Day:
|
1
|
Dates:
|
n/a
|
K.C. #:
|
n/a
|
Key
Concept:
|
This class
will lead to success if students do everything they are asked to the best of
their ability and maintain a positive attitude.
|
Our
Topic:
|
Former
student G.A. & A.B.
|
Required
Pre-Reading:
|
History of
the World in Six Glasses, by Tom Standage
|
Essential
Question(s):
|
What is
required for success in AP World History?
|
Material
to Master:
|
-Course Guide
-Website
-Expectations
|
Documents
to be utilized:
|
-Course Guide
-Syllabus
- http://www.whsliberalarts.org/apworldhistory.htm
|
In
Class:
|
Discuss
organization of class, expectations, and syllabus
|
Homework:
|
.video
|
Flashcards
|
-Migration from
Africa
-Paleolithic Period
-Hunter-forager
-Nomadic
-Irrigation
(include examples)
-Domestication
-Patriarchy
-Pastoralism
(include where)
-Agriculturalists
(include where)
-Specialization of
Labor (include why)
-Technological
innovations of the Neolithic Era (5 of them)
|
Period 1: to 600
BCE
Technological and Environmental
Transformation
AKA: Ancient
|
NOTE: disregard all assignment
instructions in web lessons
|
Day:
|
2
|
Dates:
|
to
600 BCE
|
K.C. #:
|
1.1,1.2,1.3
|
Key
Concept:
|
Archeological
evidence indicates that during the Paleolithic era, hunting-foraging bands of
humans gradually migrated from origins in East Africa to Eurasia, Australia,
and America, adapting their technology and culture to new climates.
|
Our
Topic:
|
Human
Migrations in the Paleolithic Era
|
Required
Pre-Reading:
|
|
Essential
Question(s):
|
ENV-4 Explain how environmental factors
influenced human migrations and settlements.
ENV-5 Explain how human migrations
affected the environment.
ENV-6 Explain how people used technology
to overcome geographic barriers to migration over time.
|
Material
to Master:
· Humans developed
increasingly diverse and sophisticated tools-including multiple uses of
fire-as they adapted to new environments. (1.1. I. A)
· Possibly as a
response to climatic change, permanent agricultural villages emerged first in
the lands of the eastern Mediterranean. Agriculture emerged independently in
Mesopotamia, the Nile River Valley, Sub-Saharan Africa, the Indus River
Valley, the Yellow River or Huang He Valley, Papua New Guinea, Mesoamerica,
and the Andes. (1.2. I. A)
· People in each
region domesticated locally available plants and animals. (1.2. I. B)
· Pastoralism
developed in Afro-Eurasian grasslands, negatively affecting the environment
when lands were overgrazed. (1.2. I. C)
· Agricultural
communities had to work cooperatively to clear land and create the water control
systems needed for crop production, drastically affecting environmental
diversity. (1.2. I. D)
· Pastoralism and
agriculture led to more reliable and abundant food supplies, which increased
the population and led to specialization of labor, including new classes of
artisans and warriors, and the development of elites. (1.2. II. A)
· Technological
innovations led to improvements in agricultural production, trade, and
transportation. (1.2. II. B)
· Core and
foundational civilizations developed in a variety of geographical and
environmental settings where agriculture flourished, including Mesopotamia in
the Tigris and Euphrates River Valleys, Egypt in the Nile River Valley,
Mohenjo-Daro and Harappa in the Indus River Valley, Shang in the Yellow River
or Huang He Valley, Olmecs in Mesoamerica, and Chavín in Andean South America. (ENV-2, 4) (1.3. I)
· As states grew and
competed for land and resources, the more favorably situated - including the
Hittites, who had access to iron - had greater access to resources, produced
more surplus food, and experienced growing populations, enabling them to
undertake territorial expansion and conquer surrounding states. (1. 3. II B)
|
Documents
to be utilized:
|
|
In
Class:
|
AP Insight: Pre-assessment: Student
Progress Sheet
AP Insight: Challenge Area 2: Causation: Humans &
the Environment, Building Block A: Performance
Tasks -- Causes & Effects of Early Migrations
|
Homework:
|
Prepare for
Geography Quiz on Friday click here
|
&/or:
|
|
&
|
|
Flashcards:
|
|
Turn
in day after tomorrow:
|
-Domestication Map
Directions
for Agricultural
Revolution Map The
Map
|
NOTE: disregard all assignment
instructions in web lessons
|
Day:
|
3
|
Dates:
|
50,000
to 10,000 years ago
|
K.C. #:
|
1.1.I.A-C
|
Key
Concept:
|
Archeological
evidence indicates that during the Paleolithic era, hunting-foraging bands of
humans gradually migrated from origins in East Africa to Eurasia, Australia,
and America, adapting their technology and culture to new climates.
|
Our
Topic:
|
Lascaux,
France
|
Required
Pre-Reading:
|
|
|
Essential
Question(s):
|
Why are
humans found in almost every region of the world?
|
Material
to Master:
|
-Migration from
Africa
-Typical lifestyle of a Paleolithic Human
|
Documents
to be utilized:
|
-Cave Paintings from Chauvet and Lascaux
-Mother Goddess of Catal Huyuk
|
In
Class:
|
AP Insight: Challenge Area 2 Causation: Human's and
the Environment, Building Block A Quiz
Discuss
results and next steps
Analyzing
visual documents using W6C
Paleolithic:
Lascaux Caves
Neolithic:
Mother Goddess of Catal Huyuk
|
Homework:
|
AP Insight: Read this
article and complete one of the reading strategies linked below as you
read. Bring the completed strategy to class tomorrow
|
Strategy
Options
|
Cornell
Notes OR Text
Annotation
|
Optional:
|
Listen:
Click
Here Mann, Charles C. "On the Americas before Columbus." History
for the Future. Interview with Kevin Brown. Pittsburg, PA: WRTC 88.3.
2010. Radio.
|
Flashcards:
|
|
Turn
in next class:
|
-Agricultural
Revolution Map & complete reading stragegy
|
NOTE: disregard all assignment
instructions in web lessons
|
Day:
|
4
|
Dates:
|
10,000
to 4,000 years ago
|
K.C. #:
|
1.2.I-II
|
Key
Concept:
|
Around
10,000 years ago the domestication of plants and animals led to new and more
complex economic and social systems which transformed human societies.
|
Our
Topic:
|
Transition
from Neolithic to Paleolithic
|
Required
Pre-Reading:
|
Bulliet:
|
9-16,
102-103 or web lesson
|
Essential
Question(s):
|
SB-4 Compare how social, cultural, and
environmental factors influenced state formation, expansion, and dissolution.·
SB-6 Assess the relationships between
states with centralized governments and those without, including pastoral and
agricultural societies.
|
Material
to Master:
|
-Differences
between Paleolithic and Neolithic Societies
-Process and impact
of domestication
-Difference between
Pastoral and Agrarian societies
-Key technologies of the Neolithic Age
|
Documents
to be utilized:
|
|
In
Class:
|
Turn
in Agricultural Revolution Maps
AP Insight: Challenge Area 1 Periodization: State
Building, Expansion and Conflict Self-Assessment
AP Insight: Challenge Area 1 Periodization: State
Building, Expansion and Conflict, Building Block A
Performance
Tasks: Periodization: Transition Paleolithic to Neolithic
|
Homework:
|
Read Bulliet pages:
|
16-19
optional
video
|
&/or:
|
Crash
Course
|
Flashcards:
|
-River-Valley
Civilizations
-Locations of first
civilizations (6)
-City-State
-Civilization
-Mesopotamia
Origins
-Babylon
-Mesopotamian
Government
-Epic of Gilgamesh
-Code of Hammurabi
|
Turn
in next class:
|
-Summer Reading
Test & Geography Quiz Tomorrow click here
|
NOTE: disregard all assignment
instructions in web lessons
|
Day:
|
5
|
Dates:
|
3500-1500
BCE
|
K.C. #:
|
1.3.I,II.A,III.A-D,F-H
|
Key
Concept:
|
Core
& foundational civilizations developed in a variety of settings where
agriculture flourished, here the first states emerged, these states where
unified by a common culture.
|
Our
Topic:
|
Mesopotamia
|
Required
Pre-Reading:
|
Bulliet:
|
16-19
&/or web lesson
|
Essential
Question(s):
|
What where
the basic characteristics of early civilizations?
|
Material
to Master:
|
-Location of first
civilizations
-Type of
government, its role and power, and the link between religion and power in
early civilizations
-Factors that
allowed them to expand and conquer
-Aspects of culture
that unite a people with the Epic of Gilgamesh as an example
-Social Structure
in early civilizations
-Trade patterns of
the time
|
Documents
to be utilized:
|
-The Epic of
Gilgamesh
|
In
Class:
|
AP Insight: Challenge Area 1
Periodization: State Building, Expansion and Conflict, Building Block A Quiz
Discuss results
and next steps
Test
on Summer Reading
|
Homework:
|
Read Bulliet pages:
|
19-24,
69-73
|
&:
|
AP Insight:
Challenge Area 1 Periodization:
State Building, Expansion and Conflict, Building Block A Quiz Next Steps
|
Flashcards:
|
-Iron Weapons
-Chariot
-Hittites
-Mesopotamian
Social Class
-Mesopotamian
Religion
|
Turn
in next class:
|
· Turn
in "Next Step"
|
NOTE: disregard all assignment
instructions in web lessons
|
Day:
|
6
|
Dates:
|
3500-1500
BCE
|
K.C. #:
|
1.3.I,II,III
|
Key
Concept:
|
Core
& foundational civilizations developed in a variety of settings where
agriculture flourished, here the first states emerged, these states where
unified by a common culture.
|
Our
Topic:
|
Mesopotamia
|
Required
Pre-Reading:
|
Bulliet:
|
19-24,
69-73 &/or web lesson
|
Essential
Question(s):
|
What can we
learn about a society from its law code?
|
Material
to Master:
|
-States developed
law codes that reflected existing hierarchies and facilitated the rule of
government
|
Documents
to be utilized:
|
-Code of Hammurabi
|
In
Class:
|
River
Valley 101, common characteristics of Early Civilizations
Epic of Gilgamesh
discussion
Students
read, translate into modern prose, and explain some of the laws in Hammurabi's
Code. Students use this data to construct a basic social hierarchy
for Mesopotamia
|
Homework:
|
Read Bulliet pages:
|
24-31
optional
video
|
&/or:
|
|
Flashcards:
|
-Gift of the Nile
aka Miracle of the Nile
-Pharaoh (full
explanation)
-Ma'at
-Religion of
Pharaonic Egypt
-Pyramids
-Hieroglyphics
-Gender in Egypt
-Trade in Pharaonic
Egypt (include Nubia)
|
Turn
in next class:
|
-
|
NOTE: disregard all assignment
instructions in web lessons
|
Day:
|
7
|
Dates:
|
3500-1500
BCE
|
K.C. #:
|
1.3.I,II,III
|
Key
Concept:
|
Core
& foundational civilizations developed in a variety of settings where
agriculture flourished, here the first states emerged, these states where
unified by a common culture.
|
Our
Topic:
|
Egypt
|
Required
Pre-Reading:
|
Bulliet:
|
24-31 or
web lesson
|
Essential
Question(s):
|
What can we
learn about Egyptian society from the documents they left behind?
|
Material
to Master:
|
-Cultures have
unifying characteristics including architecture, art, record keeping, laws,
religion, & literature
|
Documents
to be utilized:
|
-The Egyptian Negative Confession Book
of the Dead, Chapter 125
-"Advise for
Egyptian Students" in "Readings
in World History." Holt, Rinehart and Winston (1998)
-"A Coffin Text" in The Ancient World: Readings in Social and
Cultural History
(3rd Edition) D. Brendan Nagle & Stanley M. Burstein
-Tomb Paintings in Discovering the Global Past: A Look at the Evidence, Volume I:
To 1650 Merry
E. Wiesner-Hanks, William Bruce Wheeler, Franklin
Doeringer, Kenneth R. Curtis
-Hymn to the Nile & Hymn to the
Pharaoh
-"A Scribal
Exercise Book" in The Human Record: to 1700 by Alfred J. Andrea &
James H. Overfield
|
In
Class:
|
Jig-saw:
students divide into 6 groups, each with a different document
from Egypt, they W6C
the document, then prepare a report for the class explaining what they
learned about life in Ancient Egypt.
