Regardless of my sour feelings regarding this...
It is what it is.
So, be prepared. 3 finals on Wed, plus 5th period for a nice super long period of time... just for fun.
FALL FINAL EXAM SCHEDULE
Yeah, they took away one of our half days! Isn't that fun. So exciting. Just another day where we'll work longer for the same pay (actually less when you consider how much insurance goes up every year).
Regardless of my sour feelings regarding this...
It is what it is.
So, be prepared. 3 finals on Wed, plus 5th period for a nice super long period of time... just for fun.
Regardless of my sour feelings regarding this...
It is what it is.
So, be prepared. 3 finals on Wed, plus 5th period for a nice super long period of time... just for fun.
Agenda: Week of Nov. 28 - Dec. 2, 2016
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: Video Crash Course World History: Fifteenth Century Mariners; Engineering an Empire: China (Focus on Ming & Zheng He's Exploration)
TUE: Aztec/Inca Comparison; Engineering an Empire - Aztecs
WED/THU: European Renaissance; FRQ Review; Islamic Empires of the 15th Cent.; Paleolithic Persistence; Pass back LEQs: Graphic Organizer for LEQ is due next Monday
FRI: Reading Check Quiz 13, Review Quiz
__________________________________________________
Graphic Organizer for LEQ is due next Monday
TEST on Chapter 12 & 13 is next Tuesday.
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. |
• 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?
 |
| Zheng He? Vasco da Gama? or Columbus? 3 Great Explorers only 1 can emerge victorious! |
Monday, November 28, 2016
Quote: “To be successful you don’t need to do extraordinary things, you just need to do ordinary things extraordinarily well.” – Jim Rohn
Agenda:
1. DO NOW: Copy questions from overhead for Crash Course.
Q1: What political and cultural differences stand out in the histories of fifteenth-century China and Western Europe? What similarities are apparent?
Q2: In what ways did European maritime voyaging in the 15th century differ from that of China? What accounts for these differences?
What political and cultural differences stand out in the histories of fifteenth-century China and Western Europe? What similarities are apparent?
In what ways did European maritime voyaging in the 15th century differ from that of China? What accounts for these differences?
3. Engineering an Empire: China (Focus on Ming & Zheng He's Exploration)
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:
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 counterfactual question?
Assignments:
Graphic Organizer for LEQ is due next Monday
Quiz on Chapter 13 on Friday
TEST on Chapter 12 & 13 is next Tuesday.
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. |
Tuesday, November 29, 2016
Quote: “We are what we repeatedly do; excellence, then, is not an act but a habit.” —Aristotle
Agenda:
1. DO NOW: What distinguished the Aztec & Inca empires from each other?
2. Notes/Discussion/Video - Aztecs & Inca Compared
3. VIDEO: Engineering an Empire Aztecs
How did Aztec religious thinking support the empire?
How did the Aztec Empire feed their vast population (possibly 15 million)?
Assignments:
Graphic Organizer for LEQ is due next Monday
Quiz on Chapter 13 on Friday
TEST on Chapter 12 & 13 is next Tuesday.
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! |
Wednesday, November 30, 2016 & Thursday, December 1, 2016
Quote: “We do not need magic to transform our world. We carry all of the power we need inside ourselves already.” - J.K. Rowling
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
4. Pass Back LEQs; Discuss examples of great work & work that needs to be improved;
Graphic Organizer for LEQ is due next Monday
5. Crash Course World History: Renaissance
What energy and inspiration gave rise to the Renaissance? Consider why Europe came to dominate the world in the modern era, & how well this could have been predicted in 1500.
Graphic Organizer for LEQ is due next Monday
Quiz on Chapter 13 on Friday
TEST on Chapter 12 & 13 is next Tuesday.
Review notes, target sheets, and all info for CH 12 & 13 test for next Tuesday
 |
|
|
Friday, December 2, 2016
Quote: “The person who says something is impossible should not interrupt the person who is doing it.” – Chinese proverb
Agenda:
1. DO NOW: Prep for Reading Check Quiz on Chapter 13
2. Reading Check Quiz - Chapter 13 "Worlds of the 15th Century"
3. Review Quiz w/question:
Graphic Organizer for LEQ is due next Monday
TEST on Chapter 12 & 13 is next Tuesday.
Review notes, target sheets, and all info for CH 12 & 13 test for next Tuesday
Agenda: Week of November 14-18, 2016
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); The Mongol DBQ
WED/TH: Examples of POV (Mongols, Explorers); Work in groups to prepare DBQ Posters based on The Mongol DBQ
FRI: Finish & Present DBQ Posters based on The Mongol DBQ
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.
Next Week: Thanksgiving Break --- NO ASSIGNMENTS!
DO NOT WORK ON WORLD HISTORY DURING THE BREAK.
Get ready for the sprint to the finish line this semester.
