Level Drop Deadline Monday, Sept. 19 by 3:00

Or going
Go? Stay? Trouble? Or Double?
The time has come to think about the question made famous by the 1982 song by The Kinks, Should I Stay or Should I Go?

If you have any questions, please do let me know. :) 

 It is best to make a decision and stick with it. A commitment is important to accomplish the type of learning that you will need to be successful on the AP Exam in May.

1. Level drops will ONLY be allowed at:
3-week mark,
6-week mark,
And at semester. 
NO changes will be made at other times during the year.
2. The first level drop deadline is Monday, September 19. 
Students must submit forms to their House Counselor no later than 3:00 pm on Monday, September 19 for the requested change to be made.

3. The level drop process begins with the teacher. 
Students must get a form from the teacher.
Skateboarding prof.: PhD in Righteousness

4. When a student requests a level drop form, parent contact will be necessary before the form can be handed out to the student.
There will be a discussion of their student's request and/or progress in the class.

5. Students can request a form at any time and may turn it into their counselor any time beginning the first day of school. However, schedule changes will not be made until September 19.

The only level drops that will be considered are those from a 5.0 class to a 4.0 class.

For example, Physics to POP is NOT considered a level drop.
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Agenda: Week of Sept. 5-9, 2016

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: LABOR DAY - NO SCHOOL
TUE: Reading Check Quiz CH 1 & 2; Quiz Review
WED/THU: Documentary: Guns, Germs, & Steel: Episode I "Out of Eden" with questions; at the end of the period, students will get the article: The Worst Mistake in the History of the Human Race
Due Friday.
FRI: Pick up: The Worst Mistake in the History of the Human Race article after brief discussion. Finish Guns, Germs, and Steel; Discuss Early Humans, evolution of farming, and the first civilizations (Ch 3). Emphasis on the San/Chumash comparison, Neolithic Revolution, & Egypt-Mesopotamia Comparison

ASSIGNMENTS AT A GLANCE:
Quiz this Tuesday - CH 1 & 2
Article The Worst Mistake in the History of the Human Race due Friday
Quiz over CH 3 on Monday of next week.
Unit 1 Test (CH 1, 2, & 3) is next Wed/Thu
Watch the video notes & view Presentations Mr. Duez has posted
Chumash of Southern California
______________________________________________
Monday, Sept. 5, 2016
LABOR DAY - NO SCHOOL
______________________________________________
Tuesday, Sept. 6, 2016
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 & Chapter 2

 3. Review quiz answers in class.

Assignment:
Quiz on Chapter 3 is Monday.
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes & view Presentations Mr. Duez has posted
Unit 1 Test is next Wed/Thu
_________________________________________________
Wednesday, Sept. 7, 2016 -and- Thursday, Sept. 8, 2016
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
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.

 3. Diamond article: The Worst Mistake in the History of the Human Race - We will discuss the article on Friday after viewing Guns, Germs, and Steel 

Assignment:
Diamond article: The Worst Mistake in the History of the Human Race due Friday
Quiz on Chapter 3 is Monday.
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes & view Presentations Mr. Duez has posted
Unit 1 Test is next Wed/Thu
"How come white man have so much cargo, yet can't shoot a bow?" - might not be a direct quote :)
______________________________________________
Friday, Sept. 9, 2016
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: Prep The Worst Mistake in the History of the Human Race article and prepare to turn in to Mr. Duez.

2. Finish 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.

3. Discuss documentary & finish read/annotate Diamond.

4. Discuss What Accounts for the initial breakthrough into civilization?
Emphasis on the San/Chumash comparison, Neolithic Revolution, & Egypt-Mesopotamia Comparison

Assignment:
Quiz on Chapter 3 is Monday.
Read Chapters 1, 2, and 3. Use the Target Sheet. Learn the definitions.
Watch the video notes & view Presentations Mr. Duez has posted
Unit 1 Test is next Wed/Thu

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Agenda: Week of Sept. 12 - 16, 2016

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:
MON: Reading Check Quiz Chapter 3; Review Quiz
TUE: Unit 1 - Reviewing the big picture: River Valley Civilizations Compared
WED/THU: TEST UNIT 1 - Chapters 1, 2, and 3; FRQ Prompts: Compare & contrast
Preview: Unit 2 - Introduction: Empires of the Classical World, Strayer's Second Wave of Civilizations; For Fri: Compare the Athenian & Persian Empires according to political, social, & economic factors.
FRI: Tips & Tricks: How to write the FRQ - The Comparative Essay; Preview Chapter 4 for Monday's Quiz.