|
Homework:
|
Read Bulliet pages:
|
73-76
|
&/or:
|
|
Flashcards:
|
-Hyksos/Hittite
Contribution to Egypt & Mesopotamia
-Diffusion
|
Turn
in next class:
|
-
|
NOTE: disregard all assignment
instructions in web lessons
|
Day:
|
8
|
Dates:
|
1700-1100BCE
|
K.C. #:
|
1.3.I,II,III
|
Key
Concept:
|
The first
states emerged within core civilizations.
|
Our
Topic:
|
Egypt
|
Required
Pre-Reading:
|
Bulliet:
|
73-76
|
Essential
Question(s):
|
How did
interactions between societies lead to development?
|
Material
to Master:
|
-Pastoralists were
often the developers & disseminators of new weapons and modes of transportation
that transformed warfare in agrarian societies
|
Documents
to be utilized:
|
-Egyptian depiction
of the invasion of the Hyksos
|
In
Class:
|
Discuss
image of Hyksos invasion
Complete
activity from yesterday
|
Homework:
|
Read Bulliet pages:
|
84-90,
112-116
|
&/or:
|
|
Flashcards:
|
-Israel
-Judaism (include a
summary of beliefs)
-Monotheism
-All names for the
founders of Judaism
-Hebrew Bible
-Jewish Diaspora
(what, who caused it (3 groups), & so what
-Covenant
-Zoroastrianism
|
Turn
in next class:
|
-Read Excerpt from
Hebrew Bible & answer questions for analysis on pages 88-89.
Provide thorough answers that specifically cite information in the document
to support your conclusions
|
NOTE: disregard all assignment
instructions in web lessons
|
Day:
|
9
|
Dates:
|
2000-500BCE
|
K.C. #:
|
1.3.III.E
& 2.1.I.A
|
Key
Concept:
|
Religion
as an element of culture, played significant role in unifying states &
had a lasting impact on society. With time, codification and further
developments of these religious traditions provided a bond among people and
an ethical code to live by.
|
Our
Topic:
|
The Hebrews
and JUDAISM
|
Required
Pre-Reading:
|
Bulliet:
|
84-90,
112-116 or web lesson
|
Essential
Question(s):
|
How did the
religion of each civilization make them unique?
|
Material
to Master:
|
-The beliefs to
Judaism
-Judaism was
unique, however if reflected many beliefs the Mesopotamian world from which
it emerged.
-The Hebrew Bible
created an ethical code to live by
-Jewish states
where conquered and dispersed several times resulting in many Jewish
communities around the Mediterranean World.
-Beliefs
Zoroastrianism
|
Documents
to be utilized:
|
-Selections
from Deuteronomy, Hebrew Bible and Hammurabi's Code
|
In
Class:
|
Questions
for analysis due
Students
examine a selection of Deuteronomic Codes and
Hammurabi's Code. In groups they will sort them into two
categories: "unique to the Hebrews" & "reflects
Mesopotamian influence" (i.e. like Hammurabi's Codes)
|
Homework:
|
Read Bulliet pages:
|
173-178,
180-190
optional
video
|
&/or:
|
|
Flashcards:
|
-Kyber Pass
-Vedic Age India
-Varna
-Caste System
-Reincarnation
-Rig Veda
-Hinduism
-Sanskrit
-Brahma
-Indian Epics
-Hindu Temples
|
Turn
in next class:
|
-
|
NOTE: disregard all assignment
instructions in web lessons
|
Day:
|
10
|
Dates:
|
1500BCE-1025CE
|
K.C. #:
|
1.3.III.E,
2.1.I.B, 2.1.V.A&B
|
Key
Concept:
|
Religion
as an element of culture, played significant role in unifying states &
had a lasting impact on society. With time, codification and further
developments of these religious traditions provided a bond among people and
an ethical code to live by.
Artistic
expressions associated with each culture, including literature, drama, visual
arts, and architecture show distinctive cultural developments
|
Our
Topic:
|
Early India
|
Required
Pre-Reading:
|
Bulliet:
|
173-178,
180-190
|
Essential
Question(s):
|
How did the
religion of India make the culture of the region unique?
|
Material
to Master:
|
-The Vedic Age
religion of India evolved into Hinduism which has shaped India's history
-The core beliefs
outlined in the Sanskrit scripture formed the basis of the Vedic religion –
later known as Hinduism – which contributed to the development of the social
& political roles of a caste system and in the importance of multiple
manifestations of Brahma to promote teachings about reincarnation
-Literature,
including Indian Epics like the Ramayana, acquired distinctive forms that
influenced artistic development in other areas and in other later times
-Distinctive
architecture styles, like Hindu temples of the Gupta Dynasty, developed in
many regions in this period (600BCE to 600CE).
|
Documents
to be utilized:
|
-Modern image of the
incarnations of Vishnu
-Multiple
photographs of Hindu Temples
|
In
Class:
|
Lecture
with graphic organizer on the basic beliefs of Hinduism and the results of
these beliefs on culture.
|
Homework:
|
Read Bulliet pages:
|
178-180,
218, 129-135
|
&/or: they work
|
http://whshumanitiescohort.org/weblessondaythirtytwo_files/frame.htm
http://whshumanitiescohort.org/weblessondaytwentyfive_files/frame.htm
|
Flashcards:
|
-Buddhism
-Bodhisattvas
-Enlightenment
-Sutras
-Mahayana Buddhism
-Ashoka
-Monasticism
-Four Noble Truths
-Hellenistic Age
|
Turn
in next class:
|
-
|
Period 2: 600 BCE
to 600 CE
Organization and Reorganization of
Human Society
AKA: Classical Age
|
NOTE: disregard all assignment
instructions in web lessons
|
Day:
|
11
|
Dates:
|
700BCE – 600CE
|
K.C. #:
|
2.1.II.A
& 2.1.III
|
Key
Concept:
|
New
Belief systems and
cultural traditions emerged and spread, often asserting universal truths.
Belief
systems affected gender roles.
|
Our
Topic:
|
Buddhism
|
Required
Pre-Reading:
|
Bulliet:
|
178-180,
218, 129-135 or web lesson
|
Essential
Question(s):
|
How did
classical age religions like Buddhism both maintain and depart from the
beliefs of older religions like Hinduism?
How did
cross cultural interactions start to be evident in these classical age
religions?
|
Material
to Master:
|
-The core beliefs
about desire, suffering, and the search for enlightenment preached by Buddha
and recorded in the sutras and other scriptures were, in part, a reaction to
the Vedic beliefs and rituals dominant in South Asia. Buddhism changed
over time as it spread throughout Asia – first through the support of the Mauryan Emperor Ashoka, and
then through the efforts of missionaries and merchants, and the establishment
of educational institutions to promote its core beliefs
-The convergence of
Greek culture, by way of Alexander the Great, and Buddhist beliefs affected
the development of unique sculpture demonstrating that in this period,
religion as an aspect of culture started to overlap geographic regions
-Buddhist
monasticism impacted the position of women
|
Documents
to be utilized:
|
-Heracles depiction of Vajrapani
as the protector of the Buddha, 2nd century Gandhara
|
In
Class:
|
Lecture
on core beliefs and practices of Buddhism & its spread with a graphic
organizer
Discussion
of image of Buddha
Period
One Project Assigned
|
Homework:
|
Read Bulliet pages:
|
40-41,
44-51 optional
video
|
&/or:
|
http://whshumanitiescohort.org/weblessondaynine_files/frame.htm
slides
1-5 & 13-17 only, all of the second web lesson
http://whshumanitiescohort.org/weblessondayten_files/frame.htm
|
Flashcards:
|
-Geography of China
-Zhou Dynasty (full
explanation)
-Mandate of Heaven
-Confucianism
-Daoism
-Yin / Yang
-Filial Piety
-Ancestor
Veneration
|
Turn
in next class:
|
-Read pages 48-49
(Analects of Confucius & Legalist writings) and answer questions for
analysis, bring book to class.
-Be
prepared for a scored Socratic Seminar on: How would our lives be different
if America adhered to Confucian beliefs?
|
NOTE: disregard all assignment
instructions in web lessons
|
Day:
|
12
|
Dates:
|
1045BCE-221BCE
|
K.C. #:
|
2.1.II.B
& C, 2.1.III, 2.1.IV.B
|
Key
Concept:
|
New
Belief systems and
cultural traditions emerged and spread, often asserting universal truths.
Belief
systems affected gender roles
Other
(often older) religious and cultural traditions continued parallel to the
codified, written belief systems in core civilizations.
|
Our
Topic:
|
New Belief
systems: Confucianism & Daoism
Other
older: Ancestor Veneration
|
Required
Pre-Reading:
|
Bulliet:
|
40-41,
44-51 or web lesson
|
Essential
Question(s):
|
How did
classical age belief systems like Confucianism & Daoism both maintain and
depart from the beliefs of older traditions?
|
Material
to Master:
|
-Confucianism's
core beliefs and writing originated in the writings and lessons of Confucius
and were elaborated by key disciples who sought to promote social harmony by outlining
proper rituals and social relationships for all people in China, including
the rulers.
-In major Daoist
writings, the core belief of balance between humans and nature assumed that
the Chinese political system would be altered indirectly. Daoism also
influenced the development of Chinese culture as evident in poetry
|
Documents
to be utilized:
|
-Analects of
Confucius and the Legalist writings of Han Fei in Bulliet
|
In
Class:
|
Socratic
Seminar
Common
Text: Analects
Key
Question: How would our lives be different if America adhered to Confucian
Beliefs?
Seminar
Expectations
Questions
for analysis due
|
Homework:
|
Read Bulliet pages:
|
141,
152-156, 218-220, 267-269
|
option:
|
http://whshumanitiescohort.org/weblessondaytwentyeight_files/frame.htm
|
Flashcards:
|
-Christianity
(origins & core beliefs)
-Christianity in
Rome
-Spread of
Christianity
-Emperor
Constantine
-Christian Monastic
Life
|
Turn
in next class:
|
-
|
NOTE: disregard all assignment
instructions in web lessons
|
Day:
|
13
|
Dates:
|
6
CE – 300 CE
|
K.C. #:
|
2.1.II.B,
2.1.III
|
Key
Concept:
|
New
Belief systems and
cultural traditions emerged and spread, often asserting universal truths.
Belief
systems affected gender roles.
|
Our
Topic:
|
Christianity
|
Required
Pre-Reading:
|
Bulliet:
|
141,
152-156, 218-220, 267-269
|
Essential
Question(s):
|
How did
classical age religions like Christianity both maintain and depart from the
beliefs of older religions like Judaism?
|
Material
to Master:
|
-Christianity,
based on core beliefs about the teachings and divinity of Jesus of Nazareth
as recorded by his disciples, drew on Judaism, and initially rejected Roman
and Hellenistic influences. Despite initial Roman imperial hostility,
Christianity spread through the efforts of missionaries and merchants through
many parts of Afro-Eurasia, and eventually gained Roman imperial support by
the time of Emperor Constantine.
-Christian monastic
life gave women an option of independence.
|
Documents
to be utilized:
|
·
Christian Bible: John 3:16
|
In
Class:
|
AP Insight: Challenge Area 7 Contextualization:
Interaction of Religion and Society, Building Block A
Performance
Tasks: Time and Place: Buddhism and Christianity Develop
|
Homework:
|
Read Bulliet pages:
|
57: Beliefs
& Knowledge, 60-61: Religion & Power,
|
&:
|
Click
Here Read Abstract & The Role of the Shaman including Traditional
World View, The Initiation, The Professional
Practice. NOTE if you have seen the movie Gran Torino, then you have
seen what the article is talking about.
