Agenda: Week of Oct. 26, 2015

Advanced Placement World History with Mr. Duez
Unit 3 - Age of Accelerating Connections, 500 - 1500 
Chapter 8 & 9 - Commerce, China, East Asian Connections
WEEK AT A GLANCE:
MON: Reading Check Quiz - Chapter 9; Review Quiz; China: Sui Dynasty & Grand Canal; Tang & Song Dynasties Compared
TUE: China's impact on their neighbors: Vietnam, Korea, & Japan; Visual Sources Ch 9
WED/THU: TEST CH 8 & 9: FRQ Comparative: focus - direct comparisons, evidence, & analysis
FRI: The Confusing World of European Christiandom
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Monday, Oct. 26, 2015
Quote: "He Who Knows Others Is Wise. He Who Knows Himself Is Enlightened." - Tao Te Ching

Learning Targets:
• Explain the development of China as “superpower” among the third-wave civilizations.
• Analyze the impact of China’s deep influence on East Asia.
• Describe the ways in which interaction with other peoples had an impact on China.
• Examine modern assumptions about China and determine the root of that perception.

 Essential Questions:
1. How did China influence the world beyond East Asia? 
2. How was China itself transformed by its encounters with a wider world?
3. In what different ways did Korea, Vietnam, and Japan experience and respond to Chinese influence?
4. In what different ways did Japanese and Korean women experience the pressures of Confucian orthodoxy?

Agenda:
1. Reading Check Quiz Chapter 9. (Students may use their notes from Chapter 9)
2. DO NOW after quiz - In what ways did Tang and Song dynasty China resemble the classical Han dynasty period, and in what ways had China changed?
3. Review Quiz
4. Notes, Video, & Discussion: China Part I 
5. Video from Engineering an Empire: China - The building of the Grand Canal (9 minutes) Video  focus on unification of China through a giant series of canals that united northern & southern regions. It is over 1,000 miles in length & it created a booming economic explosion in China.

Assignments:
Test is Wed/Thu. Prepare by using the "Notes" link above. Also read Ch. 8 & 9. Use the Strayer Companion Site. Use GetaFive.com. Use Quizlet.com. Study with a trusted friend or 2. Come to tutoring. Good luck!
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Tuesday, Oct. 27, 2015
Quote: "I haven’t failed. I've just found 10,000 ways that won’t work.” - Thomas Edison

 Learning Targets:
• Explain the development of China as “superpower” among the third-wave civilizations.
• Analyze the impact of China’s deep influence on East Asia.
• Describe the ways in which interaction with other peoples had an impact on China.
• Examine modern assumptions about China and determine the root of that perception.

 Essential Questions:
1. What assumptions underlay the tribute system?
2. How did the tribute system in practice differ from the ideal Chinese understanding of its operation?
4. How did the Chinese and their nomadic neighbors to the north view each other?

Agenda:
1. DO NOW: How did the tribute system in practice differ from the ideal Chinese understanding of its operation?
2. Notes, Discussion, Video: China & East Asian Neighbors, Part II
Coping with China: Comparing Korea, Vietnam, & Japan
3. Visual Sources: Chapter 9 Asia. These are also highlighted in the notes. So be sure to look them over before the test.

Assignments:
Test is Wed/Thu. Prepare by using the "Notes" link above. Also read Ch. 8 & 9. Use the Strayer Companion Site. Use GetaFive.com. Use Quizlet.com. Study with a trusted friend or two. Come to tutoring. Good luck!
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Wednesday, Oct. 28, 2015 - and - Thursday, Oct. 29, 2015

 Quote: ”It is the mark of an educated mind to be able to entertain a thought without accepting it.” - Aristotle

 Learning Targets:
• Explain the development of China as “superpower” among the third-wave civilizations.
• Analyze the impact of China’s deep influence on East Asia.
• Describe the ways in which interaction with other peoples had an impact on China.
• Examine modern assumptions about China and determine the root of that perception.

 Essential Questions:
1. How did China influence the world beyond East Asia? 
2. How was China itself transformed by its encounters with a wider world?
3. In what different ways did Korea, Vietnam, and Japan experience and respond to Chinese influence?
4. In what different ways did Japanese and Korean women experience the pressures of Confucian orthodoxy?

Agenda:
1. DO NOW: Prep for Test - Ch. 8 & 9
2. Test - Ch. 8 & 9
3. FRQ Comparison: Focus on direct comparisons, evidence, & analysis.