 ASSIGNMENTS AT A GLANCE:
WED/THU: TEST UNIT 1 - Chapters 1, 2, and 3; Comparative FRQ Prompts on Test

 Next week:
Quiz over Chapter 4 is on Monday, Sept. 21st
Study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1
For Fri: Unit 2: Compare the Athenian & Persian Empires according to political, social, & economic factors.
Yeah, it's kinda like that.
________________________________________
Monday, Sept 14, 2015
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: Prep for the reading check quiz over Chapter 3. You can use your handwritten notes.

 2. READING CHECK QUIZ - Chapter 3 - First Civilizations

 3. Review the quiz

 Assignment:
Test is Wed/Thu over Unit 1; Plus FRQ Comparative Prompts
Study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1
And they will probably last a little longer...
________________________________________
Tuesday, Sept 15, 2014
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, Video, & Discussion: 
Chapter 3 - Comparing the River Valley Civs
Crash Course World History: Mesopotamia
Crash Course World History: Indus River Valley Civilization

 Activity: Matching Cards -- River Valley Civilizations & Vocabulary/Concepts

3. Test Prep: Multiple Choice Questions - Best Practices.

 Assignment:
Test is Wed/Thu over Unit 1; Plus FRQ Comparative Prompts
Study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 1
Eurasian Empires is the topic of Chapter 4. "Use the force, young padawans."
________________________________________
Wednesday, Sept 16 & Thursday, Sept 17, 2015
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

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: Prep for Unit 1 TEST. 

 2. TEST UNIT 1: Chapters 1, 2, 3 of Strayer; Plus FRQ Comparative Prompts

 3. If time: Intro to Unit 2 & Chapter 4 - Eurasian Empire. What is Empire?
For Friday: Compare the Athenian & Persian Empires according to political, social, & economic factors.
Crash Course World History #4 - Persians & Greeks

 Assignment:
Quiz over Chapter 4 is on Monday.
Study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 2
For Friday: Compare the Athenian & Persian Empires according to political, social, & economic factors.
"Occupy Dock Bay" - The Storm troopers unionize. There goes the empire!
________________________________________
Friday, Sep 18, 2015
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: Compare the Athenian & Persian Empires according to political, social, & economic factors.

 2. Notes & Discussion: How to write the Comparative FRQ.

 3. Discuss: Direct comparisons. Students will write a direct comparison of Athenian & Persian political or social or economic factors.

 Assignment:
Quiz over Chapter 4 is on Monday.
Study the notes, YouTube lectures, Target Sheets, and information at this link for Unit 2
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Agenda: Week of August 29 - Sept. 02, 2016

Advanced Placement World History with Mr. Duez
Summer Reading Unit - Standage - Six Glasses
-and-
Strayer Unit 1: First Humans, Chapters 1, 2, & 3
Week at a Glance:
MON - 6 Glasses Epilogue: Water: Read/Annotate & Discuss. 
Review of Themes of World History, Periodization, & Historical Thinking Skills. 
Meet the author - Standage Video - CBS Sunday Morning - A Drink To History 
TUE - Coca-Cola and Globalization & American Dominance in the 20th Century; 
Matching pairs concept review for the test
FRI - Article: First Humans due; Socratic Discussion; How to prepare for Quiz over Ch. 1 & 2
-------
Assignments At a Glance:
Fill out the student survey. This is your first grade - due by end of day Tuesday.
This Wed/Thu: Test over Summer Reading - Six Glasses by Tom Standage
This Friday - Article due in class with Socratic Seminar
MON next week - Quiz Chapter 1 & 2 of Strayer
------------------------------------------------------------
Monday, August 29, 2016
Quote: "I am a great believer in luck. I find that the harder I work, the more I have of it." - Thomas Jefferson