Complete
Cornell Notes with this reading. Click here for the direction, please
complete exactly as directed. Cornell
Notes
|
Flashcards:
|
-
|
Turn
in next class:
|
-
|
NOTE: disregard all assignment
instructions in web lessons
|
Day:
|
14
|
Dates:
|
All
of time
|
K.C. #:
|
2.1.IV.A
|
Key
Concept:
|
Other
religious and cultural traditions continued parallel to the codified, written
belief systems in core civilizations.
|
Our
Topic:
|
Shamanism
& Animism
Greek
Philosophy
|
Required
Pre-Reading:
|
Bulliet:
|
57:
Beliefs & Knowledge, 60-61: Religion & Power, plus article about
Hmong
|
Essential
Question(s):
|
What
ancient philosophies & religious customs have served throughout history
despite widespread conversion to dominate religions we have studied?
|
Material
to Master:
|
-Shamanism and
animism continued to shape the lives of people within and outside of core
civilizations because of their daily reliance on the natural world.
-The core ideas in Greco- Roman philosophy and science
emphasized logic, empirical observation, and the nature of political power
and hierarchy.
|
Documents
to be utilized:
|
· Plato's Cave Allegory
|
In Class:
|
AP Insight: Challenge Area 7 Contextualization: Interaction of Religion and
Society, Building Block A Quiz
The Ancient
and Classical periods included major changes to religion, including the rise
of the six of new faiths we have already discussed. Today we will see
that their was actually one more change: the rise of a philosophy
that questioned the very idea of faith and an important continuity: a faith
that was largely unchanged since the Paleolithic period.
CONTINUITY:
Point of View exercise: Christian perceptions of Shamanism and animism
- Student perceptions of Hmong
article
- Adam of Bremen's perception
of the Scandinavians
CHANGE:
Students read and discuss Plato's Cave Allegory
|
Homework:
|
AP Insight: Complete Next Steps - due tomorrow
Study for
TEST
|
|
|
NOTE: disregard
all assignment instructions in web lessons
|
Day:
|
15
|
Dates:
|
600
BCE to 600CE
|
K.C. #:
|
1.1.I to
2.1.V
|
Our Topic:
|
Classical
Age Religion
|
Required
Pre-Reading:
|
Bulliet:
|
|
Essential
Question(s):
|
How have
religions, belief systems, philosophies, and ideologies affected the
development of societies over time? [CUL-4 and 5]
|
Material to
Master:
|
-New Belief systems and cultural traditions
emerged and spread, often asserting universal truths.
|
Documents
to be utilized:
|
|
In Class:
|
AP Insight:
Pre-Assessment: Student Progress Sheet
AP Insight: Challenge
Area 3: Comparison: Influence of Beliefs on Social Structures, Building Block
A: Performance Tasks – Social Comparison: Influence of Early
Religions
Rubric
|
Homework:
|
AP Insight: Challenge
Area 3: Comparison: Influence of Beliefs on Social Structures, Building Block
A: Quiz & Next Steps
|
Optional:
|
Buillet: 105, 135, 193-194, 309-310
|
Flashcards:
|
|
Turn in
next class:
|
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
16
|
Dates:
|
600
BCE-600CE
|
K.C. #:
|
2.2.I
|
Key
Concept:
|
The number
and size of key states and empires grew dramatically by imposing political
unity on areas where previously there had been competing states.
|
Our Topic:
|
12 Key
States/Empires
|
Required
Pre-Reading:
|
Bulliet:
|
105, 135,
193-194, 309-310
|
Essential
Question(s):
|
What did
the map look like in the back of Jesus's social studies class?
|
Material to
Master:
|
-Location
and name of the 12 key states/empires in the classical age
|
Documents
to be utilized:
|
-Nystrom
Historical Atlas
|
In Class:
|
Map Lecture
OR
Buillet: 105, 135, 193-194, 309-310
Students create a political map of the classical world
with brief histories of each of the 14 key states. Due on day 20
|
Homework:
|
Read Bulliet pages:
|
141-150
|
&/or:
|
http://whshumanitiescohort.org/weblessondaytwentysix_files/frame.htm
http://whshumanitiescohort.org/weblessondaytwentyseven_files/frame.htm
|
Flashcards:
|
-Roman
Republic
-Roman Law
-Roman
Society (include Patriarchy)
-Roman
Government (over time)
-Roman
Expansion
-Roman
Slavery
|
Turn in
next class:
|
Map due day
20
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
17
|
Dates:
|
400BCE-400CE
|
K.C. #:
|
2.1.II.E,
2.2.I-III
|
Key
Concept:
|
New belief
systems and cultural traditions emerged and spread, often asserting universal
truths (Greco-Roman Philosophy)
Empires and
states developed new techniques of imperial administration based, in part, on
the success of earlier political forms
|
Our Topic:
|
Rome
|
Required
Pre-Reading:
|
Bulliet:
|
141-150 or
web lessons
|
Essential
Question(s):
|
How did the
Roman Empire come to be so powerful?
|
Material to
Master:
|
-In order
to organize their subjects, rulers created administrative institutions like
centralized government with elaborate legal systems and bureaucracies.
-Imperial
governments projected military power over large areas using diplomacy, supply
lines, fortifications, defensive walls, roads, and the inclusion of conquered
peoples in their military
|
Documents
to be utilized:
|
-Plutarch's
Lives, Paragraph 57
-Ammianus Marcellinus, History,
XIV.16: "The Luxury of the Rich in Rome," c. 400 AD Paragraph – 1
|
In Class:
|
AP Insight:
Pre-assessment: Student Progress Sheet
AP Insight: Challenge
Area I Periodization: State Building, Expansion, and Conflict, Building Block
B: Performance Task – Periodization: Expansion and
Dissolution of States
|
Homework:
|
Read Bulliet pages:
|
150-157
|
&/or:
|
http://whshumanitiescohort.org/weblessondaytwentysix_files/frame.htm
http://whshumanitiescohort.org/weblessondaytwentyseven_files/frame.htm
|
Flashcards:
|
-Roman
Roads
-Pax Romana
-Rome
(function of the city)
-Roman
Social Class
|
Turn in
next class:
|
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
18
|
Dates:
|
31BCE
-400CE
|
K.C. #:
|
2.2.II.C
& 2.2.III.A-D
|
Key
Concept:
|
Empires and
states developed new techniques of imperial administration based, in part, on
the success of earlier political forms
Unique
social and economic dimensions developed in imperial societies in imperial
societies in Afro-Eurasia and the Americas
|
Our Topic:
|
Rome
|
Required
Pre-Reading:
|
Bulliet:
|
150-157
|
Essential
Question(s):
|
What can we
learn about Rome from its graffiti?
|
Material to
Master:
|
-In order
to organize their subjects, rulers created administrative institutions like
centralized government with elaborate legal systems and bureaucracies.
-Imperial
governments projected military power over large areas using diplomacy, supply
lines, fortifications, defensive walls, roads, and the inclusion of conquered
peoples in their military
-Much of
the success of the empire rested on their promotion of trade and economic
integration by building and maintaining roads and issuing currencies
-Cities
served as centers of trade, public performance of religious rituals, and
political administration for states and empires
-The social
structure of empires displayed hierarchies that included cultivators,
laborers, slaves, artisans, merchants, elites, or caste groups
-Imperial
societies relied on a range of methods to maintain the production of food and
provide rewards for the loyalty of the elite
-Patriarchy
continued to shape the gender and family relations in all imperial societies
of the period
|
Documents
to be utilized:
|
-Wall
Inscriptions from Pompeii from Readings in Ancient History: Illustrative
Extracts from the Sources, William Stearns Davis, ed.,
|
In Class:
|
AP Insight:
Challenge Area I, Building Block B Quiz
Discuss
Results
Students
will read various documents from the republic and empire and sort it into a
graphic organizer based on AP Theme and "Material to Master"
bullet it provides evidence of
|
Homework:
|
AP Insight:
Challenge Area I, Building Block B Quiz Next Steps
|
&/or:
|
|
Flashcards:
|
|
Turn in
next class:
|
Flash Cards
for unit one
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
19
|
Dates:
|
400BCE-400CE
|
K.C. #:
|
2.2.I-III
|
Our Topic:
|
Classical
Age
|
Required
Pre-Reading:
|
Bulliet:
|
157-167
|
In Class:
|
TEST
|
Homework:
|
Read Bulliet pages:
|
157-167
|
&/or:
|
http://whshumanitiescohort.org/weblessondaythirty_files/frame.htm
|
Flashcards:
|
-Xiongnu
-Han
Society (include social class & Patriarchy)
-Chang'an (function of the city)
-Gentry
-Han
Government
-Han
Expansion
-Han Trade
|
Turn in
next class:
|
- Political Map of Classical World
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
20
|
Dates:
|
200BCE-200CE
|
K.C. #:
|
2.2.I-III
|
Key
Concept:
|
Empires and
states developed new techniques of imperial administration based, in part, on
the success of earlier political forms
Unique
social and economic dimensions developed in imperial societies in imperial
societies in Afro-Eurasia and the Americas
|
Our Topic:
|
Han China
|
Required
Pre-Reading:
|
Bulliet:
|
166-167
|
Essential
Question(s):
|
How did the
Han Empire come to be so powerful?
|
Material to
Master:
|
-Much of
the success of the empire rested on their promotion of trade and economic
integration by building and maintaining roads and issuing currencies
-Cities
served as centers of trade, public performance of religious rituals, and
political administration for states and empires
-The social
structure of empires displayed hierarchies that included cultivators,
laborers, slaves, artisans, merchants, elites, or caste groups
-Imperial
societies relied on a range of methods to maintain the production of food and
provide rewards for the loyalty of the elite
-Patriarchy
continued to shape the gender and family relations in all imperial societies
of the period
|
Documents
to be utilized:
|
-Map of Chang'an
|
In Class:
|
Textbook
sort: student are each given several photo copied
lines from the textbook reading from the night before. They are asked
to sort them by AP theme and then determine which would be considered
essential information based on the "Material to Master" (aka key
concepts)
Maps due
|
Homework:
|
Read Bulliet pages:
|
182-190
& click
here
|
&/or:
|
|
Flashcards:
|
- Decline of the Gupta Empire
-Decline of
the Mauryan Empire
-Decline of
the Persian Empire
|
Turn in
next class:
|
UG Project
Due Tomorrow
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
21
|
Dates:
|
200C –600CE
|
K.C. #:
|
2.2.IV.A-B
|
Key
Concept:
|
The Roman,
Han, Persian, Mauryan, and Gupta empires created
political, cultural, and administrative difficulties that they could not
manage, which eventually led to their decline, collapse, and transformation
into successor empires or states.
|
Our Topic:
|
Rome, Han, Achaemenid Persians, Mauryan,
and Gupta decline
|
Required
Pre-Reading:
|
Bulliet:
|
182-190
& click
here
|
Essential
Question(s):
|
Why do
empires fall?
|
Material to
Master:
|
-Students
will discover
|
Documents
to be utilized:
|
-
|
In Class:
|
Project: In
groups students will evaluate the decline of the Roman, Han, Achaemenid Persian, Mauryan, and Gupta empires and identify
commonalities. Groups must create a paradigm of imperial decline.
The paradigm must include at least five factors leading to decline including
political, environmental, social, economic, and external issues.
