Pre-Test Video Help

The Classical Era in Eurasia during Unit 2 captures what life was really like in these amazingly diverse and powerful empires. 

The focus is on:
CH. 4 "Eurasian Empires" - How Empires were created, shaped, and kept. 
CH. 5 "Eurasian Cultural Traditions (Religions)" - Why did those who lived in the Classical Era find such a need to search for a God, or Gods for help? The world was a difficult and dangerous place. They were looking for answers from above that would help give them stability and purpose on earth. 
CH. 6 "Eurasian Social Hierarchies (Inequalities)" - The lives of many were difficult. Either as slaves, a lower caste, peasants, women, or the poor. Social inequalities began to strengthen and the gap between those with resources and those without widened. 

Bettany Hughes: The Ancient Worlds - Athens the Truth About Democracy
Bettany Hughes: The Ancient Worlds - Helen of Troy
Bettany Hughes: The Ancient Worlds - The Spartans
Bettany Hughes: The Ancient Worlds - Alexandria The Greatest City
Bettany Hughes: Roman Voices
Bettany Hughes: Seven Wonders of the Buddhist World

Horrible Histories:
Spartan & Athenian Wife Swap
Don't Tell The Spartan Bride
New Spartan Girl "Can I dress her up?" No! Kinda like Barbie for Spartans. *Mountainside NOT included!
Spartan Teacher Conference "Screaming, shouting, fighting with other pupils, attacking the teachers... bringing weapons into school, cheating, lying, stealing... " Your son is the perfect Spartan child. He is going to make a fantastic Spartan Warrior. You must be very proud."
Greek Thinkers Song Socrates Rescue & "Hey, hey, were the Thinkers." To the tune by the Monkees: 'Hey, Hey We're the Monkees'

The historically based drama Rome, which aired on HBO in 2005, produced some wonderful historical explanations of some of the major issues of the show. Slavery, Women, and Worship. There are plenty of similarities to Strayer. But, the show did an amazing job of bringing the city of Rome to life. The look of the show was so good, that's what did it in at the end. The show was incredibly expensive to shoot and create. So it was canceled after only 2 seasons. It was a precursor to the show Game of Thrones, which has taken off in popularity in some similar ways, yet Thrones was not focused upon history, but fantasy. 

Rome: Slavery in Rome (HBO)
Learn more about slavery in Rome. Slaves were more than physical slaves that created the infrastructure of the city and the Roman Empire. Slaves carried out many domestic duties as well. "Body slaves" were makeup and hair artists to the rich and powerful Patricians of Rome. 

Rome: Women In Rome (HBO)
Patriarchy indeed. Yet for all the power of men in Rome, the women had plenty of influence. In a way they were more of a combination of Sparta (where women had quite a lot of power) and Athens (where women were really not much more than property and could only really say they were socially above the slaves).

"The people that always get left out of history are the poor, the disadvantaged, the losers, and the women."

Rome: Worship in Rome (HBO) 
During the time of Caesar, the world was a pagan world. Polytheistic. Sophisticated religion, yet brutally murderous at the same time. Religion is everywhere in Rome. But it has nothing to do with morality. It is there to protect the state. It is functional. To the Romans the gods were everywhere.

How to Memorize the Chinese Dynasties
What's the best way to memorize China's major dynasties? Singing. It's guaranteed!
 by the President and Fellows of Harvard College.
For our test, you should know the first 4. Shang, Zhou, Qin, Han.

Chinese Dynasties ("Vogue" by Madonna)
We can't Vogue, but we can make a catchy song parody about early dynasties in China.
Actual song by Madonna: Vogue

Agenda: Oct 6 - 10, 2014

Advanced Placement World History with Mr. Duez

Unit 2 - Eurasian Cultural Traditions, 500 BCE - 500 CE, Classical Era

Chapters 4, 5, & 6 - Eurasian Empires, Cultural Traditions, & Social Inequality

WEEK AT A GLANCE:
MON - Reading Check Quiz - Chapter 6; Review Quiz & 4, 5, 6 so far.
TUE - 
WED/THU - TEST Unit 2 (Chapters 4, 5, 6); Review FRQ Comparative Essay Results/Rubric/Feedback
FRI - Document Study: Comparing Eurasian Classical Age & Classical Era Variations
Africa & the Americas, 500 B.C.E.–1200 C.E.

There are big differences between China & India, but they both have a system of social hierarchy.

