday, Dec. 4th - Quiz Chapter 13
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Have a great Thanksgiving Break!
Be safe!
Be safe!