Students
must present their paradigms to the class and defend it with ample historical
evidence from all of the empires.
|
Homework:
|
|
|
- Work on project
- Additional
resource
-Readings in class
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
22
|
Dates:
|
200C –600CE
|
K.C. #:
|
2.2.IV.A-B
|
Key
Concept:
|
The Roman,
Han, Persian, Mauryan, and Gupta empires created
political, cultural, and administrative difficulties that they could not
manage, which eventually led to their decline, collapse, and transformation
into successor empires or states.
|
Our Topic:
|
Rome, Han, Achaemenid Persians, Mauryan,
and Gupta decline
|
Required
Pre-Reading:
|
Bulliet:
|
|
Essential
Question(s):
|
Why do
empires fall?
|
Skill to
Master:
|
-Crafting
historical arguments from historical evidence
-Historical
Interpretation & Synthesis
|
Documents
to be utilized:
|
-
|
In Class:
|
Work on
project
|
Homework:
|
|
|
- Projects due at start of next class
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
23
|
Dates:
|
200C –600CE
|
K.C. #:
|
2.2.IV.A-B
|
Key
Concept:
|
The Roman,
Han, Persian, Mauryan, and Gupta empires created
political, cultural, and administrative difficulties that they could not
manage, which eventually led to their decline, collapse, and transformation
into successor empires or states.
|
Our Topic:
|
Rome, Han, Achaemenid Persians, Mauryan,
and Gupta decline
|
Required
Pre-Reading:
|
Bulliet:
|
|
Essential
Question(s):
|
Why do
empires fall?
|
Skill to
Master:
|
-Crafting
historical arguments from historical evidence
-Historical
Interpretation & Synthesis
|
Documents
to be utilized:
|
-
|
In Class:
|
Present
projects and defend
|
Homework:
|
Read Bulliet pages:
|
201-206
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondaythirtyseven_files/frame.htm
http://www.whshumanitiescohort.org/weblessondaythirtyeight_files/frame.htm
|
Flashcards:
|
-Silk Road
Phase One
-Classical
Age Central Asia
-Stirrup
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
24
|
Dates:
|
300BCE-600CE
|
K.C. #:
|
All of
Period 2
|
Key
Concept:
|
All of
Period 2
|
Our Topic:
|
Period 2
|
Required
Pre-Reading:
|
Bulliet:
|
|
Essential
Question(s):
|
What
patterns and events makes the period from 600 BCE to 600 CE a logical block
of time to organize world history into?
|
Material to
Master:
|
-AP Themes
as they relate to Period 2
-Chronological
Reasoning: Periodization
-Comparison
and Contextualization
|
Documents
to be utilized:
|
-
|
In Class:
|
AP World
History Idol Project
Students
have to rewrite a popular song with lyric that justify the use of 600 BCE to
600 CE as appropriate dates to organization history based on patterns and
events related to each of the AP Themes.
|
Homework:
|
Read Bulliet pages:
|
94-95,
|
&:
|
|
Flashcards:
|
-Mediterranean
Sea Trade in the Classical Age
|
Turn on day
before test class:
|
-AP World
History Idol
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
25
|
Dates:
|
300BCE-600CE
|
K.C. #:
|
2.3.I-III
|
Key
Concept:
|
Land and
water routes became the basis for transregional trade, communication, and
exchange networks in the Eastern Hemisphere.
New
technologies facilitated long-distance communication and exchange.
Alongside
the trade in goods, the exchange of people, technology, religious and
cultural beliefs, food crops, domesticated animals, and disease pathogens
developed across far-flung networks of communication and exchange.
|
Our Topic:
|
Silk Road
Stirrups
Camels
|
Required
Pre-Reading:
|
Bulliet:
|
201-206 or weblesson
|
Essential
Question(s):
|
How did the
silk road link the east with the west?
|
Material to
Master:
|
-Many
factors including climate & location of routes, the typical goods, and
the ethnicity of people involved, shaped the distinctive features of the silk
road
-New
technologies permitted the use of domestic pack animals to transport goods
across longer routes
|
Documents
to be utilized:
|
-Nystrom
Atlas of World History
|
In Class:
|
Map
Activity, Students create a map of the economic, cultural, &
technological exchange that took place on the silk road
Reading for Map
|
Homework:
|
Read Plagues & People
by William
H. McNeil
|
Pages 125-130
if you have
trouble getting it to load, right click and download
|
&/or:
|
|
Flashcards:
|
-Classical
Age Epidemics
|
Turn in
next class:
|
-Bring
annotated reading to class, turn in map
Reading for Map
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
26
|
Dates:
|
300BCE-600CE
|
K.C. #:
|
2.3.III
|
Key
Concept:
|
Alongside
the trade in goods, the exchange of people, technology, religious and
cultural beliefs, food crops, domesticated animals, and disease pathogens
developed across far-flung networks of communication and exchange.
|
Our Topic:
|
Effects of
disease on the Roman Empire
|
Required
Pre-Reading:
|
|
Read Plagues & People
by William
H. McNeil pg 125-130
|
Essential
Question(s):
|
Why and how
does the movement of people cause the outbreak of disease?
|
Material to
Master:
|
-The spread
of disease pathogens diminished urban populations and contributed to the
decline of empires
|
Documents
to be utilized:
|
-Except from: Plagues & People
by William
H. McNeil
-Except
from: Past
pandemics that ravaged Europe By Verity Murphy BBC News
|
In Class:
|
Groups summarizing activity of Plagues & People & Past pandemics
that ravaged Europe
Map due
|
Homework:
|
Read Bulliet
pages:
|
217-220, 191-193
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondaythirtyeight_files/frame.htm
MUST read
pages 198-199
|
Flashcards:
|
-Classical
Age Spread of Christianity
-Classical
Age Spread of Buddhism
-Classical
Age Spread of Hinduism
|
Turn in
next class:
|
-
|
NOTE: disregard
all assignment instructions in web lessons
|
Day:
|
27
|
Dates:
|
300BCE-600CE
|
K.C. #:
|
2.3.III.C
|
Key
Concept:
|
Alongside
the trade in goods, the exchange of people, technology, religious and
cultural beliefs, food crops, domesticated animals, and disease pathogens
developed across far-flung networks of communication and exchange.
|
Our Topic:
|
Christianity,
Hinduism, & Buddhism
|
Required
Pre-Reading:
|
Bulliet:
|
217-220,
191-193
|
Essential
Question(s):
|
How does
trade foster the spread of religion?
|
Material to
Master:
|
-Religious
and cultural traditions were transformed as they spread
|
Documents
to be utilized:
|
-Except
from Old World Encounters by Jerry
Bentley
|
In Class:
|
AP Insight: Challenge
Area 7 Contextualization: Interactions of Religions and Society, Building
Block D: Performance Task – Contextualization: Expansion and
Cultural Change
|
Homework:
|
Read Bulliet pages:
|
211-215
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondayforty_files/frame.htm
|
Flashcards:
|
-Trans-Saharan
Caravan Routes
-Camel
Saddle
|
Turn in
next class:
|
-
|
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
28
|
Dates:
|
300BCE-600CE
|
K.C. #:
|
2.3.I-III
|
Key
Concept:
|
Land and
water routes became the basis for transregional trade, communication, and
exchange networks in the Eastern Hemisphere.
New
technologies facilitated long-distance communication and exchange.
Alongside
the trade in goods, the exchange of people, technology, religious and
cultural beliefs, food crops, domesticated animals, and disease pathogens
developed across far-flung networks of communication and exchange.
|
Our Topic:
|
Trans-Saharan
Caravan Routes and the Camel
|
Required
Pre-Reading:
|
Bulliet:
|
217-221
|
Essential
Question(s):
|
How did the
Trans-Saharan caravan routes link north Africa with regions south of the
Sahara?
|
Material to
Master:
|
-Many
factors including climate & location of routes, the typical goods, and
the ethnicity of people involved, shaped the distinctive features of the
Trans-Sahara caravan routes.
-New
technologies permitted the use of domestic pack animals to transport goods
across longer routes
|
Documents
to be utilized:
|
-Ezekiel -
A Lament Over Tyre
-Greek Historian Herodotus,
c. 400 BCE Description of the
North
Africans
-Dio, Roman History (XLIII.23.1-2) – c. 46 BCE
|
In Class:
|
AP Insight: Challenge
Area 7 Contextualization: Interactions of Religions and Society, Building
Block D: Quiz
Camel Saddles over time
|
Homework:
|
Read Bulliet pages:
|
207-210
|
&
|
AP Insight: Next Step
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondaythirtynine_files/frame.htm
|
Flashcards:
|
-Lateen
Sail
-Classical
Age Indian Ocean Maritime System
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
29
|
Dates:
|
300BCE-600CE
|
K.C. #:
|
2.3.I-III
|
Key
Concept:
|
Land and
water routes became the basis for transregional trade, communication, and
exchange networks in the Eastern Hemisphere.
New
technologies facilitated long-distance communication and exchange.
Alongside
the trade in goods, the exchange of people, technology, religious and
cultural beliefs, food crops, domesticated animals, and disease pathogens
developed across far-flung networks of communication and exchange.
|
Our Topic:
|
Indian
Ocean Sea Lanes
|
Required
Pre-Reading:
|
Bulliet:
|
207-210
|
Essential
Question(s):
|
How did the
Indian Ocean sea lanes link the east with the west?
|
Material to
Master:
|
-Innovations
in maritime technology like the Lateen Sails, as well as advanced knowledge
of the monsoon winds, stimulated exchange along maritime routes from East
Africa to East Asia
-The spread
of crops like rice and cotton from South Asia to the Middle East encouraged
changes in farming and irrigation techniques like the qanat
system
-Religious
and cultural traditions were transformed as they spread
|
Documents
to be utilized:
|
-Faxian, Travels -- Description of Homeward Voyage (Andrea
Overfield pg 168)
|
In Class:
|
Students
deconstruct Faxian's travels
|
Homework:
|
Read Bulliet pages:
|
208-209
|
Option
|
get
started on tomorrows homework, its sort of a lot
|
Flashcards:
|
-
|
Turn in
next class:
|
·
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
30
|
Dates:
|
600BCE-600CE
|
K.C. #:
|
All of
period 2
|
Key
Concept:
|
All of
period 2
|
Our Topic:
|
|
Required
Pre-Reading:
|
Bulliet:
|
|
Essential
Question(s):
|
What makes
the Classical Age a distinct period in World History
|
Skill to
Master:
|
- Periodization
|
Documents
to be utilized:
|
|
In Class:
|
AP World
History Idol Presentations – We're going to Hollywood!!
|
Homework:
|
|
|
Watch ALL
of the following:
http://www.youtube.com/watch?v=ylWORyToTo4
https://www.youtube.com/watch?v=oPf27gAup9U
http://www.youtube.com/watch?v=3PszVWZNWVA
And read this
Han Government
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
31
|
Dates:
|
600BCE-600CE
|
K.C. #:
|
All of
period 2
|
Key
Concept:
|
All of
period 2
|
Our Topic:
|
THE
DBQ with Roman and Han China
|
Required
Pre-Reading:
|
Bulliet:
|
|
Essential
Question(s):
|
What is extended
analysis in the DBQ essay?
|
Material to
Master:
|
-Unit 2!
|
Documents
to be utilized:
|
-
|
In Class:
|
Introduction
and practice with extended analysis/p.o.v.
Rubric
Practice Documents
|
Homework:
|
|
|
· Unit 2 test
next class day
- Flash cards are due for unit 2
|
NOTE: disregard
all assignment instructions in web lessons
|
Day:
|
32
|
Dates:
|
600BCE-600CE
|
K.C. #:
|
|
In Class:
|
TEST
|
Homework:
|
Read Bulliet pages:
|
216-220,
428-430
|
&/or:
|
|
Flashcards:
|
-Bantu
Migration
-Swahili
-Polynesian
Voyages
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Period 3
600CE to
1450CE
Regional
& Transregional Interactions, AKA Medieval Period
|
Day:
|
33
|
Dates:
|
600
to 1450
|
K.C. #:
|
All of
Period 3
|
Key
Concept:
|
600 to 1450
is a period of regional and transregional Interactions
|
Our Topic:
|
Period 3
overview
|
Required
Pre-Reading:
|
Bulliet:
|
216-220,
428-430
|
Essential
Question(s):
|
What events
and patterns between 600 and 1450 make this a logical historical period to
study?
|
Material to
Master:
|
-Medieval
world from the moon.
|
Documents
to be utilized:
|
-
|
In Class:
|
Lecture on
the Medieval World
|
Homework:
|
Read Bulliet pages:
|
228-239
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondayfortytwo_files/frame.htm
http://www.whshumanitiescohort.org/weblessondayfortythree_files/frame.htm
|
Flashcards:
|
-Muhammad
-Islam
-Dar
al-Islam
-Mecca
-Umma
-Quran
-Sunnis
-Shi'ites
-Expansion
of Islam
-Decline of
Abbasids
-Abbasid
Caliphate
-Persian
influence in Islamic World
-Mamluks
-Turks
-Caliphates
-Caliph
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
34
|
Dates:
|
600 - 1450
|
K.C. #:
|
3.1.III.A,
3.2.II.B & C, 3.1.I.E
|
Key
Concept:
|
Empires
collapsed and were reconstituted; in some regions new states forms
emerged.