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Monday, Oct 6, 2014
Quote: “Sometimes you don’t realize your own strength until you come face to face with your greatest weakness.” – Susan Gale

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: Prep notes for Reading Check Quiz - Chapter 6 Eurasian Social Inequalities.
2. QUIZ Chapter 6 - Reading Check, you may use your handwritten notes.
After the quiz, answer the question that is on the screen: 

How did the patriarchies of Athens and Sparta differ from each other?

3. Review Quiz and 4, 5, 6 so far.

Assignments:
Test for Unit 2 is Wed/Thu, Oct 9/10
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.

Patriarchies of the empires in Unit 2 differed even within a single empire, like Greece.

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Tuesday, Oct 7, 2014
Quote: “Courage doesn't always roar. Sometimes courage is the quiet voice at the end of the day saying, “I will try again tomorrow.” - Mary Anne Radmacher

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: 
“Social inequality was both accepted and resisted in classical civilizations.” '
What evidence might support this statement?
2. Review Chapter 6 and all of Unit 2.
3. Cooperative Review - If time, student table groups - question and discussion over Unit 2.

Assignments:
Test for Unit 2 is NEXT CLASS -- Wed/Thu, Oct 9/10
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.

Slavery in Roman Empire, as depicted in the Academy Award Winning Motion Picture: Gladiator

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Wednesday, Oct 8, 2014 and Thursday, Oct 9, 2014
Quote: “You have power over your mind – not outside events. Realize this, and you will find strength.”- Marcus Aurelius, Meditations

Learning Targets:
All Objectives for Unit 2 - for Test
Also, Students will know what is expected of them on the AP Test FRQ - Comparative Essay.
Thesis, Supporting evidence, Direct Comparisons, & Analysis will be emphasized.

Agenda:
1. DO NOW: Prep for test. Sharpened pencils and prepared mind.
2. TEST - UNIT 2 - Chapters 4, 5, 6
3. Comparative Essay Prompts: Students will pick up the two prompts for the comparative essay that they will write as a timed writing FRQ on Friday, Oct. 31st.
4. If time - pass back Unit 1 - Comparative FRQ. Discuss.

Assignments:
Quiz next Tuesday, Oct. 15 CH 7;
Timed Writing DBQ on Friday, Oct. 18.
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.

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Friday, Oct 10, 2014
Quote: "Don’t judge each day by the harvest you reap but by the seeds that you plant." - Robert Louis Stevenson

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: 

CH 7 Classical Era Variations: Africa & the Americas 500 b.c.e.–1200 c.e.

“The histories of Africa & the Americas during the classical era 

largely resemble those of Eurasia.”

Do you agree with this statement? Explain why or why not.

2. Notes, Discussion, Video: CH 7 Classical Era Variations

Assignments:
Quiz next Tuesday, Oct. 15 CH 7;
Timed Writing DBQ on Friday, Oct. 18.
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.

Agenda: Week of Sept 29 - Oct 3, 2014

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; Discuss Secularism
TUE - Andrew Marr's History of the World, Part 3: "The Sword & the Word"
WED/THU - Hinduism & Buddhism; Slavery; Document Analysis
FRI - Caste (India) and Class (China) compared; Document Analysis Han China & Roman Empire

"We made the buttons on the screen look so good 
you'll want to lick them." - 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.

__________________________________________
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.

__________________________________________
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.
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 & Discussion: Why 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 & Discussion: How 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.

Week of Oct 7 - Oct 11, 2013

Advanced Placement World History with Mr. Duez

Unit 2 - Eurasian Cultural Traditions, 500 BCE - 500 CE, Classical Era

Chapters 4, 5, & 6 - Eurasian Empires, Cultural Traditions, & Social Inequality

WEEK AT A GLANCE:
MON - Reading Check Quiz - Chapter 6; Review Quiz & 4, 5, 6 so far.
TUE - Review Unit 2 - Game, Group Discussion, and Q/A
WED/THU - TEST Unit 2 (Chapters 4, 5, 6); How to Write the DBQ Instructions
FRI - DBQ Posters over Roman/Barbarian Question

Eagle Strong.

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Monday, Oct 7, 2013
Quote: “Sometimes you don’t realize your own strength until you come face to face with your greatest weakness.” – Susan Gale

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: Prep notes for Reading Check Quiz - Chapter 6 Eurasian Social Inequalities.
2. QUIZ Chapter 6 - Reading Check, you may use your hand written notes.
3. Review Quiz and 4, 5, 6 so far.

Assignments:
Test for Unit 2 is Wed/Thu, Oct 9/10
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.

Inspiration Point.

