Notes: Introduction to Unit 3 - Age of Accelerating Connections - Third Wave Civilizations
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| This picture illustrates the port at Kilwa, one of the Swahili Coast's richest and most prosperous cities. |
Notes - Unit 3 - Introduction
YouTube: Introduction to Unit 3 - Age of Accelerating Connections - Third Wave Civilizations
Notes: Introduction to Unit 3 - Age of Accelerating Connections - Third Wave Civilizations
Notes: Introduction to Unit 3 - Age of Accelerating Connections - Third Wave Civilizations
Document Study for Unit 3 - Battuta & Polo
Document Study for Unit 3 - Battuta & Polo
Read for Tue/Wed/Thu - we will be working on them in class.
Read for Tue/Wed/Thu - we will be working on them in class.
Agenda: Week of Oct 21 - 25, 2013
Advanced Placement World History with Mr. Duez
Unit 3 AN AGE OF ACCELERATING CONNECTIONS 500–1500
Chapter 8 Commerce and Culture 500–1500
Chapter 9 China & The World 500 - 1500
WEEK AT A GLANCE:MON - Quiz 8, Intro to Unit 3 "Age of Accelerated Connections" Silk/Sea/Sand Roads
TUE - Silk/Sea Roads, Document Study - Marco Polo
WED/THU - Silk/Sea Roads, Document Study - Ibn Battuta; Also FRQ Review
FRI - Review of Ch 8 Commerce & Intro to Ch 9 China & The World (East Asian Connections)
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| Trading routes like this one traversed very long distances in this Third Wave of Civilization. |
Monday, Oct. 21, 2013
Quote: "If you can't explain it simply, you don't understand it well enough." - Albert Einstein
Learning Targets for Chapter 8:
- 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. In what ways did commercial exchange foster other changes?
3. What lay behind the emergence of Silk Road commerce, and what kept it going for so many centuries?
4. What made silk such a highly desired commodity across Eurasia?
5. What was the role of Swahili civilization in the world of Indian Ocean commerce?
Agenda:
1. Reading Check Quiz - Chapter 8: Commerce
2. Notes, Discussion, Video: Introduction to Unit 3 "Age of Connections" and Chapter 8 "Commerce (Silk, Sand, Sea Roads)"
Assignments:
Read the notes, watch the YouTube Lectures over Chapter 8 and 9. Test is Wed/Thu Oct 30 & 31
To prepare for class tomorrow & on Wed/Thu, read the documents on pages 359-366 - Document 8.2: A European Christian in China: The Travels of Marco Polo, 1299 by Marco Polo -and- Document 8.3 An Arab Muslim in West Africa: Travels in Asia and Africa, 1354 by Ibn Battuta.
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| Merchants, Commerce, Trade, and $. |
Tuesday, Oct. 22, 2013
Quote: "Art works because it appeals to certain faculties of the mind. Music depends on details of the auditory system, painting and sculpture on the visual system. Poetry and literature depend on language." - Steven Pinker
Learning Targets for Chapter 8:
- 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. In what ways did commercial exchange foster other changes?
3. What were the major economic, social, and cultural consequences of Silk Road commerce?
4. What accounted for the spread of Buddhism along the Silk Roads?
5. What was the impact of disease along the Silk Roads?
6. How did the operation of the Indian Ocean trading network differ from that of the Silk Roads?
Agenda:
1. Do Now Question: Pick up the document study from Chapter 8: Polo & Battuta Read Polo Doc. 8.2 "A"
2. Document Study & Cooperative Group Discussion: Students will sit in groups of 4-5 and cooperatively discuss Marco Polo's Travels (Doc 8.2 A). After small group discussion, the class will walk through the discussion questions and also examine larger issues.
NOTES: CH 8 - Silk, Sand, & Sea Roads
Assignments:
Read the notes, watch the YouTube Lectures over Chapter 8 and 9. Test is Wed/Thu Oct 30 & 31
To prepare for class tomorrow & on Wed/Thu, read the documents on pages 359-366 - Document 8.2: A European Christian in China: The Travels of Marco Polo, 1299 by Marco Polo -and- Document 8.3 An Arab Muslim in West Africa: Travels in Asia and Africa, 1354 by Ibn Battuta.
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| Pre-Columbian Trade in the Americas was more like a "Web" rather than the strong roads of Afro-Eurasian trade. |
Wednesday, Oct. 17 & Thursday, Oct. 18, 2012
Quote: “Our comforting conviction that the world makes sense rests on a secure foundation: our almost unlimited ability to ignore our ignorance.” - Daniel Kahneman
Learning Targets for Chapter 8:
- 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. What changes did trans-Saharan trade bring to West Africa?