Interregional
contacts and conflicts between states and empires encouraged significant
technological and cultural transfer.
Cross-cultural
exchanges were fostered by the intensification of existing, or the creation
of new, networks of trade and communication.
Improved
transportation technologies and commercial practices led to an increased
volume of trade, and expanded the geographical range of existing and newly
active trade networks.
|
Our Topic:
|
Dar
al-Islam
|
Required
Pre-Reading:
|
Bulliet:
|
228-239
|
Essential
Question(s):
|
What
factors led to the rise of Islam and how did it impact the surrounding world?
|
Material to
Master:
|
-In some
places, like the Middle East, new forms of governance emerged, including the
Islamic States
-Some of
these states, including the Islamic world, synthesized local and borrowed
tradition like the inclusion of Persian traditions.
-Islam,
based on the revelations of Muhammad, developed in the Arabian peninsula. The
beliefs and practices of Islam reflected interactions among Jews, Christians,
and Zoroastrians with the local Arabian peoples. Muslim rule expanded
to many parts of Afro-Eurasia due to military expansion, and Islam
subsequently expanded through the activities of merchants and missionaries
-The
expansion of empires, like those in the Islamic world, facilitated
Trans-Eurasian trade and communication as new people were drawn into the
conquerors' economies and trade networks.
|
Documents
to be utilized:
|
-The Qu'ran, Surah 47: 1-16
-The Qu'ran 17:104-109
-The Qu'ran 5:46
|
In Class:
|
AP Insight: Challenge
Area 7: Contextualization Interaction of Religions and Society, Building
Block B: Performance Task – Time and Place: Islam Develops
|
Homework:
|
Read Bulliet pages:
|
239-248, optional video
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondayfortyfive_files/frame.htm
|
Flashcards:
|
-Women in
the Islamic World
-Cities in
the Islamic world
-Ibn Buttuta
-Hadith
-Shari'a
-Impact of
Conversion
-Science
and technology in the Islamic World
-Sufi
|
Turn in
next class:
|
-
|
NOTE: disregard
all assignment instructions in web lessons
|
Day:
|
34.5
|
Dates:
|
600 - 1450
|
K.C. #:
|
3.1.III.A,
3.2.II.B & C, 3.1.I.E
|
Key
Concept:
|
Empires
collapsed and were reconstituted; in some regions new states forms
emerged.
Interregional
contacts and conflicts between states and empires encouraged significant
technological and cultural transfer.
Cross-cultural
exchanges were fostered by the intensification of existing, or the creation
of new, networks of trade and communication.
Improved
transportation technologies and commercial practices led to an increased
volume of trade, and expanded the geographical range of existing and newly
active trade networks.
|
Our Topic:
|
Dar
al-Islam
|
Required
Pre-Reading:
|
Bulliet:
|
228-239
|
Essential
Question(s):
|
What
factors led to the rise of Islam and how did it impact the surrounding world?
|
Material to
Master:
|
-In some
places, like the Middle East, new forms of governance emerged, including the
Islamic States
-Some of
these states, including the Islamic world, synthesized local and borrowed
tradition like the inclusion of Persian traditions.
-Islam,
based on the revelations of Muhammad, developed in the Arabian peninsula. The
beliefs and practices of Islam reflected interactions among Jews, Christians,
and Zoroastrians with the local Arabian peoples. Muslim rule expanded
to many parts of Afro-Eurasia due to military expansion, and Islam
subsequently expanded through the activities of merchants and missionaries
-The
expansion of empires, like those in the Islamic world, facilitated
Trans-Eurasian trade and communication as new people were drawn into the
conquerors' economies and trade networks.
|
Documents
to be utilized:
|
-The Qu'ran, Surah 47: 1-16
-The Qu'ran 17:104-109
-The Qu'ran 5:46
|
In Class:
|
Continue:
AP Insight: Challenge
Area 7: Contextualization Interaction of Religions and Society, Building
Block B: Performance Task – Time and Place: Islam Develops
AP Insight: Challenge
Area 7: Contextualization Interaction of Religions and Society, Building
Block B: Quiz
|
Homework:
|
|
|
&/or:
|
|
Flashcards:
|
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
35
|
Dates:
|
600 - 1450
|
K.C. #:
|
3.3.III.C-D,
3.2.I.B, 3.3.I.C, 3.2.II
|
Key
Concept:
|
Empires
collapsed and were reconstituted; in some regions new states forms
emerged.
Interregional
contacts and conflicts between states and empires encouraged significant
technological and cultural transfer.
Innovations
stimulated agricultural and industrial production in many regions
The fate of
cities varied greatly, with periods of significant decline, and with periods
of increased urbanization buoyed by rising productivity and expanded trade
networks
Despite
significant continuities in social structures and in methods of production,
there were also some important changes in labor management and in the effect
of religious conversion on gender relations and family
|
Our Topic:
|
Dar
al-Islam
|
Required
Pre-Reading:
|
Bulliet:
|
239-248
|
Essential
Question(s):
|
What was
life like in the Islamic world?
|
Material to
Master:
|
-In some
places, like the Middle East, new forms of governance emerged, including the
Islamic States
-Some of
these states, including the Islamic world, synthesized local and borrowed
tradition
-There was
technological transfer between Tang China and the Abbasid Caliphate via the
silk road
-Cities
played a role as governmental, religious, and commercial centers, new cities
emerged in this period
-The demand
for slaves for both military and domestic purposes increased, particularly in
central Eurasia, parts of Africa and the eastern Mediterranean
-The
diffusion of Islam led to significant changes in gender relations and family
structure
|
Documents
to be utilized:
|
-The
Sunnah: of Women and Slaves, of government
|
In Class:
|
AP Insight: Challenge Area
4: Causation: Spread of Knowledge Across Cultures; Building Block B: Performance
Task – Causation: Spread of Knowledge in Eurasia
|
Homework:
|
Read Bulliet pages:
|
378-382
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondaysixtyeight_files/frame.htm
|
Flashcards:
|
-Timbuktu
-Medieval
Trans-Saharan Trade
-Islam of
Sub-Saharan Africa
-Mali
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
36
|
Dates:
|
1200-1400
|
K.C. #:
|
3.1.I.A,
3.1.III.D, 3.3.II.C & D, 3.2.I.B
|
Key
Concept:
|
Empires
collapsed and were reconstituted; in some regions new states forms emerged.
Improved
transportation technologies and commercial practices led to an increased
volume of trade, and expanded geographical range of trade routes
The fate of
cities varied greatly, with periods of significant decline, and with periods
of increased urbanization buoyed by rising productivity and expanded trade
networks
Interregional
contacts and conflicts between states and empires encouraged significant
technological and cultural transfer.
Cross-cultural
exchanges were fostered by the intensification of existing, or the creation
of new, networks of trade and communication.
|
Our Topic:
|
Mali &
Timbuktu
Camel
Saddle
|
Required
Pre-Reading:
|
Bulliet:
|
378-382 or
web lesson
|
Essential
Question(s):
|
How did
increased trade bring Sub-Saharan Africa into the greater Afro-Eurasian
world?
|
Material to
Master:
|
-Existing
trade routes flourished and promoted the growth of powerful new trading
cities
-Caravan
organization became more sophisticated
-Increased
cross-cultural interactions resulted in the diffusion of literary, artistic,
and cultural traditions
-New forms
of governance emerged including those in the various Islamic states
-The
diffusion of Islam led to significant changes in gender and family relations.
|
Documents
to be utilized:
|
-Map of
Western Sudan (1375) in Bulliet
-Original
footage of salt mining in Northern Sahara from
Nation Geographic
-Photograph, Mosque
of Jenna
|
In Class:
|
AP Insight: Challenge Area
4: Causation: Spread of Knowledge Across Cultures; Building Block B: Quiz
AP Insight: Challenge
Area 7: Contextualization Interaction of Religions and Society, Building
Block 7: Performance Task –
Contextualization: Belief Systems
Expand and Adapt
Nystrom Map
|
Homework:
|
Read Bulliet pages:
|
382-394
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondayseventy_files/frame.htm
|
Flashcards:
|
-Swahili
-Medieval
Indian Ocean Basin Trade
-Spices
-Ships
navigation in the Indian Ocean
-Swahili
Coast
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
37
|
Dates:
|
600 - 1450
|
K.C. #:
|
3.1.I.A,
3.3.I.C
|
Key
Concept:
|
Improved
transportation technologies and commercial practices led to an increased
volume of trade, and expanded geographical range of trade routes
Innovations
stimulated agricultural and industrial production in many regions
|
Our Topic:
|
Indian
Ocean Maritime System
|
Required
Pre-Reading:
|
Bulliet:
|
382-394
|
Essential
Question(s):
|
How is AP Theme 4 (Economic Systems) related to AP Theme 2
(Interaction of Cultures) and how is this process evident in the Period 2
& 3 (Classical and Medieval)?
|
Material to
Master:
|
-Existing
trade routes flourished and promoted the growth of powerful new trading
cities
-Chinese,
Persian, and Indian artisans and merchants expanded their production of
textiles and porcelains for export
|
Documents
to be utilized:
|
-
|
In Class:
|
Comparative
Essay: Compare the impact of trade on culture in West Africa and the region
surrounding the Indian Ocean.
|
Homework:
|
Read Bulliet pages:
|
380-381
|
&
|
AP Insight: Challenge Area 4:
Causation: Spread of Knowledge Across Cultures; Building Block B: Quiz Next
Steps
|
Flashcards:
|
-Ibn
Battuta
|
Turn in
next class:
|
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
38
|
Dates:
|
600 - 1450
|
K.C. #:
|
3.1.III.B-D
|
Key
Concept:
|
Cross-cultural
exchanges were fostered by the intensification of existing, or the creation
of new, networks of trade and communication.
|
Our Topic:
|
Ibn Battuta
|
Required
Pre-Reading:
|
Bulliet:
|
380-381
|
Essential
Question(s):
|
What can we
learn about the Medieval World from travelers like Ibn Battuta?
|
Material to
Master:
|
-In key
places along important trade routes, merchants set up diasporic communities,
like along the East Coast of Africa, where they introduced their cultural
traditions into the indigenous
-The
writings of certain interregional travelers illustrate both the extent and
limitations of intercultural knowledge and understanding
-Increased
cross-cultural interactions resulted in the diffusion of literary, artistic,
and cultural traditions
|
Documents
to be utilized:
|
-The
Travels of Ibn Battuta in the Near East, Asia, and Africa (1325-1354)
|
In Class:
|
On the Road
with Ibn Battuta, students utilize primary source documents from Ibn Battuta
to write their own travel log of Medieval World.
|
Homework:
|
Read Bulliet pages:
|
253-254,
258-267, 400-402, 596, optional video, optional video
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondayfortyeight_files/frame.htm
http://www.whshumanitiescohort.org/weblessondayfortyseven_files/frame.htm
|
Flashcards:
|
-Medieval
Europe
-Feudalism
-Invasions
of Medieval Europe
-Papacy
-The Black
Death
-Wat Tyler
-The Little
Ice Age (be sure to note the dates!)
-Medieval
European Agriculture
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
39
|
Dates:
|
600 - 1450
|
K.C. #:
|
3.3.III.C,
3.2.I.B, 3.3.II.A
|
Key
Concept:
|
Empires
collapsed and were reconstituted; in some regions new states emerged.