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Tuesday, Oct 8, 2013
Quote: “Courage doesn't always roar. Sometimes courage is the quiet voice at the end of the day saying, “I will try again tomorrow.” - Mary Anne Radmacher

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: “Social inequality was both accepted and resisted in classical civilizations.” What evidence might support this statement?
2. Review Chapter 6 and all of Unit 2.
3. Cooperative Review - If time, student table groups - question and discussion over Unit 2.

Assignments:
Test for Unit 2 is NEXT CLASS -- Wed/Thu, Oct 9/10
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.

In-VENN-cible

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Wednesday, Oct 9, 2013 and Thursday, Oct 10, 2013
Quote: “You have power over your mind – not outside events. Realize this, and you will find strength.”- Marcus Aurelius, Meditations

Learning Targets:
All Objectives for Unit 2 - for Test
Also, Students will know what is expected of them on the AP Test FRQ - Document Based Question.
Thesis, Supporting evidence, Grouping Documents, Document Analysis with context/point of view will be emphasized.

Essential Questions:
All Essential Questions from Unit 2 - for Test.
Why do we write the DBQ - Document Based Question?
How do you determine the Point of View.
What ways should documents be grouped in order to mention all of them, yet write a concise essay with a thesis statement that answers the prompt.

Agenda:
1. DO NOW: Prep for test. Sharpened pencils and prepared mind.
2. TEST - UNIT 2 - Chapters 4, 5, 6
3. DBQ Packet: Pick up DBQ Packet and read over it after you finish the test.
4. Notes & Discussion: How to WHAP the DBQ

Assignments:
Quiz next Tuesday, Oct. 15 CH 7;
Timed Writing DBQ on Friday, Oct. 18.
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.

Explore.

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Friday, Oct 11, 2013
Quote: "Don’t judge each day by the harvest you reap but by the seeds that you plant." - Robert Louis Stevenson

Learning Targets:
Students will know what is expected of them on the AP Test FRQ - Document Based Question.
Thesis, Supporting evidence, Grouping Documents, Document Analysis with context/point of view will be emphasized.

Essential Questions:
Why do we write the DBQ - Document Based Question?
How do you determine the Point of View.
What ways should documents be grouped in order to mention all of them, yet write a concise essay with a thesis statement that answers the prompt.

Agenda:
1. DO NOW: Prepare your DBQ packet for use today in groups.
2. DBQ Posters: Students will work in groups to create quick posters to represent
3. Present Posters - Silent Gallery Walk.

Assignments:
Quiz next Tuesday, Oct. 15 CH 7;
Timed Writing DBQ on Friday, Oct. 18.
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.

Notes: Unit 2 - CH 6 - Eurasian Social Inequalities - Grecco-Roman Slavery

YouTube: Unit 2 - CH 6 - Eurasian Social Inequality - Grecco-Roman Slavery
Notes: Unit 2 - CH 6 - Eurasian Social Inequality - Grecco-Roman Slavery

Notes: Chapter 6 - Social Inequalities - China Class vs. India Caste

YouTube: Chapter 6 - Social Inequalities - China Caste vs. India Caste
Notes: Chapter 6 - Social Inequalities - China Caste vs. India Caste

Targets: Unit 2 - Chapter 6 - Eurasian Social Inequality

Targets: Unit 2 - Chapter 6 - Eurasian Social Inequality

Quizlet - For Chapter 6

So many ways to study and learn. These are out there on the "Internets" -- take advantage of them!
Click below to see The Quizlet info for Ch. 6.

CH 6 Social Inequalities In Class Project IDEAS

This is an example for you as you work to prepare your in-class project on Chapter 6 - Social Inequalities.
Last year a group did a skit (different chapter) but it was very well done. You might not understand all the parts, we aren't quite at Chapter 19 yet. 

Below this video (click 'to read the rest' link) and I have many videos linked that could give you a deeper understanding of each of the groups. Social Inequalities is the focus. Be looking to mention:

Slavery (helots, Spartacus, Difference between Greco-Roman & Asian Empires)
Patriarchy (Aspasia & Pericles, Empress Wu, Role of women each empire)
Class System (3 obedience, scholar-gentry)
Caste System (caste as varna and jati, "ritual purity" in Indian society

Work in key terms from the target sheet.
Remember that Mr. Duez has Notes on presentations already from this chapter to reference.
Get every team/group member involved.
Be creative,  have fun. It's only 5 to 10 minutes of time. 