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 Question: Use the document study from Chapter 8: Polo & Battuta Read Battuta Doc. 8.2 "B"
2. Document Study & Cooperative Group Discussion: Students will sit in groups of 4-5 and cooperatively discuss Ibn Battuta's Travels (Doc 8.2 A). After small group discussion, the class will walk through the discussion questions and also examine larger issues.
NOTES: CH 8 - Silk, Sand, & Sea Roads
Assignments:
Read the notes, watch the YouTube Lectures over Chapter 8 and 9. Test is Wed/Thu Oct 30 & 31
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| The Trung Sisters of Vietnam! |
Friday, Oct. 19, 2012
Quote: "I am learning all the time. The tombstone will be my diploma." - Eartha Kitt
Learning Targets for Chapter 8:
- 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. Why did the Eastern Hemisphere develop long-distance trade more extensively than did the societies of the Western Hemisphere?
2. In what ways did commercial exchange foster other changes?
3. In what ways did networks of interaction in the Western Hemisphere differ from those in the Eastern Hemisphere?
Agenda:
1. Do Now Question: How did trade and commerce differ in The Americas compared to Eurasia during the Age of Accelerated Connections?
2. Notes, Discussion, Video: Comparison of Trade - Eastern & Western Hemispheres
3. Multiple Choice Question strategies - using questions from Chapter 8.
4. Quick look ahead to Chapter 9 China & The World, "East Asian Connections."
Assignments:
READING CHECK QUIZ MONDAY ON CHAPTER 9
Targets: Unit 3 - Age of Accelerating Connections - Chapter 8 Commerce and Culture 500–1500
Targets: Unit 3 - Age of Accelerating Connections - Chapter 8 Commerce and Culture 500–1500
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| Ibn "my man!" travelin' - writin' - and learning' |
Agenda: Week of Oct 14 - Oct 18, 2013
Advanced Placement World History with Mr. Duez
Unit 2 - Classical Era, Chapter 7 Classical Era Variations in African & The Americas, DBQ
WEEK AT A GLANCE:MON - No School
TUE - Quiz; DBQ Prep
WED/THU - (only 1 hour due to PSAT) DBQ Prep
FRI - Timed Writing DBQ - Test Grade
Monday, Oct 14, 2013 - NO SCHOOL
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Tuesday, Oct 15, 2013
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. Discuss the DBQ Questions that are in play for Friday. You will write one of 2 DBQ choices. Mr. Duez will flip a coin on Friday to decide.
Assignments:
Prepare for the DBQ on Friday. You know it will be one of 2 choices. I have emailed those to you. Study the questions. Use the "How to WHAP the DBQ" presentation to help you.
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| The Preliminary SAT/National Merit Scholarship Qualifying Test is a standardized test administered by the College Board and National Merit Scholarship Corporation (NMSC). Students who score high enough on the PSAT are entered in a competition for a scholarship. This program awards 1-time scholarships ranging from $500 to $10,000. |
Wednesday, Oct 16, 2013 and Thursday, Oct 17, 2013
Quote: "To live is so startling it leaves little time for anything else." - Emily Dickinson
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. Analyze the Document on the screen - Use SOAPSTone.
2. Cooperative DBQ Analysis - Students will work in groups to discuss the two possible DBQ questions. Students will use SOAPSTone to analyze documents. Grouping of documents will be emphasized. Each group will create a thesis statement for each DBQ and a class thesis will be agreed upon before leaving.
Assignments:
Prepare for the DBQ on Friday. You know it will be one of 2 choices. I have emailed those to you. Study the questions. Use the "How to WHAP the DBQ" presentation to help you.
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| Heads or Tails? We'll find out on Friday! |
Friday, Oct 18, 2013
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." - Annonymous
Learning Targets:
★ Create a thesis that answers the prompt
★ Use SOAPStone to analyze each document
★ Group documents in a fashion where all documents are referred to while proving your thesis with proper evidence from the documents
★ Use context, point of view, and analysis - The Why on the document based question essay.
Essential Questions:
1. How in the world do I have enough time to complete this in one period? :)
Agenda:
1. Document Based Question: Students will use the period to answer the DBQ. Mr. Duez will flip a coin to decide which DBQ will be used in class.
