Agenda: Week of Oct 13 - Oct 17, 2014

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:
MON - No School - "Indigenous Americans Day" link
TUE - Quiz; Review Chapter 7
WED/THU - (only 1 hour due to PSAT); Video w/Discussion: Andrew Marr's History of the world episode 4
FRI: Marco Polo & Ibn Battuta Documents; Analysis & Discussion.

============================================================
Monday, Oct 14, 2013 - NO SCHOOL
Schedule this Week:
WEDNESDAY:
Testing: 7:25 – 10:59
2nd Pd: 11:06 – 12:05 (ADA 11:10)
4th Pd: 12:13 - 1:37 -- Lunch B 12:37 – 1:05
6th Pd: 1:44 – 2:45
THURSDAY:
All Students normal Thursday Late Arrival
1st Pd: 9:25 – 10:25
3rd Pd: 10:32 – 11:32 (ADA 10:50)
5th Pd: 11:40 – 1:07 -- Lunch B 12:05 – 12:34
7th Pd 1:14 – 2:45

Yeah, kinda like that.

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Tuesday, Oct 14, 2014
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. Reading Check Quiz - Chapter 7: Classical Era Variations. Students may use their hand-written notes.
2. Review Chapter 7 - Classical Era Variations. Pay particular attention to how CH 7 compares to CH 4, 5, 6. (Similar to the type of question you'll see on the upcoming Comparative FRQ)

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.

Preliminary SAT/National Merit Scholarship Qualifying Test: Administered by College Board & National Merit Scholarship Corporation (NMSC). Jr. students: score high enough: entered in competition for a scholarship. Awards 1-time scholarships ranging from $500 - $10,000.

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Wednesday, Oct 15, 2014 and Thursday, Oct 16, 2014
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 

★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

Essential Questions:

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 questions from front over the Andrew Marr Video for Unit 3.
2. Video: Andrew Marr's History of the World - Episode 4 - Into the Light
3. Discuss video, compare the civilizations & empires mentioned. How is Unit 3 an age of accelerated connections? What evidence can you point to from the video?

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.

Andrew Marr in West Africa during the filming of "Into the Light" Episode 4 of his History of the World series.

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Friday, Oct 17, 2014
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

Essential Questions:

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 Document Analysis
2. Document Analysis: Battuta & Polo. Read the document & compare both explorers.

Which is the most impressive traveler? Which account seems the most truthful?

How does China differ from West Africa?

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.

Great Venn Diagram & Cycle

Superb example of how to do the extra credit by Logan. Great job!

The Chinese Mandate of Heaven

Indian Caste and Chinese Class Compared

Well done. Great descriptions.

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

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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.

Agenda: Week of Sept 24 - Sept 28, 2014

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 - What is Empire? Eurasian Empires Clash; Dawn of Democracy - Golden Age
FRI - Turn in FRQ Comparative Essay. Socratic Group discussion - Chapter 5 Big Picture Questions.

_________________________________________________
Monday, Sept 22, 2014
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. It will already be written by the beginning of class. If you do not have it completed, you will write it that period. There will be no late grades. If not done, it turns into a timed writing.

Assignment:
FRQ Comparative Essay is due Friday.
Quiz next Monday, Sep. 30: 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 25, 2014
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 26, 2014 & Thursday, Sept 27 , 2014
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)
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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. Notes, Video, & Discussion: We will watch segments from a few documentaries, text documents projected on the screen, and images/graphics.  (45 minutes of class)
Dawn of Democracy: Athens by Bettany Hughes
The Ancient Worlds: Athens the Truth About Democracy by Bettany Hughes
The Last Stand of the 300: True Story of the Spartans
Excerpts from "The Hemlock Cup" by Bettany Hughes
Video diary about The Hemlock Cup - Hughes Discusses Her Book

Discussion Questions: Dawn of Democracy - 
Why did semi democratic governments emerge in some of the Greek city-states? 

Questions we will consider:
A. Was the Golden Age actually "golden?"
B. How did democracy evolve?
C. What role did the arts play in the development of democracy?
D. The death of Democracy 1.0.
E. Socrates - the heart of democracy.
F. Did Alexander extend the Hellenistic Age? Or was it less of what we today consider to be "Greek ideals" and more of just an empire of typical proportions?

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.

1787 - Jacque Louis 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 28, 2014
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 FRQ Comparative Essay to turn in to Mr. Duez. If it is not finished, those students will have a timed writing this period to get it done. There will be no late grades. 
Question for Discussion: What does it mean to be "Chinese"?
2. Cooperative group discussion: Students will be in groups and will read Sun Tzu's The Art of War. Each group will have a different section. 

• Students will read the section, discuss it. Summarize it. Figure out what that section is all about. 
• What is Sun Tzu's "Point of View"? 
• Then, discuss what The Art of War can tell us about Chinese thought.
• Remember to think about such things as Legalism, Confucianism, Daoism, and even Buddhism. Could you label each section as being based upon one type of Chinese Cultural Tradition?

We will see clips from the video - YouTube: The Art of War, Sun Tzu - Documentary

3. Discussion - Full Class: Discuss each of the sections of Art of War while looking at the big picture questions for Chapter 5.

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.