Assignments:
Begin reading Chapter 10 - European Christendom. Quiz is on Monday. Check the Notes tab at the top of the screen for more information that can help, including the Target Sheet.
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Friday, Oct. 30, 2015
Quote: “If opportunity doesn't knock, build a door.” - Milton Berle

  Learning Targets:
• Explain the changes that occur in European society after the breakup of the Roman Empire
• Compare the diverse legacies of Rome in Western Europe and the Byzantine Empire
• Describe medieval European expansion and analyze the factors that led to its development
• Analyze the evolution of Europe from backward medieval Europe relative to other civilizations, and the steps by which it caught up 

 Essential Questions:
1. How did the histories of the Byzantine Empire and Western Europe differ during the era of third-wave civilizations?
2. What accounts for the different historical trajectories of these two expressions of Christendom?
3. In what respects did Byzantium continue the patterns of the classical Roman Empire? In what ways did it diverge from those patterns?
4. How did Eastern Orthodox Christianity differ from Roman Catholicism?
5. In what ways was the Byzantine Empire linked to a wider world?

  Agenda:
Assignments:
Read Chapter 10 - European Christendom. Quiz is on Monday. Check the Notes tab at the top of the screen for more information that can help, including the Target Sheet.
on

Agenda: Week of Oct. 19, 2015

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 - Reading Check Quiz Chapter 8
TUE - Silk/Sea Roads, Document Study - Marco Polo
WED/THU - Silk/Sea Roads, Document Study - Ibn Battuta; 
FRI - Ch 8 Commerce & Intro to Ch 9 China & The World (East Asian Connections)

 QUIZ - NEXT MON. OVER CH. 9
TEST NEXT WED/THU OVER CH 8 & 9
Trading routes like this one traversed very long distances in this Third Wave of Civilization.
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Monday, Oct. 19, 2015
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. Review the Quiz.

 Assignments:
Read the notes over Chapter 8 and 9. 
Quiz over CH 9 is next Monday.
Test is next week -> Wed/Thu Oct 29  & 30.
To prepare for class tomorrow & on Wed/Thu:
Read the documents on pages 359-366 
The Travels of Marco Polo, 1299 by Marco Polo 
-and- 
Travels in Asia and Africa, 1354 by Ibn Battuta.
Merchants, Commerce, Trade, and $.
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Tuesday, Oct. 20, 2015
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: Pick up the document study from Chapter 8: Polo & Battuta Read Polo "A"
2. Document Study & Cooperative Group Discussion: Students will sit in groups of 4-5 and cooperatively discuss Marco Polo's Travels. After small group discussion, the class will walk through the discussion questions and also examine larger issues.
3. NOTES: CH 8 - Silk, Sand, & Sea Roads

 Assignments:
Read the notes over Chapter 8 and 9. 
Quiz over CH 9 is next Monday.
Test is next week -> Wed/Thu Oct 29  & 30.
To prepare for class tomorrow & on Wed/Thu:
Read the documents on pages 359-366 
The Travels of Marco Polo, 1299 by Marco Polo 
-and- 
Travels in Asia and Africa, 1354 by Ibn Battuta.
Pre-Columbian Trade in the Americas was more like a "Web" rather than the strong roads of Afro-Eurasian trade. They did trade over long distances - however, it was not a vigorous amount of trade, in comparison to AfroEurasia.
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Wednesday, Oct. 21 & Thursday, Oct. 22, 2015
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: Use the document study from Chapter 8: Polo & Battuta Read Battuta "B"
2. Document Study & Cooperative Group Discussion: Students will sit in groups of 4-5 and cooperatively discuss Ibn Battuta's Travels. After small group discussion, the class will walk through the discussion questions and also examine larger issues.
3. NOTES, VIDEO, & DISCUSSION: CH 8 - Silk, Sand, & Sea Roads

Assignments:
Read the notes over Chapter 8 and 9. 
Quiz over CH 9 is next Monday.
Test is next week -> Wed/Thu Oct 29  & 30.
The Trung Sisters of Vietnam!
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Friday, Oct. 23, 2015
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: How did trade and commerce differ in The Americas compared to Eurasia during the Age of Accelerated Connections?
2. Notes, Discussion, Video: Crash Course WH: Silk Road Trade & Ancient Trade
Discuss video and how it connects with the chapter
3. Notes, Discussion, Video: Chapter 9 "East Asian Connections"

 Assignments:
Read the notes over Chapter 8 and 9. 
Quiz over CH 9 is next Monday.
Test is next week -> Wed/Thu Oct 29  & 30.
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Agenda: Week of October 12th, 2015