2. After the DBQ, if time, prepare for Quiz over Chapter 8 on Monday.
Assignments:
Monday is the Quiz for Chapter 8. Begin preparing now. Don't forget to write notes that you may use on your quiz to assist you.
Notes - Unit 2 - CH 7 - Classical Era Variations - Change
YouTube - Unit 2 - CH 7 - Classical Era Variations - Change
Notes - Unit 2 - CH 7 - Classical Era Variations - Change
Notes - Unit 2 - CH 7 - Classical Era Variations - Change
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| Mansa Musa, King of King of the Mali Empire in West Africa: AKA: Emir of Melle, Lord of the Mines of Wangara, and Conqueror of Ghanata, Futa-Jallon |
Notes - CH 7 - Classical Era Variations - Isolation
YouTube - CH 7 - Classical Era Variations - Isolation
Notes - CH 7 - Classical Era Variations - Isolation
Notes - CH 7 - Classical Era Variations - Isolation
Notes: Unit 2 - CH 7 - Classical Era Variations - Comparison
YouTube - Notes Unit 2 - CH 7 - Classical Era Variations - Comparing Africa/Americas with Eurasia
Notes: Unit 2 - CH 7 - Classical Era Variations - Comparing the histories of Africa and the Americas to Eurasia during the Classical Era
Notes: Unit 2 - CH 7 - Classical Era Variations - Comparing the histories of Africa and the Americas to Eurasia during the Classical Era
Chapter 7 - Cultural Era Variations - Target Sheet
Unit 2 - Classical Era - Chapter 7 - Classical Era Variations - Target Sheet
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| Remember when the world ended in 2012? Those were the days! |
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
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| Eagle Strong. |
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.
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| Inspiration Point. |
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.
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| In-VENN-cible |
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.
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| Explore. |
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 5 - Religion - A Double Edged Sword?
YouTube: Unit 2 - CH 5 - Religion - A Double Edged Sword?
Notes: Unit 2 - CH 5 - Religion - A Double Edged Sword?
Notes: Unit 2 - CH 5 - Religion - A Double Edged Sword?
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| The Christian Martyr - Perpetua in the arena in Carthage, North Africa. |
Notes: CH 5 - All regions are fundamentally alike?
Unit 2 - Classical Era, Eurasian Empires - Ch 5 - Eurasian Cultural Traditions
YouTube: Notes: Ch 5 - Big Picture Question 1 - Religions are Fundamentally Alike?
Notes: Ch 5 - Big Picture Question 1 - Religions are Fundamentally Alike?
YouTube: Notes: Ch 5 - Big Picture Question 1 - Religions are Fundamentally Alike?
Notes: Ch 5 - Big Picture Question 1 - Religions are Fundamentally Alike?
Targets - Unit 2 - Classical Era - Chapter 5 - Eurasian Cultural Traditions
Targets - Unit 2 - Classical Era - Chapter 5 - Eurasian Cultural Traditions
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| Zoroastrianism: Persian monotheistic religion founded by the prophet Zarathustra. (pron. zor-ohAST-ree-an-ism) |
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| Socrates: The first great Greek philosopher to turn rationalism toward questions of human existence |
Notes - Unit 2 - Eurasian Empires - Athens & Sparta Compared
YouTube Lecture - Unit 2 - Eurasian Empires - Athens & Sparta Compared
Notes - Unit 2 - Eurasian Empires - Athens & Sparta Compared
Notes - Unit 2 - Eurasian Empires - Athens & Sparta Compared
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| "We have the technology, we can rebuild them." - $6 Million Dollar Greeks |
Notes: Unit 2 - Eurasian Empires - Greece & Persia
YouTube Lecture - Notes: Unit 2 - Eurasian Empires - Greece & Persia
Notes: Unit 2 - Eurasian Empires - Greece & Persia
Notes: Unit 2 - Eurasian Empires - Greece & Persia
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| Battle of Marathon - Greeks vs. Persia - Decisive Greek victory. Persian forces driven from Greece for 10 years. |
How to "WHAP" the Comparative FRQ
Notes: How to WHAP the Comparative FRQ
I'll post a YouTube video on this tomorrow night.
I'll post a YouTube video on this tomorrow night.