Targets:
Examination of the major themes of WHAP:
The course covers these 6 themes:
Theme 1: Interaction Between Humans and the Environment
Theme 2: Development and Interaction of Cultures
Theme 3: State-Building, Expansion, and Conflict
Theme 4: Creation, Expansion, and Interaction of Economic Systems
Theme 5: Development and Transformation of Social Structures

1. How was beer "essential" to human civilization?
2. How did the use of wine in Roman culture differ from that of ancient Greece?
3. Why do Christians Drink Wine and Muslims Do Not?
4. How did Columbian Exchange change the globe?
5. What is colonization and how to British imperial power change the world?
6. How does 'coca-colonization' explain American dominance in the 20th century?

Agenda:
1. DO NOW - Pick up the 6 Glasses Epilogue: Water from the front desk. Annotate. (10 min)
2. Discuss the epilogue: Do you agree with Standage that the most important drink of the present and future is WATER?
3. SPICE CHART: Students will get a SPICE chart. They should use this for each of the six drinks, but especially to compare 2 of them. This will help them study for the test and also prepare for any kind of essay prompt. And it emphasizes the 5 themes of AP  World History: Social, Political, Interaction, Culture, Economics.
Mark Phillips speaks with Tom Standage, the author of "A History of the World in 6 Glasses," about the influence of beer, wine, spirits, coffee, tea and cola from the stone-age until the present.

Assignment: 
Fill out the student survey. This is your first grade - due by end of day Tuesday.
Watch the YouTube Lectures over Six Glasses, take notes. Prepare for the Text on Wed/Thu
Bring your notes, 3 ring binder, and your brain to class. We will use them in class each day. 
The symbol for "Beer" -- ancient Sumerian writing. (The symbol is a clay pot)
__________________________________________
Tuesday, August 30, 2016
Quote: "Luck is the IDOL of the IDLE." - Proverb

Targets:
Examination of the major themes of WHAP:
The course covers these 6 themes:
Theme 1: Interaction Between Humans and the Environment
Theme 2: Development and Interaction of Cultures
Theme 3: State-Building, Expansion, and Conflict
Theme 4: Creation, Expansion, and Interaction of Economic Systems
Theme 5: Development and Transformation of Social Structures

1. How was beer "essential" to human civilization?
2. How did the use of wine in Roman culture differ from that of ancient Greece?
3. Why do Christians Drink Wine and Muslims Do Not?
4. How did Columbian Exchange change the globe?
5. What is colonization and how to British imperial power change the world?
6. How does 'coca-colonization' explain American dominance in the 20th century?

Agenda:
1. DO NOW - How does Coca-colonization explain American dominance in the 20th Century? 

2. Matching Pairs Quiz - Match words that should be associated with each of the six drinks Standage refers to in his book? (Example, Age of Reasoning = Coffee)

Part A: Match with cards that have the pairs on them. Students will do this in groups and discuss their matches. 
Part B: Match with a Presentation that will step through the matches on the screen.

3. Video review: We'll watch video clips that emphasize the importance of each drink/epoch-time period of history. Mr. Duez will ask questions to check for learning to be sure students understand the main eras and associated historical impacts.

Assignment: 
Fill out the student survey. This is your first grade - due by end of day Tuesday.
Watch the screencasts over Six Glasses, take notes. Prepare for the Text on Wed/Thu
Bring your notes, 3 ring binder, and your brain to class. We will use them in class each day. 
__________________________________________
Wednesday, Aug 31, 2016 & Thursday, Sept 1, 2016
Quote: "Unless you pay the price for success, you will not know it's worth." - Apoorve Dubey

How do we know our past, 
before writing?
Agenda:
1. TEST - Summer Reading - A History of the World in Six Glasses


Assignment: 
Article for Friday: First Humans "Finding the First Humans: When and how did the first humans arrive in the Americas?"
Quiz over Chapter 1 and 2 on Monday.