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.
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Monday, Oct 14, 2013 - NO SCHOOL
Yeah, kinda like that.
PSAT This Week on Wednesday
Bell Schedule this Week:
WEDNESDAY:
Testing: 7:25 – 11:15
2nd Pd: 11:22 – 11:50 (ADA 11:40) [~30 min]
4th Pd: 11:57 - 1:44  -- Lunch C: 12:48 - 1:15 [90 min]
6th Pd: 1:51 - 2:45 [55 min]

THURSDAY:
All Students normal Thursday Late Arrival
1st Pd: 9:25 – 10:25 [1 hr]
3rd Pd: 10:32 – 11:20 (ADA 10:50) [~50 min]
5th Pd: 11:27 – 1:20 
7th Pd 1:27 – 2:45 [1 hr 15 min]

FRIDAY - PEP RALLY SCHEDULE
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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

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?
4. Question for discussion & 4 Corners:
Which area of the world would have been best to live in during Unit 3 - from what you can tell from this video?

  • The Mongol Empire
  • Western Europe after the fall of Rome
  • Russia
  • The Islamic World
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

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.
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Agenda: Oct. 5, 2015

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 
TUE - Patriarchy & Social Inequalities of the Classical Age; Summary/Review of 500 BCE - 500 CE - The Classical Age, The Second Wave Civilizations
WED/THU - TEST Unit 2 (Chapters 4, 5, 6); Review FRQ Comparative Essay Results/Rubric/Feedback
FRI - CH 7: Classical Variations: Do you agree: “The histories of Africa & the Americas during the classical era largely resemble those of Eurasia.” 
There are big differences between China & India, but they both have a system of social hierarchy.
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Monday, Oct 5, 2015
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: 
3. Review Quiz 

 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 6, 2015
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:  Answer the question as best as you can.
“Social inequality was both accepted and resisted in classical civilizations.” '
What evidence might support this statement?
2. Review Comparing Cultural Traditions and Social Inequalities of Classical Era Empires.

Assignments:
Test for Unit 2 is 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 7, 2015 & Oct 8, 2015
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. Pass back Unit 1 - Comparative FRQ. Discuss.

 Assignments:
Quiz next Tuesday, Oct. 13 Over CH 7;
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
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Friday, Oct 9, 2015
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: Do you agree with this statement? Explain why or why not.
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.”

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

 Assignments:
Quiz next Tuesday, Oct. 13 Over CH 7;
Check the notes, YouTube lectures, and work on the Target Sheets to prepare.
on

Agenda: Week of Sept 28, 2015


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
TUE - Andrew Marr's History of the World, Part 3: "The Sword & the Word"
WED/THU - Finish Marr Part 3 "Sword & Word" -and- Hinduism & Buddhism; Slavery; Document Analysis
FRI - Caste (India) & Class (China) compared; Document Analysis Han China & Roman Empire
"We made the buttons look so good, you'll want to lick your screen." - 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.
The Passion of St. Perpetua - one of the oldest & most notable early Christian texts. Survives in Latin & Greek forms, & purports to contain the actual prison diary of the young mother and martyr Perpetua. 
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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.
Word Dog.
__________________________________________
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.
--if necessary-- Finish Andrew Marr from last time.
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.
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Happy Mountain Day!

Every year at my alma mater, Juniata College, we celebrate Mountain Day. It is a surprise announcement and quite an awesome relief! It is traditions like this one that made college so much fun and so rewarding. 

 Happy Mountain Day!
Established: 1896

Mountain Day is the oldest tradition at Juniata, in existence in some form since the late 1800s. On a beautiful fall day, classes are canceled and everyone flocks to one of the state parks in the area for a day of outdoor fun including a picnic lunch, nature walks, crafts, music, tug-of-war, and the spirited faculty/staff vs. seniors co-ed flag football game.

The most unique element of Mountain Day is that no one knows in advance when it is going to occur! 

 Trying to guess the date of Mountain Day is one of the most-popular topics of conversation among the students and faculty in the weeks leading up to the event.

On a side note, this was also the VERY toughest day of football practice every year. The football team doesn't get the day off from practice, so we always had to return early to hit the practice field. There were a lot of moans and groans during warm ups. The entire campus was still empty and we knew that everyone else's Mountain Day was a lot longer than ours. Still I wouldn't change a thing.

 For more information on Juniata College, click here.
They must enjoy Mountain Day now, for at JC "Winter is Coming."
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