Notes - Chapter 6 - Eurasian Social Inequalities

Download the Notes for Chapter 6: Sparta and Athenian Patriarchy Compared
Download the Notes for Chapter 6: Greco-Roman Slavery Comparison
Download the Notes for Chapter 6: Caste & Class Comparison
Review CH 6

Agenda: Mon. Oct. 1 to Friday, Oct. 5, 2012

UNIT 2 - Classical Era

CH 6 - Eurasian Social Hierarchies, 500 BCE - 500 CE

Week at a Glance:
Mon: Quiz; Intro to Social Inequalities; Intro In Class Project
Tue: Slavery, Caste/Class, Comparisons in Groups/Class Project
Wed/Thu: In Class Project & Review of Chapter
Fri: TEST

Saturday was International Coffee Day.

Monday, Oct. 1, 2012
QUOTE: "Don't Forget To Be Awesome."

LEARNING TARGETS:
* Analyze social structures in classical Eurasia 
* Compare Greco-Roman world to China's Han Dynasty - why was slavery so prevalent in the Greco-Roman World?
* Describe the Indian Caste System and explain the implications for social mobility.
* Compare the Indian Caste System with China's Class System - how could Chinese people become 'upwardly' mobile in society?

ESSENTIAL QUESTIONS:
1. What is the difference between class and caste?
2. Why was slavery so much more prominent in Greco-Roman civilization than in India or China?
3. What philosophical, religious, or cultural ideas served to legitimate the class and gender inequalities of classical civilizations?
4. What set of ideas underlies India’s caste-based society?

AGENDA:
IN CLASS PROJECT: LINK TO Project Description Here.
ROMAN EMPIRE: 10 minutes a video about slavery in Rome. 
SPARTA: Ancient Worlds: The Spartans (2 hours, 23 min)

ATHENS: Engineering an Empire: Greece, part IV Golden Age of Pericles (Video 9 min)

Engineering an Empire: Greece, Part V Architecture of Athens & Attack of Sparta & Disease - Parthenon (Video 8 min)

CHINA: Engineering an Empire: China.
INDIA: Video Clips - India's Caste System & How We Know Caste


1. Reading Check Quiz - Chapter 6
After students turn in quiz, they will work on:
2. DO NOW Question: Why was slavery so much more prominent in Greco-Roman civilization than in India or China? 
Students will write out the DO NOW question for the first 3 minutes. 
10 minutes a video about slavery in Rome. 
After the video we will discuss the Do Now Question and the video pertaining to:

Greco-Roman society depended more on slaves than did other classical civilizations. There were far more slaves in the Greco-Roman world than in other classical civilizations. Slaves participated in a greater number and range of occupations than in other classical civilizations, from the highest and most prestigious positions to the lowest and most degraded. Slaves were excluded only from military service.

Greco-Roman society:

• War, patriarchy, and the notion of private property contributed to the growth of slavery. 
• Classical Athens: 1/3 slaves
• Classical Sparta: Slaves out numbered the free citizens and were called helots (captured). Kept slaves controlled with military strength.
• Roman Empire: 30 to 40% of the population at the dawn of the CE; not identified with a particular racial group; Growth of Christianity did little to curb slavery; No protections under the law; If slave kills master - then all slaves of master would be put to death; Rebellion of Spartacus notable for its size, ferocity, and early success. But, later subdued and 6,000 slaves were nailed to crosses as terrible vengeance.

Chinese Society: 

• Elite Officials (Confucian principles in government, Exam System, Favored wealthy families, but modest measure of social mobility) Analyze the quote from Strayer p. 157, Po Chu-I (772-846 CE) "After Passing the Examination." 
• Landlord Class (Accumulation of large estates, scholar-gentry - twin sources of privilege)
• Peasants (hardships of peasant life reflected in Li Shen's poem in Strayer p. 159, periodic peasant rebellions, Yellow Turban Rebellion - Daoist philosophies ultimately crushed by Han Dynasty, but the dynasty was weakened so much it later collapsed, yet peasants were looked up to as the backbone of Chinese society)
• Merchants (Regarded as unproductive, greedy, luxury-loving, and materialistic. Seen as a social threat, restrictions placed upon them by government)
• Very little slavery (perhaps 1%)

Indian Society: - Use these 2 video clips to help explain India's society - 
India's Caste System & 
How We Know Caste

• Caste as Varna (Birth determines social status, little social mobility, great inequalities explained through Hinduism religious culture - natural, ordained by gods, and eternal/ever lasting)
• Caste (Varna) and Jatis (local distinctions of occupations & social groupings within the separate Varna)

- Brahmin -- priests, teachers
- Ksatriya -- warriors, rulers
- Vaisya -- farmers, merchants, artisans
- Sudra -- labor
- Untouchables* outside of varna system -- polluted labor
"It is better to do one's own duty badly, than another's duty well."