After Thanksgiving:
Monday, Nov. 28th - No Quiz
Friday, Dec. 2nd - Quiz Chapter 13
--------------------------------------------
Tues, Dec. 6th (following week): Test over CH. 12 & 13
 |
| Obviously "Exceptional." |
Monday, November 14, 2016
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, plus this question:
"Prior to the rise of the Mongols, in what ways had pastoral peoples been significant in world history?"
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. 28th - No Quiz
Friday, Dec. 2nd - Quiz Chapter 13
--------------------------------------------
Tues, Dec. 6th (following week): Test over CH. 12 & 13
 |
| The Moment John Green has been waiting for... The Exceptional Mongols! |
Tuesday, November 15, 2016
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. 28th - No Quiz
Friday, Dec. 2nd - Quiz Chapter 13
--------------------------------------------
Tues, Dec. 6th (following week): Test over CH. 12 & 13
 |
| yeah. |
-----------------------------------------------------------------------------------
Wednesday, November 16, 2016 & Thursday, November 17, 2016
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. 28th - No Quiz
Friday, Dec. 2nd - Quiz Chapter 13
--------------------------------------------
Tues, Dec. 6th (following week): Test over CH. 12 & 13
Wednesday, November 16, 2016 & Thursday, November 17, 2016
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. 28th - No Quiz
Friday, Dec. 2nd - Quiz Chapter 13
--------------------------------------------
Tues, Dec. 6th (following week): Test over CH. 12 & 13
------------------------------------------------------------
Friday, November, 18, 2016
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. 28th - No Quiz
Friday, Dec. 2nd - Quiz Chapter 13
--------------------------------------------
Tues, Dec. 6th (following week): Test over CH. 12 & 13
--------------------------------------------
Friday, November, 18, 2016
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. 28th - No Quiz
Friday, Dec. 2nd - Quiz Chapter 13
--------------------------------------------
Tues, Dec. 6th (following week): Test over CH. 12 & 13
--------------------------------------------
Have a great Thanksgiving Break!
Be safe!
Be safe!
Agenda: Week of Nov. 7-11, 2016
Advanced Placement World History with Mr. Duez
Unit 3 AN AGE OF ACCELERATING CONNECTIONS 500–1500
CH 10 Christendom in W. Europe & CH 11 The Worlds of Islam ~ Afro-Eurasian Connections
WEEK AT A GLANCE:MON - Reading Check Quiz - Chapter 11 - Islam; Review Quiz; Discuss LEQ (Wed/Thu after Test)
TUE - Islam: Simultaneously both a single world of shared meaning & interaction -AND- a series of separate & distinct communities, often in conflict with one another; Discuss LEQ
WED/THU - TEST Chapters 10 & 11; LEQ: Flip between Comparative & CCOT over Afro-Eurasian Trade 600-1450
FRI - The Mongols! - The Exception! Crash Course WH: Wait for it... The Mongols
The Mongols & DBQ Prep
"Khan" you believe that we are already on Chapter 12? It is the 1/2 way point!
Test over Chapter 10 and 11 is on Wed/Thu.
Review Notes over Chapter 10 Worlds of Christendom & Chapter 11 Worlds of Islam
After Test - LEQ Flip between Comparative & CCOT over Afro-Eurasian Trade 600-1450
----------------------------------------------------------------
Monday, November 7, 2016
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.
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?
Agenda:
1. Reading Check Quiz - Chapter 11 - Islam (You may use your handwritten notes).
2. Review the quiz. & Question:
3. Discuss LEQ Flip between Comparative & CCOT over Afro-Eurasian Trade 600-1450
Assignments:
Test over Chapter 10 and 11 is on Wed/Thu.
Review Notes over Chapter 10 Worlds of Christendom & Chapter 11 Worlds of Islam
LEQ Flip between Comparative & CCOT over Afro-Eurasian Trade 600-1450
Tuesday, November 8, 2016
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.
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”?
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 comparative prompts:
LEQ Flip between Comparative & CCOT over Afro-Eurasian Trade 600-1450
Assignments:
Test over Chapter 10 and 11 is on Wed/Thu.
Review Notes over Chapter 10 Worlds of Christendom & Chapter 11 Worlds of Islam
LEQ Flip between Comparative & CCOT over Afro-Eurasian Trade 600-1450
Wednesday, November 9, 2016 & Thursday, November 10, 2016
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. LEQ Flip between Comparative & CCOT over Afro-Eurasian Trade 600-1450
Mr. Duez will flip a coin for the FRQ Essay we will write. Which prompt will it be?
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.
Friday, November 11, 2016
Quote: "History is filled with the sound of silken slippers going downstairs and wooden shoes coming up." - Voltaire
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:
Who were the Mongols? Why were they such an exception?
Agenda:
1. DO NOW: Why were the Mongols "The Exception?"
2. Crash Course WH: Wait for it... The Mongols
3. Notes over Crash Course: The Mongols & DBQ Prep
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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