Despite
significant continuities in social structure and in methods of production,
there were also some important changes in labor management and in the effects
of religious conversion on gender and family life.
The fate of
cities varied greatly, with periods of significant decline in Europe and
growth in other areas.
|
Our Topic:
|
Medieval
Europe
|
Required
Pre-Reading:
|
Bulliet:
|
253-254, 258-267,
400-402, 596
|
Essential
Question(s):
|
Is
"Dark Age" a good name for Europe in this period?
|
Material to
Master:
|
-As in the
previous period, there were many forms of labor organization like peasant
agriculture and serfdom
-In some
places, new forms of governance emerged, including decentralized government
(feudalism) in Europe and Japan
-Multiple
factors contributed to the decline of urban areas in this period including:
invasions, disease, decline in agricultural production, and climate change
|
Documents
to be utilized:
|
-
|
In Class:
|
Simulation
of Feudalism
|
Homework:
|
Read Bulliet pages:
|
Watch videos
at first six bullets at this site
|
&:
|
http://www.whshumanitiescohort.org/weblessondayfiftyfive_files/frame.htm
|
Flashcards:
|
-Japanese
Feudalism
|
Turn in
next class:
|
- Essay:
Compare the economic and cultural impact of the trans-Saharan and Indian
Ocean trade routes from the first century CE to sixteenth century CE.
Write this essay in 40 minutes from memory -- due in class tomorrow.
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
40
|
Dates:
|
600 - 1450
|
K.C. #:
|
3.3.III.C,
3.2.I.B, 3.3.II.A
|
Key
Concept:
|
Empires
collapsed and were reconstituted; in some regions new states emerged.
Despite
significant continuities in social structure and in methods of production,
there were also some important changes in labor management and in the effects
of religious conversion on gender and family life.
The fate of
cities varied greatly, with periods of significant decline in Europe and
growth in other areas.
|
Our Topic:
|
Medieval
Europe and Japan
|
Required
Pre-Reading:
|
Bulliet:
|
|
Essential
Question(s):
|
How was
Medieval Europe similar to Japan?
|
Material to
Master:
|
-As in the
previous period, there were many forms of labor organization like peasant
agriculture and serfdom
-In some
places, new forms of governance emerged, including decentralized government
(feudalism) in Europe and Japan
-Multiple
factors contributed to the decline of urban areas in this period including:
invasions, disease, decline in agricultural production, and climate change
|
Documents
to be utilized:
|
-Comparative
essay of Japanese and English Feudalism from Hyperhistory.net which espouses
a A Christian worldview of history
-Plague in Art: Black Death 14th Century & Mass Burial, Plague, Belgium 1349
-Map of spread of the plague
|
In Class:
|
Discussion
of Reading, in partners students complete a venn
diagram comparing Europe to Japan,
Video on plague
|
Homework:
|
Read Bulliet
pages:
|
254-257
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondayfortysix_files/frame.htm
|
Flashcards:
|
-
|
Turn in
next class:
|
- Essay:
Compare the economic and cultural impact of the trans-Saharan and Indian
Ocean trade routes from the first century CE to sixteenth century CE.
Write this essay in 40 minutes from memory -- due in class Ruther's tomorrow.
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
41
|
Dates:
|
600-1450
|
K.C. #:
|
3.2.I.A,
3.3.III.C
|
Key
Concept:
|
Empires
collapsed and were reconstituted; in some regions new states emerged.
Despite
significant continuities in social structure and in methods of production,
there were also some important changes in labor management and in the effects
of religious conversion on gender and family life.
|
Our Topic:
|
Byzantine
Empire, Orthodox Christianity
|
Required
Pre-Reading:
|
Bulliet:
|
254-257
|
Essential
Question(s):
|
What were
the changes and continuities as Rome transitioned into the Byzantine Empire?
|
Material to
Master:
|
-Following
the collapse of empires, most reconstituted government including the
Byzantine Empire combined traditional sources of power and legitimacy with
innovations better suited to the current circumstances.
|
Documents
to be utilized:
|
-Introduction to Justinian's Law Code
|
In Class:
|
Lecture, on
split of Christianity
Students
read Corpus Iuris Civilis,
and identify more examples to support the Material to
Master
|
Homework:
|
Read Bulliet pages:
|
Read this
|
&/or:
|
|
Flashcards:
|
-Byzantine
Peasants
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
42
|
Dates:
|
600-1450
|
K.C. #:
|
3.2.I.A,
3.3.III.C
|
Key
Concept:
|
Empires
collapsed and were reconstituted; in some regions new states emerged.
Despite
significant continuities in social structure and in methods of production,
there were also some important changes in labor management and in the effects
of religious conversion on gender and family life.
|
Our Topic:
|
Byzantine
Empire, Orthodox Christianity
|
Required
Pre-Reading:
|
Article
|
Read this
|
Essential
Question(s):
|
What were
the changes and continuities as Rome transitioned into the Byzantine Empire?
|
Material to
Master:
|
-Following
the collapse of empires, most reconstituted government including the
Byzantine Empire combined traditional sources of power and legitimacy with
innovations better suited to the current circumstances.
-Free
peasants resisted attempts to raise dues and taxes by staging revolts.
|
Documents
to be utilized:
|
-
|
In Class:
|
Complete
assignment from yesterday
|
Homework:
|
Read Bulliet pages:
|
274-277, optional video (I don't totally agree with some of the conclusions on the impact and
motivations of the Crusades made in this video)
|
&:
|
Read and print to bring to class
|
Flashcards:
|
-The
Crusades
-Crusader
States
|
Turn in
next class:
|
- Prepare
for a Socratic seminar
-Guiding
Questions
- How does
the author believe the Crusades are typically presented? As a good
thing or bad thing?
-Why does
he believe this?
-How is the
teaching of history shaped by current events?
-What might
the Crusades be presented in the future?
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
43
|
Dates:
|
1095-1204
|
K.C. #:
|
3.2.II
|
Key
Concept:
|
Interregional
contacts and conflicts between states and empires encouraged significant
technological and cultural transfer.
|
Our Topic:
|
The
Crusades
|
Required
Pre-Reading:
|
Bulliet:
|
274-277
|
Essential
Question(s):
|
How did the
Europeans befit from the Crusades?
|
Material to
Master:
|
-European
contact with the Muslim World during the crusades fostered technological and
cultural transfer.
|
Documents
to be utilized:
|
- Rethinking
the Crusades by William Urban,
|
In Class:
|
Socratic
seminar
-Guiding
Questions
- How does
the author believe the Crusades are typically presented? As a good
thing or bad thing?
-Why does
he believe this?
-How is the
teaching of history shaped by current events?
-What might
the Crusades be presented in the future?
|
Homework:
|
Read Bulliet pages:
|
|
&/or:
|
|
Flashcards:
|
-
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
44
|
Dates:
|
|
K.C. #:
|
|
AP Theme:
|
Theme 2:
Development and Interactions of Cultures
|
Our Topic:
|
The
Crusades' Impact
|
Required
Pre-Reading:
|
Bulliet:
|
|
Essential
Question(s):
|
What do
other historians think about the importance of the Crusades?
|
Skill to
Master:
|
-Historical
Interpretation and Synthesis, critique diverse historical interpretations
|
Documents
to be utilized:
|
-Old World Encounters by Jerry Bentley
|
In Class:
|
Universal Religions Lesson
Students
will assess the arguments on the consequences of the Cross Cultural
Encounters brought about by the Crusades by Jerry Bentley in Old World Encounters: Cross-Cultural
Contacts and Exchanges in Pre-Modern Times (Oxford 1993)
|
Homework:
|
Read Bulliet pages:
|
273-274,
404-407, 433-434
|
&/or:
|
|
Flashcards:
|
-Genoa
-City-State
-Italian
Trading States
-Mediterranean
Trade
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
45
|
Dates:
|
|
K.C. #:
|
3.1.I.A,D
3.2.II.B
|
Key
Concept:
|
Improved
transportation technologies and commercial practices
led to an
increased volume of trade, and expanded the geographical
range of existing and newly active trade networks.
Empires
collapsed and were reconstituted; in some regions new
state forms emerged.
|
Our Topic:
|
Genoa
|
Required
Pre-Reading:
|
Bulliet:
|
273-274,
404-407, 433-434
|
Essential
Question(s):
|
|
Material to
Master:
|
-In some
places, new forms of governance emerged, including city-states in Italy.
-Existing
trade routes flourished and promoted the growth of powerful new
trading cities like in The Mediterranean Sea
-Commercial
growth was also facilitated by state practices, trading organizations,
and state-sponsored commercial infrastructures like in Genoa.
|
Documents
to be utilized:
|
-
|
In Class:
|
Use
the web to find evidence to support each Material to Master above
View CNN
Millennium Movie Clip
|
Homework:
|
Read Bulliet pages:
|
284-285, optional video
|
&/or:
|
|
Flashcards:
|
-Sui Dynasty
-Grand Canal
|
Turn in next class:
|
- Prepare for Essay:
|
NOTE: disregard all assignment
instructions in web lessons
|
Day:
|
46
|
Dates:
|
581-618
|
K.C. #:
|
3.1.I.D, 3.2.I.A
|
Key Concept:
|
Improved transportation
technologies and commercial practices
led to an increased volume of
trade, and expanded the geographical
range of
existing and newly active trade networks.
Empires collapsed and were
reconstituted; in some regions new
state forms
emerged.
|
Our Topic:
|
Sui China
|
Required
Pre-Reading:
|
Bulliet:
|
284-285
|
Essential Question(s):
|
|
Material to Master:
|
-Commercial growth was also
facilitated by state practices, trading organizations, and
state-sponsored commercial infrastructures like the Grand Canal in China.
-Following the collapse of empires,
most reconstituted governments, including the Byzantine Empire and the
Chinese dynasties - Sui, Tang, and Song - combined traditional sources of
power and legitimacy with innovations better suited to the current
circumstances.
|
Documents to be utilized:
|
-
|
In Class:
|
Optional Comparative essay:
Compare the systems of political administration and its impact on society in
Europe and China in the period 600 to 1450.
|
Homework:
|
Read Bulliet
pages:
|
285-291
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondayfiftytwo_files/frame.htm
|
Flashcards:
|
-Tang
Dynasty (include the role of Confucianism and Buddhism in the government over
time)
-Tang
Cross-cultural exchange
-Tang
Economy
-Chang'an
|
Turn in
next class:
|
·
|
NOTE: disregard
all assignment instructions in web lessons
|
Day:
|
47
|
Dates:
|
618-907
|
K.C. #:
|
3.1.I.D,
3.2.I.A, 3.3.I.C
|
Key
Concept:
|
Empires
collapsed and were reconstituted; in some regions new
state forms emerged.
Interregional
contacts and conflicts between states and empires
encouraged significant technological and cultural
transfers.
Innovations
stimulated agricultural and industrial production in
many regions.
|
Our Topic:
|
Tang China
|
Required
Pre-Reading:
|
Bulliet:
|
285-291
|
Essential
Question(s):
|
Why
was Tang China like the drink?
|
Material to
Master:
|
-Following
the collapse of empires, most reconstituted governments, including the Tang -
combined traditional sources of power and legitimacy, like patriarchy with
innovations like the political use of Buddhism to better suited to the
current circumstances.
-There was technological
and cultural transfers Between Tang China and the Abbasids
-Chinese,
Persian, and Indian artisans and merchants expanded their production of
textiles and porcelains for export; industrial production of iron and steel
expanded in China.
|
Documents
to be utilized:
|
-Tang Law
Code, in Bulliet
-Seventeen
Governing Principles: "Prince Shotoku's
Constitution" in Bulliet
|
In Class:
|
Complete Tang Drink graphic organizer and visual analysis
|
Homework:
|
Read Bulliet pages:
|
291-298
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondayfiftyfour_files/frame.htm
|
Flashcards:
|
-Song
Dynasty
-Paper
Money in China
-Song
Technology
-Song
Industry
-Foot
Binding
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
48
|
Dates:
|
|
K.C. #:
|
3.1.II.D, 3.2.I.A, 3.2.II,
3.3.I.C
|
Key
Concept:
|
Improved
transportation technologies and commercial practices
led to an
increased volume of trade, and expanded the geographical
range of existing and newly active trade networks.
