Advanced Placement World History with Mr. Duez
Unit 2 - Classical Era 500 bce to 500 ce
Chapter 7: Classical Era Variations in African & The Americas, 500 bce to 1200 ce
-and-
Unit 3 - Age of Accelerating Connections
Chapter 8: Commerce & Culture, 500-1500
WEEK AT A GLANCE:Chapter 7: Classical Era Variations in African & The Americas, 500 bce to 1200 ce
-and-
Unit 3 - Age of Accelerating Connections
Chapter 8: Commerce & Culture, 500-1500
MON - No School - "Indigenous Americans Day" link
TUE - Quiz; Review Chapter 7
WED/THU - Working with Documents; Analysis & Discussion: Marco Polo & Ibn Battuta; Students will read and answer the questions; discuss. Video: Polo in China/Battuta's Travels.
FRI - CH 8. Silk, Sand, Sea Roads (& the American Web of Trade)
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Monday, Oct 10, 2016 - NO SCHOOL
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Tuesday, Oct 11, 2016
Quote: "The purpose of life is a life of purpose." - Attributed to both Ludwig Wittgenstein and Robert Byrne
Learning Targets:
★ Analyze classical civilizations that evolved outside of the more well-known civilizations of Eurasia
★ Compare the development of civilizations in Africa and the Americas
★ Examine the factors that make civilizations develop and analyze why they develop differently in some regions
★ Distinguish the characteristics of complex civilizations and judge whether they could develop without any recognizable centralized control
Essential Questions:
1. “The histories of Africa and the Americas during the classical era largely resemble those of Eurasia.” Do you agree with this statement? Explain why or why not.
2. “The particular cultures and societies of Africa and of the Americas discussed in this chapter developed largely in isolation from one another.” What evidence would support this statement, and what might challenge it?
3. What generated change in the histories of Africa and the Americas during the classical era?
Agenda:
1. DO NOW: Prep Notes for Chapter 7 - Reading Check Quiz
2. Reading Check Quiz - Chapter 7: Classical Era Variations. Students may use their hand-written notes.
Question to answer after quiz:
What generated change in the histories of Africa & the Americas during the classical era, 500 BCE - 500 CE?
2. Review Chapter 7 - Classical Era Variations. Pay particular attention to how CH 7 compares to CH 4, 5, 6.
Assignments:
Check the notes, Target Sheet, & videos over Chapter 8.
Read Chapter 8, prepare for reading check quiz on Monday.
Chapter 9 quiz the following week & test over Ch 8 & 9.
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Wednesday, Oct 12, 2016 and Thursday, Oct 13, 2016
Quote: "To live is so startling it leaves little time for anything else." - Emily Dickinson
Learning Targets:
Monday, Oct 10, 2016 - NO SCHOOL
 |
| Yeah, kinda like that. |
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| Africa & The Americas during the Classical Era, "something doesn't look very classical to me" |
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Tuesday, Oct 11, 2016
Quote: "The purpose of life is a life of purpose." - Attributed to both Ludwig Wittgenstein and Robert Byrne
Learning Targets:
★ Analyze classical civilizations that evolved outside of the more well-known civilizations of Eurasia
★ Compare the development of civilizations in Africa and the Americas
★ Examine the factors that make civilizations develop and analyze why they develop differently in some regions
★ Distinguish the characteristics of complex civilizations and judge whether they could develop without any recognizable centralized control
Essential Questions:
1. “The histories of Africa and the Americas during the classical era largely resemble those of Eurasia.” Do you agree with this statement? Explain why or why not.
2. “The particular cultures and societies of Africa and of the Americas discussed in this chapter developed largely in isolation from one another.” What evidence would support this statement, and what might challenge it?
3. What generated change in the histories of Africa and the Americas during the classical era?
Agenda:
1. DO NOW: Prep Notes for Chapter 7 - Reading Check Quiz
2. Reading Check Quiz - Chapter 7: Classical Era Variations. Students may use their hand-written notes.
Question to answer after quiz:
What generated change in the histories of Africa & the Americas during the classical era, 500 BCE - 500 CE?
2. Review Chapter 7 - Classical Era Variations. Pay particular attention to how CH 7 compares to CH 4, 5, 6.
Assignments:
Check the notes, Target Sheet, & videos over Chapter 8.
Read Chapter 8, prepare for reading check quiz on Monday.
Chapter 9 quiz the following week & test over Ch 8 & 9.
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Wednesday, Oct 12, 2016 and Thursday, Oct 13, 2016
Quote: "To live is so startling it leaves little time for anything else." - Emily Dickinson
Learning Targets:
★Analyze the significance and impact of trade in human history
Agenda:
1. DO NOW: In what ways was Afro-Eurasia a single interacting zone, and in what respects was it a vast region of separate cultures and civilizations?