 Review the notes from Unit 1, either by presentation or Mr. Duez's video. Read Strayer Chapters 1 and 2. Use the Target Sheet for Unit 1. Know your vocabulary for the quiz - along with hand written notes.

Bring your notes, 3 ring binder, and your brain to class. We will use them in class each day. 
Monday is Labor Day. A day off of work to celebrate "work" & those that built this great country. #WorkersUnite
__________________________________________
Friday, Sept. 2, 2016
Quote: “Even if you’re on the right track, you’ll get run over if you just sit there." - Will Rogers

Part 1 - First Things First Beginnings in History, to 500 BCE
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 

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?

Agenda:
1. DO NOW - Prep the article First Humans to discuss in class and turn in afterwards.

2. Socratic Text Based Discussion in small groups of 4 students
Use your question, summary, and remember to refer to the text to discuss the article.

 Article: First Humans "Finding the First Humans: When and how did the first humans arrive in the Americas?"

3. Discuss how to prepare for the Quiz on Tuesday. Strayer - Chapter 1 & 2. 
Refer to the Success Plan 

Assignment: 
Use the Success Plan
Review the notes from Unit 1, either by presentation or Mr. Duez's video. 
Read Strayer Chapters 1 and 2. 
Use the Target Sheet for Unit 1. 
Know your vocabulary for the quiz - along with hand written notes.
Bring your notes, 3 ring binder, and your brain to class. We will use them in class each day. 

MONDAY IS LABOR DAY.
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Agenda: Week of Aug 22 - 26, 2016

Advanced Placement World History with Mr. Duez
Summer Reading Unit - Standage - Six Glasses
Week at a Glance:
MON - Welcome, Introductions, History Pre-Quiz.
TUE - Success Plan; First Nine Weeks Info; How to use the website; 6 Glasses Q & A
WED/THU - How to WHAP - through 6 Glasses: Periodization, Themes, & Historical Thinking with 6 Glasses
FRI - Quiz over Standage's 6 Glasses. Review the quiz results.
How to prepare for the test next Wed/Thu over the summer reading - Standage's 6 Glasses.

Syllabus
WHAP Introduction Information First 2 Weeks To Do List
WHAP Success Form - A checklist of "Things to Do" to achieve success in WHAP.
Tools: Blank SPICE CHART
WHAP this year APUSH next year. Advanced Placement moves you!
--------------------------------------------------------------
Monday, August 22, 2016
Quote: "Begin with the end in mind."

Unit: Introduction to Course: Summer Reading Discussion - A History of the World in 6 Glasses by Tom Standage

Targets:
1. Clearly understand the scope and procedures of WHAP.
2. Examine the major themes of the WHAP course.
3. Understand expectations regarding summer reading text.
4. WHAP Skills: Periodization, Themes, Historical Thinking Skills. Understand them and apply them to the summer reading Six Glasses.

Essential Questions:
1. What is World History?
2. What is Advanced Placement?
3. Why Standage and Six Glasses for summer reading and how that will help throughout the year?

Agenda:
1. DO NOW - Find your name on the screen & your seat in the classroom. 
Mr. Duez will post a set of questions on the screen for you to answer after the bell rings. He'll go through and call attendance while you do:

 WHO ARE YOU?

  • What is your name? 
  • Why did you decide to take AP World History?
  • What is your favorite restaurant to eat at?

2. Discuss the answers to the DO NOW questions with your partner. The partner will introduce you to the class & explain the answers you have chosen. So the partner needs to write down the responses. We will most likely finish these next class at the beginning in bigger classes.

 3. History Pre-Quiz. Using a sheet of paper, write down your answer to each question that is presented on the screen.

Assignment:
Fill out the student survey. Due on Tuesday of next week.
Watch the screencasts over Six Glasses, take note from Mr. Duez's presentations.
Bring your notebook, pens/pencils, and your brain to class. We will use them in class each day.
Bring questions you have over anything and ask them at any time.
Six Glasses: Quiz is on Friday. Test is next Wed/Thu.
Does Standage match each period with a drink, roughly? 
--------------------------------------------------------------
Tuesday, Aug 23, 2016
Quote: "A journey of a thousand miles begins with a single step." - Laozi