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| Yeah, it's like that with take home FRQ essays, too! |
Agenda: Week of Sep 16 - Sep 20, 2013
Advanced Placement World History with Mr. Duez
Unit 1 - First Humans, Farmers, & Civilizations
& Unit 2 - Eurasian Empires, 500 BCE - 500 CE
WEEK AT A GLANCE:& Unit 2 - Eurasian Empires, 500 BCE - 500 CE
MON: Reading Check Quiz Chapter 3; Work with documents from Unit 1
TUE: How to write the FRQ; Comparing... Paleolithic & Neolithic; Mesopotamia & Egypt; San & Chumash; Early China & Early India; Quick Review terms for Test
WED/THU: TEST UNIT 1; Introduce Unit 2; Present Rock Art Projects
FRI: FRQ is due in class already written (black ink, hand written)
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| Yeah, it's kinda like that. |
Monday, Sep 16, 2013
Quote: "I was taught that the human brain was the crowning glory of evolution so far, but I think it's a very poor scheme for survival." - Kurt Vonnegut
Learning Targets:
★To establish the relationship between the First Civilizations and the Agricultural Revolution
★To contrast civilizations with other forms of human communities
★To explore when, where, and how the First Civilizations arose in human history
★To explore how the emergence of civilizations transformed how humans lived and how their societies were structured
★To show the various ways in which civilizations differed from one another
★To explore the outcomes of the emergence of civilizations, both positive and negative, for humankind
Essential Questions:
1. What distinguished civilizations from other forms of human community?
2. How does the use of the term “civilization” by historians differ from that of popular usage? How do you use the term?
3. “Civilizations were held together largely by force.” Do you agree with this assessment, or were there other mechanisms of integration as well?
4. In the development of the First Civilizations, what was gained for humankind, and what was lost?
Agenda:
1. DO NOW: Pick up document packet from front. This will be due right after the quiz. Prep for Reading Check Quiz Chapter 3. Remember to have your hand written notes (especially the terms and definitions from the Target Sheet).
2. READING CHECK QUIZ - Chapter 3 - First Civilizations
3. Analyze documents from Unit 1. Due at the end of the period.
Assignment:
Unit 1 FRQ is due on Friday.
Begin to study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1. Test over Unit 1 is Wed/Thu.
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| And they will probably last a little longer... |
Tuesday, Sep 17, 2013
Quote: "No matter how closely you examine the water, glucose, and electrolyte salts in the human brain, you can't find the point where these molecules became conscious." - Deepak Chopra
Learning Targets:
★To establish the relationship between the First Civilizations and the Agricultural Revolution
★To contrast civilizations with other forms of human communities
★To explore when, where, and how the First Civilizations arose in human history
★To explore how the emergence of civilizations transformed how humans lived and how their societies were structured
★To show the various ways in which civilizations differed from one another
★To explore the outcomes of the emergence of civilizations, both positive and negative, for humankind
Essential Questions:
1. What distinguished civilizations from other forms of human community?
2. How does the use of the term “civilization” by historians differ from that of popular usage? How do you use the term?
3. “Civilizations were held together largely by force.” Do you agree with this assessment, or were there other mechanisms of integration as well?
4. In the development of the First Civilizations, what was gained for humankind, and what was lost?
Agenda:
1. DO NOW: In what ways did Egypt and Mesopotamia differ from one another? (Also: How were the Indian and Chinese river valley civilizations similar/different?)
2. Notes & Discussion: How to write the Comparative FRQ.
Assignment:
Unit 1 FRQ is due on Friday.
Begin to study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1. Test over Unit 1 is Wed/Thu.
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| Eurasian Empires is the topic of Chapter 4. "Use the force, young ones." |
Wednesday, Sep 18, 2013 & Thursday, Sep 19, 2013
Quote: "Everything we do, every thought we've ever had, is produced by the human brain. But exactly how it operates remains one of the biggest unsolved mysteries, and it seems the more we probe its secrets, the more surprises we find." - Neil deGrasse Tyson
★To establish the relationship between the First Civilizations and the Agricultural Revolution
★To contrast civilizations with other forms of human communities
★To explore when, where, and how the First Civilizations arose in human history
★To explore how the emergence of civilizations transformed how humans lived and how their societies were structured
★To show the various ways in which civilizations differed from one another
★To explore the outcomes of the emergence of civilizations, both positive and negative, for humankind
Essential Questions:
1. What distinguished civilizations from other forms of human community?
2. How does the use of the term “civilization” by historians differ from that of popular usage? How do you use the term?
3. “Civilizations were held together largely by force.” Do you agree with this assessment, or were there other mechanisms of integration as well?