2. Notes, Discussion, Video: CH 8. Silk, Sand, Sea Roads (& the American Web of Trade)
**Shortened Period due to Pep Rally**
★Explain the interconnections created by long-distance trade in the period of third-wave civilizations and analyze why they existed
★Explain the full range of what was carried along trade routes (goods, culture, disease) and the impact on the people, culture, history, and development of their societies
★Compare the differences between the commerce of the Eastern Hemisphere and that of the Western Hemisphere and the analyze the reasons behind those differences
1. What motivated and sustained the long-distance commerce of the Silk Roads, Sea Roads, and Sand Roads?
2. Why did the Eastern Hemisphere develop long-distance trade more extensively than did the societies of the Western Hemisphere?
3. In what ways did commercial exchange foster other changes?
4. In what ways was Afro-Eurasia a single interacting zone, and in what respects was it a vast region of separate cultures and civilizations?
Agenda:
1. DO NOW: Pick up the Documents: Polo & Battuta's Travels. Begin Reading the first with pen/paper to answer the questions.
2. Discussion Groups: Students will discuss the documents in groups of 4. Focus on the questions and their answers to those questions. They will assist each other to understand context, significance, and help each other understand these two men and their stories.
3. Video & Discussion: Polo & Battuta's Travels - Full Class (not in groups)
I. Andrew Marr's Episode 4: Polo to China (15 min)
II. Ibn Battuta's Travels - Documentary (15 min)
4. Notes & Answers to the Discussion Questions:
Marco Polo to China
Ibn Battuta's Travels
Assignments:
1. DO NOW: Pick up the Documents: Polo & Battuta's Travels. Begin Reading the first with pen/paper to answer the questions.
2. Discussion Groups: Students will discuss the documents in groups of 4. Focus on the questions and their answers to those questions. They will assist each other to understand context, significance, and help each other understand these two men and their stories.
3. Video & Discussion: Polo & Battuta's Travels - Full Class (not in groups)
I. Andrew Marr's Episode 4: Polo to China (15 min)
II. Ibn Battuta's Travels - Documentary (15 min)
4. Notes & Answers to the Discussion Questions:
Marco Polo to China
Ibn Battuta's Travels
Assignments:
Check the notes, Target Sheet, & videos over Chapter 8.
Read Chapter 8, prepare for reading check quiz on Monday.
Chapter 9 quiz the following week & test over Ch 8 & 9.
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Friday, Oct 14, 2016
Quote: "If you are struck between two options, just flip a coin in the air! It works. Not because it solves the problem . . . but because while the coin is in the air, You will get to know what your heart is really hoping for." - Anonymous
Learning Targets:
Read Chapter 8, prepare for reading check quiz on Monday.
Chapter 9 quiz the following week & test over Ch 8 & 9.
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Friday, Oct 14, 2016
Quote: "If you are struck between two options, just flip a coin in the air! It works. Not because it solves the problem . . . but because while the coin is in the air, You will get to know what your heart is really hoping for." - Anonymous
Learning Targets:
★Analyze the significance and impact of trade in human history
★Explain the interconnections created by long-distance trade in the period of third-wave civilizations and analyze why they existed
★Explain the full range of what was carried along trade routes (goods, culture, disease) and the impact on the people, culture, history, and development of their societies
★Compare the differences between the commerce of the Eastern Hemisphere and that of the Western Hemisphere and the analyze the reasons behind those differences
1. What motivated and sustained the long-distance commerce of the Silk Roads, Sea Roads, and Sand Roads?
2. Why did the Eastern Hemisphere develop long-distance trade more extensively than did the societies of the Western Hemisphere?
3. In what ways did commercial exchange foster other changes?
4. In what ways was Afro-Eurasia a single interacting zone, and in what respects was it a vast region of separate cultures and civilizations?
Agenda:
1. DO NOW: In what ways was Afro-Eurasia a single interacting zone, and in what respects was it a vast region of separate cultures and civilizations?
2. Notes, Discussion, Video: CH 8. Silk, Sand, Sea Roads (& the American Web of Trade)
**Shortened Period due to Pep Rally**
Assignments:
Check the notes, Target Sheet, & videos over Chapter 8.
Read Chapter 8, prepare for reading check quiz on Monday.
Chapter 9 quiz the following week & test over Ch 8 & 9.
Check the notes, Target Sheet, & videos over Chapter 8.
Read Chapter 8, prepare for reading check quiz on Monday.
Chapter 9 quiz the following week & test over Ch 8 & 9.