• Included some slavery, but slaves had lawful protections. Far more restrained than other ancient civs.

3. Introduce Class project Chapter 6 "Social Inequalities"
LINK TO Project Description Here.
Where would you want to live? Athens? Sparta? Roman Empire, China’s Han Empire, or India’s Mauryan Empire?” Students will create a presentation to convince their classmates to live in their group's assigned area.
Presentations will be 5-10 minutes in length. 
Everyone in the group will participate. 
Must present, have a product (Video, Power Point, Prezi, Poster, or Rap Song).
Must discuss 3 features of why life in their empire is best and focus on at least 1 reason why each of the other groups is not suitable.

Tuesday, Oct. 2, 2012
QUOTE: "Victorious warriors win first and then go to war, while defeated warriors go to war first and then seek to win." - Sun Tzu, The Art of War

LEARNING TARGETS:
* Analyze the changes in the patterns of social life of the classical era. What accounts for these changes?
* “Cultural and social patterns of civilizations seem to endure longer than the political framework of states and empires.” Based on Chapters 4, 5, and 6, would you agree with this statement?
* How did the patriarchies of Athens and Sparta differ from each other?

ESSENTIAL QUESTIONS:
1. What is the difference between varna and jati as expressions of classical India’s caste system?
2. How did the inequalities of slavery differ from those of caste?
3. In what ways did the expression of Chinese patriarchy change over time, and why did it change?

AGENDA:
1. DO NOW QUESTION: How did the patriarchies of Athens and Sparta differ from each other? (first 10 min)

•  Athens placed increasing limitations on women between 700 and 400 b.c.e. completely excluded women from public life. Women be represented by a guardian in legal matters, and women were not even referred to by name in court proceedings. Restricted women to the home, where they lived separately from men. Marriage customarily saw a woman in her mid-teens marry a man ten to fifteen years her senior. Land passed through male heirs.   

•  Sparta women possessed more freedom.  Fear of helot rebellion meant that great value was placed on male warriors. The central task for women in Spartan society was reproduction—specifically, the bearing of strong healthy sons. Women were encouraged to strengthen their bodies, and they even participated in public sporting events. Women were not secluded or segregated like their Athenian counterparts.  Married men about their own age, putting the new couple on a more equal basis.  Men were often engaged in or preparing for war, so women in Sparta had more authority in the household.

Engineering an Empire: Greece, part IV Golden Age of Pericles (Video 9 min)
Engineering an Empire: Greece, Part V Architecture of Athens & Attack of Sparta & Disease - Parthenon (Video 8 min)
Ancient Worlds: The Spartans (2 hours, 23 min)
Bettany Hughes chronicles the rise and fall of one of the most extreme civilizations the world has ever seen, one founded on discipline, sacrifice and frugality where the onus was on the collective and the goal was to create the perfect state and the perfect warrior. Hughes reveals the secrets and complexities of everyday Spartan life.

2. The Roman Soldier - (10 min) Video, Notes, Discussion on the role of military on Roman life. 
We'll see portions of some of these videos, the rest you can watch, if interested.
Engineering an Empire: Rome (Video 1 hour 30 min)
The Roman Military Machine (Video 4:57)
The Romans (Documents life in the Legion) (Video 5:14)
Horrible Histories: Rotten Romans, Decimation (Video 3:00)
Rome - Women in Rome (HBO) (Video 11:04)
3. Students will have remainder of period (35 min) to discuss, plan, & organize block day presentations. 

Wed/Thu Block Day Oct. 3 & 4, 2012

QUOTE: "A day spent without the sight or sound of beauty, the contemplation of mystery, or the search of truth or perfection is a poverty-stricken day; and a succession of such days is fatal to human life." - Lewis Mumford

LEARNING TARGETS:
* 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. In what ways did the expression of Chinese patriarchy change over time, and why did it change?
3. How did the patriarchies of Athens and Sparta differ from each other?

AGENDA:
1. Students will have 5 minutes to work in groups to finalize presentations on Social Inequality.
2. Student presentations on Social Inequality - 5-10 min in length a piece.
3. Review of Chapter (if time remains)

Friday, Oct. 5, 2012
QUOTE: "There is nothing either good or bad, but thinking makes it so." - Shakespeare (Hamlet)

AGENDA:
1. TEST Chapter 6: Eurasian Social Inequalities.
2. Prepare for Chapter 7 quiz on Tuesday.
3. Next week we will study Chapter 7 - Classical Era Variations, while working on the Comparison Essay. No test next Friday - timed writing.

Enjoy Monday ~ freedom from the bonds of AHS Slavery!