Empires
collapsed and were reconstituted; in some regions new
state forms emerged.
Innovations
stimulated agricultural and industrial production in
many regions.
|
Our Topic:
|
Song China
|
Required
Pre-Reading:
|
Bulliet:
|
291-298
|
Essential
Question(s):
|
How
did Song technology change the world?
|
Material to
Master:
|
-Commercial
growth was also facilitated by state practices, trading organizations,
and state-sponsored commercial infrastructures like the paper money in China.
-Following
the collapse of empires, most reconstituted governments, including the
Byzantine Empire and the Chinese dynasties - Sui, Tang, and Song - combined traditional
sources of power and legitimacy with innovations better suited to the
current circumstances.
-Chinese,
Persian, and Indian artisans and merchants expanded their production of
textiles and porcelains for export; industrial production of iron and steel
expanded in China.
|
Documents
to be utilized:
|
-
|
In Class:
|
Lecture
with images of Song technology
|
Homework:
|
Read Bulliet pages:
|
341-347 optional video
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondayfiftynine_files/frame.htm
|
Flashcards:
|
-The Rise
of the Mongols
-Genghis
Khan
-Mongol
Society
-Mongol
Government
-Mongol
Warfare
|
Turn in
next class:
|
·
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
49
|
Dates:
|
1200-1260
|
K.C. #:
|
3.1.II.A,
3.2.I.B
|
Key
Concept:
|
The
movement of peoples caused environmental and linguistic
effects.
Empires
collapsed and were reconstituted; in some regions new
state forms emerged.
|
Our Topic:
|
Mongols
|
Required
Pre-Reading:
|
Bulliet:
|
341-347
|
Essential
Question(s):
|
Why are the Mongols considered the most important people in
history?
|
Material to
Master:
|
-The expansion
and intensification of long-distance trade routes often depended on environmental
knowledge and technological adaptations to it like The way Central Asian
pastoral groups used horses to travel in the steppes
-In some
places, new forms of governance emerged, including those developed in various
Mongol Khanates
|
Documents
to be utilized:
|
-William of
Rubruck's account of Mongols in Bulliet
-Ata-Malik Juvaini's The History of the World-Conqueror, and Life in
Bulliet
-Hu Szu-hui's Proper and Essential Things for the Emperor's
Food and Drink in Bulliet
|
In Class:
|
Nystrom
Map: Basic History of the Mongols, create a timeline for notebook.
|
Homework:
|
Read Bulliet pages:
|
348-352 optional video
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondaysixty_files/frame.htm
|
Flashcards:
|
-Il-khan
-Bubonic
Plague
-Mongols
& Trade
-Golden
Horde
-Intellectual
Development of the Il-khan
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
50
|
Dates:
|
1200-1500
|
K.C. #:
|
3.1.II.A,
3.2.I.B
|
Key
Concept:
|
The movement
of peoples caused environmental and linguistic
effects.
Empires
collapsed and were reconstituted; in some regions new
state forms emerged.
|
Our Topic:
|
Mongols
|
Required
Pre-Reading:
|
Bulliet:
|
348-352
|
Essential
Question(s):
|
|
Material to
Master:
|
-The
expansion and intensification of long-distance trade routes often depended on
environmental knowledge and technological adaptations to it like The
way Central Asian pastoral groups used horses to travel in the steppes
-In some
places, new forms of governance emerged, including those developed in various
Mongol Khanates
|
Documents
to be utilized:
|
-
|
In Class:
|
Complete
Picture Document Jigsaw
|
Homework:
|
Read Bulliet pages:
|
353-358
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondaysixtyone_files/frame.htm
http://www.whshumanitiescohort.org/weblessondaysixtytwo_files/frame.htm
|
Flashcards:
|
-Continue
Golden Horde from yesterday
-Mongol
Yoke
-Political
Consequences of Golden Horde
-Yuan China
Society
-Yuan
Government
-Yuan
Economy
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
51
|
Dates:
|
1200-1500
|
K.C. #:
|
3.1.III.E,
3.2.II
|
Key
Concept:
|
Cross-cultural
exchanges were fostered by the intensification of
existing, or the creation of new, networks of trade and
communication.
Interregional
contacts and conflicts between states and empires
encouraged significant technological and cultural
transfers.
|
Our Topic:
|
Mongols,
impact
|
Required
Pre-Reading:
|
Bulliet:
|
353-358
|
Essential
Question(s):
|
|
Material to
Master:
|
-Increased
cross-cultural interactions also resulted in the diffusion of scientific
and technological traditions like The spread of printing and gunpowder
technologies from East Asia into the Islamic empires and Western Europe.
-Interregional
contacts and conflicts between states and empires encouraged significant technological
and cultural transfers across the Mongol empires
|
Documents
to be utilized:
|
-
|
In Class:
|
Jig Saw
presentations
|
Homework:
|
Read this and this:
|
|
&/or:
|
|
Flashcards:
|
|
Turn in
next class:
|
- Prepare
for tomorrows debate by reading this and this
Positions:
- The
Mongols fostered innovation and development in the areas the controlled
-The
Mongols stifled growth, which slowed development of the areas that they
controlled
|
NOTE: disregard
all assignment instructions in web lessons
|
Day:
|
52
|
Dates:
|
|
K.C. #:
|
3.1.II.E,
3.2.II
|
Key
Concept:
|
Cross-cultural
exchanges were fostered by the intensification of
existing, or the creation of new, networks of trade and
communication.
Interregional
contacts and conflicts between states and empires
encouraged significant technological and cultural
transfers.
|
Our Topic:
|
Mongol
Impact
|
Required
Pre-Reading:
|
Bulliet:
|
359-368
|
Essential
Question(s):
|
Where
the Mongols good for the people they conquered?
|
Material to
Master:
|
-Increased
cross-cultural interactions also resulted in the diffusion of scientific
and technological traditions like The spread of printing and gunpowder
technologies from East Asia into the Islamic empires and Western Europe.
-Interregional
contacts and conflicts between states and empires encouraged significant technological
and cultural transfers across the Mongol empires
|
Documents
to be utilized:
|
-
|
In Class:
|
Students
evaluate the Mongol Yoke Thesis in a Class Room Debate
|
Homework:
|
Read Bulliet pages:
|
359-368
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondaysixtythree_files/frame.htm
|
Flashcards:
|
-Ming China
-Zheng He
-Changes
from Mongols to Ming
-Gunpowder
(everything books says about it)
-Moveable
Type
-Ming
Agriculture
-Mongol
impact on Korea and Japan
-Zen
Buddhism
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
53
|
Dates:
|
1200-1500
|
K.C. #:
|
3.3.I.A&B,
3.3.II.A&B
|
Key
Concept:
|
Innovations
stimulated agricultural and industrial production in
many regions.
The fate of
cities varied greatly, with periods of significant
decline,
and with periods of increased urbanization buoyed by rising
productivity and expanding trade networks.
Interregional
contacts and conflicts between states and empires
encouraged significant technological and cultural
transfers.
|
Our Topic:
|
Decline of
the Mongols and Ming China
|
Required
Pre-Reading:
|
Bulliet:
|
399-412
|
Essential
Question(s):
|
How
did Europe rise out of the Dark Age?
|
Material to
Master:
|
-Increased
cross-cultural interactions also resulted in the diffusion of scientific
and technological traditions like The spread of printing and gunpowder
technologies from East Asia into the Islamic empires and Western Europe.
-Interregional
contacts and conflicts between states and empires encouraged significant technological
and cultural transfers across the Mongol empires
-Official
Chinese maritime activity expanded into the Indian Ocean region with the
naval voyages led by Ming Admiral Zheng He, which enhanced Chinese prestige.
|
Documents
to be utilized:
|
-
|
In Class:
|
Wrap up
Mongols
-regional
comparisons
-the silk
road
Ming China
-cutting
off Central Asia and turning to the sea
(video
clip)
-
|
Homework:
|
Read Bulliet pages:
|
399-412;
454-455
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondayseventytwo_files/frame.htm
http://www.whshumanitiescohort.org/weblessondayseventyone_files/frame.htm
|
Flashcards:
|
-Revival of
Medieval Western Europe
-Bubonic
Plague (continue of other card)
-Horse
Collar
-Guilds
-Urban
Revival
-Climate in
the 12th & 13th
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
54
|
Dates:
|
1200-1500
|
K.C. #:
|
3.3.I.A&B,
3.3.II.A&B
|
Key
Concept:
|
Innovations
stimulated agricultural and industrial production in
many regions.
The fate of
cities varied greatly, with periods of significant
decline,
and with periods of increased urbanization buoyed by rising
productivity and expanding trade networks.
|
Our Topic:
|
Europe's
rise out of the "Dark Age"
|
Required
Pre-Reading:
|
Bulliet:
|
454-455
|
Essential
Question(s):
|
How
did Europe catch up?
|
Material to
Master:
|
-Agricultural
production increased significantly due to technological innovations like
the horse collar.
-In
response to increasing demand in Afro-Eurasia for foreign luxury goods, crops
were transported from their indigenous homelands to equivalent climates in
other regions.
-Multiple
factors contributed to urban revival including The end of invasions, The
availability of safe and reliable transport, The rise of commerce and the
warmer temperatures between 800, and 1300, Increased agricultural
productivity and subsequent rising population, Greater availability of labor
also contributed to urban growth including guilds
-Free
peasants resisted attempts to raise dues and taxes by staging revolts.
|
Documents
to be utilized:
|
-
|
In Class:
|
Complete
concept web of factors leading to Europe's recovery
|
Homework:
|
Read Bulliet pages:
|
|
&/or:
|
|
Flashcards:
|
-
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
55
|
Dates:
|
|
K.C. #:
|
DBQ
|
AP Theme:
|
|
Essay
Question:
|
|
Skill to
Master:
|
· DBQ
|
Documents
to be utilized:
|
-
|
In Class:
|
Day in the
Archives Activity, working in groups students use original documents to write
the history of a real person
DBQ Rubric & Format
|
Homework:
|
Read Bulliet pages:
|
|
&/or:
|
|
Flashcards:
|
-
|
Turn in next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
56
|
Dates:
|
|
K.C. #:
|
DBQ
|
AP Theme:
|
|
Essay Question:
|
|
Skills to Master:
|
-DBQ
|
Documents to be utilized:
|
-
|
In Class:
|
Continue day 55
DBQ Rubric & Format
|
Homework:
|
Read Bulliet pages:
|
308-315 and click here
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondayfiftysix_files/frame.htm
|
Flashcards:
|
-Mayan
Government
-Mayan
Trade
-Mayan
Society
|
Turn in
next class:
|
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
57
|
Dates:
|
200-900
|
K.C. #:
|
3.2.1.D,
3.1.I.B
|
Key
Concept:
|
Empires
collapsed and were reconstituted; in some regions new
state forms emerged.
Improved
transportation technologies and commercial practices
led to an
increased volume of trade, and expanded the geographical
range of existing and newly active trade networks.
|
Our Topic:
|
Maya &
Impact of Humans on the Environment
|
Required
Pre-Reading:
|
Bulliet:
|
308-315
|
Essential
Question(s):
|
ENV-4 Explain how environmental factors influenced human migrations and
settlements.
ENV-5 Explain how human migrations affected the environment.
ENV-6 Explain how people used technology to overcome geographic barriers to
migration over time.
|
Material to
Master:
|
· In the
Americas, as in Afro-Eurasia, state systems expanded in scope and reach:
Networks of city-states flourished in the Maya region
· New trade
routes centering on Mesoamerica and the Andes developed.
·The
expansion and intensification of long-distance trade routes often depended on
environmental knowledge and technological adaptations to it.