4. In the development of the First Civilizations, what was gained for humankind, and what was lost?
Agenda:
1. DO NOW: Prep for Unit 1 TEST. You will have 1/2 the period for the test. No extra time.
2. Document Study Chapter 4: After the test, pick up the Chapter 4 Documents, read & annotate.
3. Introduction to Unit 2 & Chapter 4 - Eurasian Empire. What is Empire?
4. Unit 1 FRQ: Discuss any questions that students may have regarding the FRQ due on Friday over Unit 1.
Assignment:
Unit 1 FRQ is due on Friday.
Begin to study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1. Quiz over Chapter 4 is Monday.
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| "Occupy Dock Bay" - The Stormtroopers unionize. There goes the empire! |
Friday, Sep 20, 2013
Quote: "Science is nothing but perception." - Plato
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. Do you think that the classical empires hold “lessons” for the present, or are contemporary circumstances sufficiently unique as to render the distant past irrelevant?
Agenda:
1. DO NOW: Prepare your FRQ to be handed to Mr. Duez. Unit 1 FRQ
2. Chapter 4 Documents: Cooperative teams - discuss the Chapter 4 documents.
3. Crash Course World History #4 - Persians & Greeks
Assignment:
Begin to study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1. Quiz over Chapter 4 is Monday.
Chapter 3 - First Civilizations - Learning Targets
Chapter 3 - First Civilizations - Learning Targets
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| Early Civilizations - Notice any geographic patterns? |
Notes - Unit 1 - Chapter 1 - First Humans
YouTube: Chapter 1 - First Humans
Mr. Duez Notes - Chapter 1: First Humans
Mr. Duez Notes - Chapter 1: First Humans
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| Dr Alice Roberts - Anatomist, Anthropologist, TV Presenter, Awesome. |
Rock Art Project
On Wed/Thu and Friday of this week, students will be focusing on telling their own personal story. First we will create a simple & small rock art poster. Then we will write a personal narrative history. Directions are included on this presentation. All work will be done in class.Unit 1 is, by far, the easiest and simplest unit we study. Remember, we are in a "flipped" class so the lectures and learning we would typically be doing in class are going to be on the website (more videos will be uploaded tonight and all of 1-3 will be completed this weekend - the test is Wed/Thu). Getting to know each other in a deeper and more meaningful way in the first two weeks will pay dividends down the road. When we are really sinking our teeth into the difficult portions of world history, we will be able to help each other. Plus, this can be a lot of fun. We certainly all work hard enough to enjoy a little time in class as well, right?
PRESENTATION-WHAP-UNIT-1-ROCK-ART-PROJECT
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| The Rock Art of the San (Africa). |
Agenda: Week of Sep 9 - Sep 13, 2013
Advanced Placement World History with Mr. Duez
Unit 1 - First Things First, to 500 BCE
Ch. 1 First Humans, Ch. 2 First Farmers, Ch. 3 First Civilizations
WEEK AT A GLANCE:MON: Reading Check Quiz CH 1 & 2; Andrew Marr's "Survival" (first few min)
TUE: Guns, Germs, & Steel: Episode I "Out of Eden"
WED/THU: Unit 1 Document Study; Competitive Quizzing
FRI: Review Essays from 6 Glasses Test; Talk about FRQ strategies
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Monday, Sep 9, 2013
Quote: “People often say that motivation doesn't last. Well, neither does bathing – that’s why we recommend it daily.” - Zig Ziglar
Learning Targets:
To familiarize students with the spread of human societies in the Paleolithic era
To explore the conditions of life in gathering and hunting societies
To examine factors that eventually led to change in the gathering and hunting societies
Essential Questions:
1. What is the significance of the Paleolithic era in world history?
2. In what ways did various Paleolithic societies differ from one another, and how did they change over time?
3. What statements in this chapter seem to be reliable and solidly based on facts, and which ones are more speculative and uncertain?
4. How might our attitudes toward the modern world influence our assessment of Paleolithic societies?
5. In what ways, and why, did Chumash culture differ from that of the San?
6. Why did some Paleolithic peoples abandon earlier, more nomadic ways and begin to live a more settled life?
Agenda:
1. DO NOW: Prep for Reading Check Quiz. You may use any hand written notes. NOTHING PRINTED.
2. Reading Check Quiz - Chapter 1 and Chapter 2
3. Andrew Marr's "History of the World" Episode 1 "Survival" (we'll see the first 10 minutes or so and discuss, relating to Strayer)
Andrew Marr introduces his "History of the World" - his book
Assignment:
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes Mr. Duez has posted.