Unit: Introduction to Course And Summer Reading Discussion - A History of the World in 6 Glasses by Tom Standage

Targets:
Examination of the major themes of WHAP:
Theme 1: Interaction Between Humans and the Environment
Theme 2: Development and Interaction of Cultures
Theme 3: State-Building, Expansion, and Conflict (Political)
Theme 4: Creation, Expansion, and Interaction of Economic Systems
Theme 5: Development and Transformation of Social Structures
Mr. Duez created this "SPICE" rack this summer. NICE!
Essential Questions:
1. Which two of the six glasses that Standage refers to are the most similar? How & Why?
2. Which 2 are the most different? How & Why?
3. Can you group them in twos? How & Why?
4. Also discuss periodization through the summer reading:
5. Can you explain the major events from each period that can be tied back to each drink?

Agenda:
1. DO NOW: Pick up from the front table - Success Plan; First Nine Weeks Info
After attendance: Discuss each sheet that you picked up.

2. Video Clip: How to Use The Website, by Aidan Duez. (5 min) 
Discuss any questions after the video ends. 
Pull up the website, walk through how to find the resources needed to study.
Concentrate on how to prepare for the Six Glasses quiz on Friday & test next Wed/Thu.

3. Six Glasses Comparison: Students will discuss six glasses in terms of grouping the drinks. 

 A. Which have similar characteristics? 

 B. Which drinks contributed to world history in similar ways?

 C. Using the AP World History Themes (SPICE), group the six glasses & major issues by SPICE grouping. 

 D. Justify the theme & why it is essential for that time period in history.

Assignment:
Fill out the student survey. Due on Tuesday of next week.
Watch the screencasts over Six Glasses, take note from Mr. Duez's presentations.
Bring your notebook, pens/pencils, and your brain to class. We will use them in class each day.
Bring questions you have over anything and ask them at any time.
Six Glasses: Quiz is on Friday. Test is next Wed/Thu.
The beach and Six Glasses... two great things that work great together! That's why it's summer reading folks!
--------------------------------------------------------------
Wed. & Thu. Aug 24 & 25, 2016
Quote: “Great minds discuss ideas. Average minds discuss events. Small minds discuss people.” - Eleanor Roosevelt

Unit: Introduction to Course And Summer Reading Discussion - A History of the World in 6 Glasses by Tom Standage

Targets:
Examination of the major themes of WHAP:
Theme 1: Interaction Between Humans and the Environment
Theme 2: Development and Interaction of Cultures
Theme 3: State-Building, Expansion, and Conflict (Political)
Theme 4: Creation, Expansion, and Interaction of Economic Systems
Theme 5: Development and Transformation of Social Structures

Essential Questions:
1. How was beer "essential" to human civilization?
2. How did the use of wine in Roman culture differ from that of ancient Greece?
3. Why do Christians Drink Wine and Muslims Do Not?
4. How did Columbian Exchange change the globe?
5. What is colonization and how to British imperial power change the world?
6. How does 'coca-colonization' explain American dominance in the 20th century?

Agenda:
1. DO NOW: Which 2 six glasses that Standage refers to are the most similar? Explain How & Why? (Think in terms of WHAP Themes: S.P.I.C.E.)

 2. Students will be placed in six groups. Each group will have a question that they will write down and discuss. Prepare one answer for their question:
1. How was beer "essential" to human civilization?
2. How did the use of wine in Roman culture differ from that of ancient Greece?
3. Why do Christians Drink Wine and Muslims Do Not?
4. How did Columbian Exchange change the globe?
5. What is colonization and how to British imperial power change the world?
6. How does 'coca-colonization' explain American dominance in the 20th century?

 3. Periodization through Six Glasses:
I. Individual students will copy down the periods of world history written on the board. 

 Using their notes from the summer reading, they will pencil in each of the six glasses to where they correspond.

 II. Individual students will write the important historical events that occur during those time periods.

 III. Working in pairs, students will put their heads together to fill in anything they may be missing. We will also write each drink next to each period on the board. Then write the corresponding important events that may have occurred in those time periods. Students have a better understanding of how Standage's Six Glasses connect with world history.