· Some
migrations had a significant environmental impact, including:
· The
maritime migrations of the Polynesian peoples who cultivated transplanted
foods and domesticated animals as they moved to new islands
· There was
continued diffusion of crops and pathogens, including epidemic diseases like the
bubonic plague, along the trade routes throughout the Eastern Hemisphere.
|
Documents
to be utilized:
|
-
|
In Class:
|
AP Insight: Pre-Assessment: Student Progress Sheet
AP Insight: Challenge Area 2: Causation: Humans and the
Environment, Building Block B, Performance Task – Causes & Effects of Migrations and
Settlements
Students
guided through the steps in writing a DBQ with Aztec DBQ
DBQ Rubric & Format
|
Homework:
|
Read Bulliet pages:
|
315-319
|
&/or:
|
http://www.whshumanitiescohort.org/weblessondayfiftyseven_files/frame.htm
|
Flashcards:
|
-Mexica
-Mexica
Government
-Mexica
Society
-Mexica
Economy
|
Turn in
next class:
|
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
58
|
Dates:
|
900-1500
|
K.C. #:
|
3.2.1.D,
3.1.I.B
|
Key
Concept:
|
Empires
collapsed and were reconstituted; in some regions new
state forms emerged.
Improved
transportation technologies and commercial practices
led to an
increased volume of trade, and expanded the geographical
range of existing and newly active trade networks.
|
Our Topic:
|
Mexica (AKA
Aztecs)
|
Required
Pre-Reading:
|
Bulliet:
|
315-319
|
Essential
Question(s):
|
How
should the Aztecs be remembered?
|
Material to
Master:
|
-In the
Americas, as in Afro-Eurasia, state systems expanded in scope and reach:
Networks of city-states flourished in the Maya region and, at the end of this
period, imperial systems were created by the Mexica ("Aztecs") and
Inca.
-New trade
routes centering on Mesoamerica and the Andes developed.
|
Documents
to be utilized:
|
-
|
In Class:
|
AP Insight: Challenge Area 2 Causation: Human's and the
Environment, Building Block A Quiz
Discuss results and next steps
Students
guided through the steps in writing a DBQ with Aztec DBQ
DBQ Rubric & Format
|
Homework:
|
Read Bulliet pages:
|
Optional 323-331
|
&/or:
|
|
Flashcards:
|
-Inca Empire
-Ayllu
-Mita
-Trade in the Andes
|
Turn in next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
59
|
Dates:
|
|
K.C. #:
|
3.2.1.D, 3.1.I.B
|
Key Concept:
|
Empires collapsed and were reconstituted; in some
regions new
state forms
emerged.
Improved transportation technologies and commercial
practices
led to an increased volume of trade, and expanded the
geographical
range of
existing and newly active trade networks.
|
Our Topic:
|
Inca
|
Required
Pre-Reading:
|
Bulliet:
|
323-331
|
Essential Question(s):
|
How were the Inca unique?
|
Material to Master:
|
-In the Americas, as in Afro-Eurasia, state systems
expanded in scope and reach: Networks of city-states flourished in the Maya
region and, at the end of this period, imperial systems were created by the
Mexica ("Aztecs") and Inca.
-New trade routes centering on Mesoamerica and the Andes
developed.
|
Documents to be utilized:
|
-
|
In Class:
|
Lecture on the Inca
Assign Unit Project
|
Homework:
|
|
|
AP Period 3 Project
Spoken Word
Directions: write a poem in which you summarize the five
patterns that you think are most important in the Medieval Period. Your
poem must…
�
Include five broad patterns that summarize the history of the Medieval Period
(10 pts each)
�
Include specific historical evidence to support the patterns (5 pts each)
�
Be less than 400 words (5 pts)
�
Rhyme (5 pts)
�
Presented in class on day 63 in a dramatic fashion (5 pts)
�
Be prepared to defend the patterns and evidence you choose (10 pts)
Due on the Day 63
|
Flashcards:
|
-
|
Turn in next class:
|
-
|
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
60
|
Dates:
|
|
K.C. #:
|
DBQ
|
Skill to Master:
|
-Crafting historical arguments from historical evidence
-Historical Synthesis
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Documents to be utilized:
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-
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In Class:
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DBQ
DBQ Rubric & Format
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Homework:
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Read This for Socratic Seminar, print
and annotate - You will receive a zero if you don't have annotations or
extensive notes on the text
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&/or:
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Flashcards:
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-
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Turn in
next class:
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- Prepare
of Socratic Seminar on The Making of Economic Society by Robert Heilbroner & William Milberg, Chapter 2 & 3
(Prentice Hall 1998) pg 23-39
Guiding
questions: Was the economic/ social system of Europe fair from the point of
view of those who participated in it? What opportunities existed for people
in this period? What changes and continuities were evident in this
period? Was this system typical of the world in the Medieval Period?
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NOTE:
disregard all assignment instructions in web lessons
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Day:
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61
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Dates:
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600-1450
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K.C. #:
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3.3.III.A&C
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Key
Concept:
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Despite
significant continuities in social structures and in
methods of
production, there were also some important changes in
labor management
and in the effect of religious conversion on gender
relations and family life.
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Our Topic:
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Social
Structure in the Medieval World
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Required
Pre-Reading:
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Bulliet:
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Essential
Question(s):
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What
types of social patterns dominated in the Medieval Period?
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Material to
Master:
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-As in the
previous period, there were many forms of labor organization like Free
peasant agriculture, Nomadic Pastoralism, Craft production and guild
organization, Various forms of coerced and unfree labor, Government-imposed
labor taxes, Military obligations
-New forms
of coerced labor appeared, including serfdom in Europe and Japan and the
elaboration of the mit'a in the Inca
Empire. Free peasants resisted attempts to raise dues and taxes by staging
revolts. The demand for slaves for both military and domestic purposes
increased, particularly in central Eurasia, parts of Africa, and the eastern
Mediterranean.
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Documents
to be utilized:
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-The Making of Economic Society by Robert Heilbroner & William Milberg, Chapter 2 & 3
(Prentice Hall 1998) pg 23-39
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In Class:
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Students
will evaluate Robert Heilbroner & William
Milberg's argument about the origins of the modern economy in The Making of Economic Society
Socratic
Seminar on The
Making of Economic Society by Robert Heilbroner
& William Milberg, Chapter 2 & 3 (Prentice Hall 1998) pg 23-39
Guiding
questions: Was the economic/ social system of Europe fair from the point of
view of those who participated in it? What opportunities existed for people
in this period? What changes and continuities were evident in this
period? Was this system typical of the world in the Medieval Period?
|
Homework:
|
Read Bulliet pages:
|
|
&/or:
|
|
Flashcards:
|
-
|
Turn in
next class:
|
-
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NOTE: disregard
all assignment instructions in web lessons
|
Day:
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62
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Dates:
|
|
K.C. #:
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3.3.III.B&D
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Key
Concept:
|
Despite
significant continuities in social structures and in
methods of
production, there were also some important changes in
labor
management and in the effect of religious conversion on gender
relations and family life.
|
Our Topic:
|
Gender and
Family in the Medieval World
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Required
Pre-Reading:
|
Bulliet:
|
|
Essential
Question(s):
|
What
type of gender patterns dominated in this period?
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Material to
Master:
|
-As in the
previous period, social structures were shaped largely by class and caste
hierarchies. Patriarchy persisted; however, in some areas, women exercised
more power and influence, most notably among the Mongols and in West Africa,
Japan, and Southeast Asia.
-The
diffusion of Buddhism, Christianity, Islam, and Neoconfucianism
often led to significant changes in gender relations and family structure.
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Documents
to be utilized:
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-
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In Class:
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Jig
Saw Activity, in groups students create diagram's summarizing class and
gender patterns in assigned regions of the world. They present to the
class and we look for patterns.
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Homework:
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Read Bulliet pages:
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&/or:
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Flashcards:
|
-
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Turn in
next class:
|
-
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NOTE:
disregard all assignment instructions in web lessons
|
Day:
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62b
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Dates:
|
600BCE
to 1450
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K.C. #:
|
2.2 III,
3.1. I, 3.3.II,
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Key
Concept:
|
The
Development of States and Empire
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Our Topic:
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1. The role
of urban centers from 600 to 1450
2. The
requirements of the DBQ
3. The
requirements of the Long Essay: Causation
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Required
Pre-Reading:
|
|
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Essential
Question(s):
|
(SB-5) Assess the degree to which the functions of cities within states or
empires have changed over time.
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Material to
Master:
|
●Imperial
cities served as centers of trade, public performance of religious rituals,
and political administration for states and empires.
●Existing
trade routes, including the Silk Roads, the Mediterranean Sea, the
Trans-Saharan, and the Indian Ocean basin, flourished, and promoted the
growth of powerful new trading cities.
●The
fate of cities varied greatly, with periods of significant decline, and with
periods of increased urbanization buoyed by rising productivity and expanding
trade networks.
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Documents
to be utilized:
|
-
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In Class:
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Long Essay Causation Preparation
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Homework:
|
Read Bulliet pages:
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&/or:
|
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Flashcards:
|
-
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Turn in
next class:
|
- Study
for essay
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NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
62c
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Dates:
|
600BCE
to 1450
|
K.C. #:
|
2.2 III,
3.1. I, 3.3.II,
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Key
Concept:
|
|
Our Topic:
|
1. The role
of urban centers from 600 to 1450
2. The
requirements of the DBQ
3. The
requirements of the Long Essay: CCOT
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Required
Pre-Reading:
|
|
|
Essential
Question(s):
|
(SB-5) Assess the degree to which the functions of cities within states or
empires have changed over time.
|
Material to
Master:
|
●Imperial
cities served as centers of trade, public performance of religious rituals,
and political administration for states and empires.
●Existing
trade routes, including the Silk Roads, the Mediterranean Sea, the
Trans-Saharan, and the Indian Ocean basin, flourished, and promoted the
growth of powerful new trading cities.
●The
fate of cities varied greatly, with periods of significant decline, and with
periods of increased urbanization buoyed by rising productivity and expanding
trade networks.
|
Documents
to be utilized:
|
-
|
In Class:
|
Long Essay - Causation
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Homework:
|
Read Bulliet pages:
|
|
&/or:
|
|
Flashcards:
|
-
|
Turn in
next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
62d
|
Dates:
|
600BCE
to 1450
|
K.C. #:
|
2.2 III,
3.1. I, 3.3.II,
|
Key
Concept:
|
|
Our Topic:
|
1. The role
of urban centers from 600 to 1450
2. The
requirements of the DBQ
3. The
requirements of the Long Essay: CCOT
|
Required
Pre-Reading:
|
|
|
Essential
Question(s):
|
(SB-5) Assess the degree to which the functions of cities within states or
empires have changed over time.
|
Material to
Master:
|
●Imperial
cities served as centers of trade, public performance of religious rituals,
and political administration for states and empires.
●Existing
trade routes, including the Silk Roads, the Mediterranean Sea, the
Trans-Saharan, and the Indian Ocean basin, flourished, and promoted the
growth of powerful new trading cities.
●The
fate of cities varied greatly, with periods of significant decline, and with
periods of increased urbanization buoyed by rising productivity and expanding
trade networks.
|
Documents
to be utilized:
|
-
|
In Class:
|
AP Insight: Challenge
Area 5: Causation: Linking State Building and Urban Growth
Challenge Area Assessment
Long Essay and DBQ Rubrics
Format for a DBQ
|
Homework:
|
Read Bulliet pages:
|
|
&/or:
|
|
Flashcards:
|
-
|
Turn in next class:
|
-
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
63
|
Dates:
|
600-1450
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K.C. #:
|
REVIEW FOR TEST
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In Class:
|
PROJECT DUE
Present and defend
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Homework:
|
Read Bulliet pages:
|
|
|
|
Turn in next class:
|
-Flashcards
|
NOTE:
disregard all assignment instructions in web lessons
|
Day:
|
64
|
Dates:
|
|
K.C. #:
|
TEST
|
In Class:
|
TEST
add challenge area 7 assessments
|
Homework:
|
Read Bulliet pages:
|
|
&/or:
|
|
Flashcards:
|
-
|
Turn in next class:
|
-
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