Unit 1 Test is next Wed/Thu
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Tuesday, Sep 10, 2013
Quote: "If you want to achieve excellence, you can get there today. As of this second, quit doing less-than-excellent work." - Thomas J. Watson
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| GGAS - Much better than having to read the book! |
Learning Targets:
To make students aware that agriculture evolved independently in several regions of the world
To trace the development of agriculture and its local variations
To consider the social implications of the Agricultural Revolution
Essential Questions:
1. The Agricultural Revolution marked a decisive turning point in human history. What evidence might you offer to support this claim, and how might you argue against it?
2. How did early agricultural societies differ from those of the Paleolithic era? How does the example of settled gathering and hunting peoples such as the Chumash complicate this comparison?
3. Was the Agricultural Revolution inevitable? Why did it occur so late in the story of humankind?
4. “The Agricultural Revolution provides evidence for ‘progress’ in human affairs.” How would you evaluate this statement?
5. What accounts for the emergence of agriculture after countless millennia of human life without it?
6. What different kinds of societies emerged out of the Agricultural Revolution?
Agenda:
1. DO NOW: Viewing Guide: Copy the questions on the overhead for Guns, Germs, and Steel.
2. Video Study: Guns, Germs, and Steel, episode 1: "Out of Eden." Students will watch the video and take notes. Students should also answer the questions from the DO NOW in their notes. We will discuss the video throughout.
Assignment:
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes Mr. Duez has posted.
Unit 1 Test is next Wed/Thu
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Wednesday, Sep 11 & Thursday, Sep 12, 2013
Quote: "Adversity is the state in which man mostly easily becomes acquainted with himself, being especially free of admirers then." - John Wooden
Learning Targets:
Understand the need for art in the human condition and its purpose in facilitating imagination, knowledge, and understanding.
Essential Questions:
1. Why did paleolithic peoples create cave rock art?
2. What is it about the human condition that makes us want to connect with previous and future generations?
3. What is history?
Agenda:
1. DO NOW: What is history?
***First finish the discussion & video on Guns, Germs, and Steel.***
2. Intro Rock Art Project.
3. Project: Work on your design on a regular sheet of paper. Then we will transfer it over to brown paper bag (to represent the "Rock"). Each class will have a "Rock Wall" outside of the classroom.
4. Present Rock Art Projects.
This day may seem like we aren't doing history, however it is my opinion that to do great work in this class we need to be comfortable. We need to know each other well. The project will help introduce everyone and share our diverse interests and talents. Plus, learning about leaving a legacy, art history, and taking time to be creative is always important in life. Remember, we are in a "flipped" classroom. This means that you will need to be working at home on Strayer and watching the video lectures. In class we are making big connections, working on writing, and working cooperatively to understand history deeply.
Assignment:
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes Mr. Duez has posted.
Unit 1 Test is next Wed/Thu
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Friday, Sep 13, 2013
Quote: "Very superstitious, nothin' more to say
Very superstitious, the devil's on his way
Thirteen month old baby broke the lookin' glass
Seven years of bad luck, good things in your past"
- Stevie Wonder, Superstition
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| Are you 'very superstitious'? |
1. Understand that the Comparative Essay is one of three FRQ questions on the AP Exam.
2. A direct comparison means that you will connect both topics that you are comparing in each paragraph.
3. You must describe both similarities & differences; as well as analyze WHY many of them exist.
4. The thesis statement is the key to the entire essay. It is the answer to the prompt. Without a thesis statement, your essay will not be given a score.
5. There are literally no wrong thesis statements. You either prove them with your evidence, or you have fallen short of the mark and have been unconvincing.
Essential Questions:
1. Why do we write in history?
2. How do historians write?
3. What do I do if the prompt seems completely VAGUE?
Agenda:
1. DO NOW: Pick up the AP Acronyms Handout & FRQ Essay Assignment - due Next Friday in class completed.
2. Review the 6 Glasses essays. Discuss best practices, show examples of great work. Emphasis on Thesis and the "Comparative Essay."
3. Cover the key points to the WHAP-COMPARISON-ESSAY-INTRO-THESIS notes on writing.
Assignment:
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes Mr. Duez has posted.
Unit 1 Test is next Wed/Thu
FRQ is due next Friday. It is to be completed out of class and will be turned in as soon as class begins.
WHAP Success Form
WHAP Success Form
Click the Read More link below to see the success form embedded in the page, or the link above to open it.
Click the Read More link below to see the success form embedded in the page, or the link above to open it.
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