 Discuss these questions in pairs and then as a full class:
A. What was the impact of beer and wine on world history? 
B. Explain what a spirit drink is and what is the significance of this drink on world history?
C. How is coffee a "revolutionary" drink?
D. How is Tea and Coca-Cola similar? 
E. Students will discuss the impact of trade on the globalization of the planet.

Assignment:
Fill out the student survey. Due on Tuesday of next week.
Watch the screencasts over Six Glasses, take note from Mr. Duez's presentations.
Bring your notebook, pens/pencils, and your brain to class. We will use them in class each day.
Bring questions you have over anything and ask them at any time.
Six Glasses: Quiz is on Friday. Test is next Wed/Thu.
History is many things to many people. To me, it is pretty awesome.
______________________________
Friday, Aug 27, 2016
Quote: “If opportunity doesn't knock, build a door.” - Milton Berle

Unit: Introduction to Course And Summer Reading Discussion - A History of the World in 6 Glasses by Tom Standage

 Targets:
Examination of the major themes of WHAP:
Theme 1: Interaction Between Humans and the Environment
Theme 2: Development and Interaction of Cultures
Theme 3: State-Building, Expansion, and Conflict (Political)
Theme 4: Creation, Expansion, and Interaction of Economic Systems
Theme 5: Development and Transformation of Social Structures

Essential Questions:
1. How was beer "essential" to human civilization?
2. How did the use of wine in Roman culture differ from that of ancient Greece?
3. Why do Christians Drink Wine and Muslims Do Not?
4. How did Columbian Exchange change the globe?
5. What is colonization and how to British imperial power change the world?
6. How does 'coca-colonization' explain American dominance in the 20th century?

Agenda:
1. DO NOW: Prep notes for the Quiz over Six Glasses.

 2. Quiz over Six Glasses.

3. Review the quiz & answers.

4. If time: How to succeed & survive in WHAP. Advice from students of the past in video form. :)
How will I survive WHAP? - A Google Search - Video YouTube
How to survive AP World History - a student perspective - Video YouTube

Assignment:
Fill out the student survey. Due on Tuesday of next week.
Watch the screencasts over Six Glasses, take note from Mr. Duez's presentations.
Bring your notebook, pens/pencils, and your brain to class. We will use them in class each day.
Bring questions you have over anything and ask them at any time.
Six Glasses: Quiz is on Friday. Test is next Wed/Thu.
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Summer Reading - Six Glasses

NOTES TO REVIEW AFTER READING THE BOOK: 
Six Glasses: Review & Info about AP World

Standage Marches Through History
The book needs to be completely read & understood by the first day of school.

QUIZ covering 6 Glasses - FRIDAY FIRST WEEK OF SCHOOL.
TEST over 6 Glasses - 2ND WEEK BLOCK DAY (WED/THU)

There is no better way to prove to your teacher that you are a serious & prepared student of history than to walk into class having mastered this book. 

6 Glasses is a fantastic way to experience the history of the world through one specific dimension - drink. You will learn a perspective on the world that will be invaluable in preparing you for the scope and depth of the course.

How can I get help throughout the summer?
You are not alone in this. Do not be shy about asking questions. Forming a study group that meets once or twice a month can also provide you with a push to complete the book. There is no better way to know something with depth and clarity than to help someone else understand it.

 Also - email Mr. Duez if you have any questions:
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Muhammad Ali - "The Greatest"

Muhammad Ali was "The Greatest"
Born: January 17, 1942, Louisville, KY
Died: June 3, 2016, Scottsdale, AZ
Three Time World Heavyweight Champion
Civil Rights Activists 
Member of the Nation of Islam
Refused to fight in Vietnam, 3 years of boxing prime taken as a result.
Houston Post refusing to use his name Muhammad Ali which he had changed 4 years prior.
"The Fight of the Century"
Ali vs. Frazier, Madison Square Garden in NY, March 8, 1971

One of the most famous and most recognizable humans on the planet.
The loudest man in the world, silenced by Parkinson's Disease

"The Greatest"
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Agenda: Last 2 weeks - May 23 - June 2, 2016

Advanced Placement World History with Mr. Duez
Genocide: Rwanda & Legacy; Local Houston History; Video Project
Review Week & Final Exams
WEEKS at a Glance:
Tue May 24 - Thu June 2
MON - Hotel Rwanda: Look back; Genocide Prevention; Video Project Discussion
TUE - Local Houston/Humble/Atascocita History
WED/THU - Extra Credit Due; Video Project Due; Local Houston/Humble/Atascocita History
FRI - Local Houston/Humble/Atascocita History; Review for Final Exams

FINAL EXAM SCHEDULE:
SENIOR FINALS
WED, May 25: 2-5-7
THU, May 26: 3-4-6
Week of  - Thursday, June 1-4
Last week of the school year...
MON - No School - Memorial Day
TUE - Finals 1-2-5
WED - Finals 3-6
THU - Finals 7-4
DONE! 
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Monday, May 23, 2016 
Quote: “People who see life as anything more than pure entertainment are missing the point.” - George Carlin

 Agenda:
1. DO NOW: Could a genocide ever happen in the United States? Why/Why Not?
2. Rwandan Genocide Notes, Video, & Discussion.
3. Rwanda Today: Video, Notes,  Discussion.
4. Video Project - Questions/Time to work in groups.
How can I do anything about it?
EndGenocide.org: 
“Never Again!” That’s what leaders in the United States and throughout the world declared after the Holocaust. Yet tragically, in Cambodia, Bosnia, Rwanda and Darfur millions of people lost their lives, lost their families or were forced to flee their homes. History doesn't have to keep repeating itself. The powerful movement in response to the Darfur genocide showed us that by acting together, we can compel our elected leaders to act on their responsibility to protect innocent men, women and children from brutal regimes. We believe that, working together, we can prevent mass atrocities and we can end genocide by:
  • Sounding the alarm and demanding action;
  • Stopping the enablers of genocide and mass atrocities; and
  • Making genocide prevention a core value in U.S. foreign policy.
Genocide Prevention Task Force (Part of the US Holocaust Museum):
The Genocide Prevention Task Force was launched in November 2007, and released its report to the public on December 8, 2008. Co-chaired by Madeleine K. Albright and William S. Cohen, the task force was co-convened by the US Holocaust Memorial Museum, The American Academy of Diplomacy, and the US Institute of Peace, and it was funded by private foundations. Its purpose was to spotlight genocide prevention as a national priority, and develop practical policy recommendations to enhance the capacity of the US government to respond to emerging threats of genocide and mass atrocities.
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Tuesday, May 24, 2016
Quote: "And we shall shine on, like the moon and the stars and the sun." - John Lennon

Agenda:
1. DO NOW: Why is Humble called Humble anyway?
2. Local History Unit: Discuss Houston, Humble, & Atascocita History.
3. Video Project: Discussion/Group work to prepare. Due Friday.
4. Discuss Final Exam in WHAP.
If Time Permits: AP Psychology Class Preview.
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Wednesday, May 25, 2016 & Thursday, May 26, 2016
Quote: "Any fool can criticize, condemn, and complain and most fools do." - Benjamin Franklin

Agenda:
1. DO NOW: Why is the Houston area a great place to live?
2. Local History Unit: Discuss Houston, Humble, & Atascocita History.
3. Video Project: Turn in and present
4. Discuss Final Exam in WHAP.
If Time Permits: Psychology Class Preview
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Friday, May 27, 2016
Quote: "To achieve great things, two things are needed: a plan, and not quite enough time." - Leonard Bernstein

Agenda:
1. Local History Unit: What will life be like for you in 30 years?
2. Psychology Class Preview
3. Discuss Final Exam in WHAP
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Monday, May 30, 2016
MEMORIAL DAY! 
NO SCHOOL
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Tuesday, May 31, 2016 -- Thursday, June 2nd, 2016
Quote: “As they say in my hometown, Don't Forget To Be Awesome." - John Green

Thanks for a GREAT SEMESTER! 

 Agenda:
1. Final Exams
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