Welcome back! Please return to regularly scheduled classes.
Mini Seminar
Mustafa Kemal, Muslim Brotherhood, Ayatollah Khomeini
Film Excerpts
He Named Me Malala
Please report to Mr. King's room to work on end-of-year research projects and EOC Review. Reagan and Dillon please report to the library and use this time as a study hall.
Please report to Mr. King's room to work on end-of-year research projects.
Songs of Freedom Seminar
Due
Any outstanding review packets for period 1 through 5. (6 not collected).
Please bring back textbook and test review book.
Movie
Race
Assignment
Reflections
As a group, we reflected on the test, our class content, our strengths as a group and our goals for improvement. Personal reflections on both your performance as a student and on my performance as a teacher are posted on Google Classroom, and will receive a participation grade.
1) Review most missed test questions (10, 19, 47)
2) Quizlet games or flashcards
Vocab and Terms Review-Basic Set
AP World Vocab and Terms Superset
3) Kahoots
International Organizations
Age of Exploration
4) Contextualization Practice
5)Edpuzzles
Spanish Empire
Imperialism
Falcon Flight
Review most missed test questions (10, 19, 47) and LEQ.
DBQ partnered practice
A) Briefly skim the provided primary sources from last year's released DBQ. these documents were only available in class, on paper. (5 min)
B) Review how DBQ's are scored. (5 min)
C) Review the thesis you came up with for the documents. Review the contextualizing statement(s) you made. (5 min)
DBQ Independent Practice
A) Read the documents in this DBQ about the evolution of human rights (10 min)
B) Compose a written thesis that directly and completely answers the question (10 min)
DBQ partnered practice
A) Discuss what contextualizing statements you might need to frame your thesis argument. (10 min)
B) Identify one of the following for at least four of the sources: Point of view, intended audience, purpose, or contextualization (10 min)
Homework
Read through the following document sets (1 of which we have seen before in class). Practice relevant DBQ skills by asking yourself embedded questions and responding to them either in your head or, ideally, on paper.
Review
Chronology
Homework-Study! Ways to study....
1) Period 6 (Unit 5) Review Packet. Due Tuesday, May 14
2) Quizlet games or flashcards
Vocab and Terms Review-Basic Set
AP World Vocab and Terms Superset
3) Continue with chronology activities linked above. Answer keys below.
4) Revisit textbook assignments, particularly textbook assignments recently passed back to you. Reread the questions, view your answers on your returned homework, and try to correct questions that are incorrect.
5) Read any part of either of the two review books you have at your disposal.
6) Review your completed review packets.
8) Retake old Edpuzzles that I have reset.
Test
20th century and beyond
Homework
A) Visit the Google Classroom to view textbook assignments from the Early Modern Period. Take as (ungraded) quizzes. Hit me up for bubble sheets if you don't have any. Due May 10
B) Make sure you finish your last textbook reading. It contains a lot of information about disease, medicine, agriculture, etc. that we simply ran too short of class time to cover. Grrrr....SNOW DAYS! (Shakes fist at sky).
C) Period 5 (Modern) Review Packet-See me if you don't have a copy.
Covers Unit 4
Due May 10
Due
Period 4 (Early Modern) Review Packet
Warm-up
Brainstorm historical factors behind the data in the chart
Lecture
Review
Homework
A) Textbook 598-616, “Post Cold War World”
C) If your finish these things, begin Period 5 and 6 review packet, due May 14th. Keep in mind review of Period 6 doubles as studying for our last in-class test.
Warm-up
What do you think is meant by the oxymoron “passive resistance”?
Discussion, Photos
Lecture
Nonviolence Movements in the 20th Century
Primary Sources
Discussion
Why are non-violent movements effective?
Homework
You will have other homework for the class preceding the test, so make sure you’re getting started on this now. Test is on Wednesday, May 8.
Falcon Flight
Period 3 (Post-Classical) Review Quizzes
Due
Cold War Textbook Questions, Communist China Edpuzzle, Period 3 (Post-Classical) review packet
Warm-up
Why would U.S. President Woodrow Wilson’s words of advice to decision makers at the Paris Peace Conference give hope to colonial people?
Lecture
DBQ group practice
A) Read the provided primary sources from last year's released DBQ (paper based).
B) Review how DBQ's are scored.
C) Write a thesis for the documents, make contextualizing statement(s), and identify one of the following for at least four of the sources: Point of view, intended audience, purpose, or contextualization.
Homework
A) Textbook “Decolonization” 573-587
B) Decoloniztion Edpuzzle (OPTIONAL)
C) Begin Period 4 (Early Modern, 1450-1750) review packet, due Monday, 5/6.
Use of Freeman-pedia as a supplementary visual resource recommended.
Warm-up
Interpret the political cartoon
Lecture
Whole Group Discussion, Reading, Partnered Discussion, Graphic Organizer
Homework
A) Textbook 551-566, “The Cold War”
Textbook Questions (in process of being modified, will be done by this afternoon)
AP Test Registration
Review
Visit the Google Classroom to revisit Post-Classical textbook assignments, and take them as quizzes.
Homework
Work on Period 3 (Post-Classical) Review Packet-Due Tuesday, April 30.
Use of Freemanpedia as a supplementary resource highly recommended.
Due
WWII Textbook Questions
Warm-up
Review: What is "Total War"?
Partnered discussion
Based on the provided sources, does WWII fit the description we developed of “Total War”? Why or why not?
Independent Reading/Maps
Edpuzzles
Whole group discussion
Homework
A) Finish 3 Edpuzzles
B) Hiroshima and Nagasaki (16:00-25:00)
C) Begin Unit 3 Study Packet (available after school)
Seminar
The Great Depression in Europe
Mussolini (Classroom)
Mein Kampf (Classroom)
Education and Information in Nazi Germany
Homework
B) Unit 1 and 2 review packet
Resources:
C) Practice test-multiple choice and short answer.
Warm-up
How is the portrayal of totalitarian dictators similar in these posters? What is the common message of these posters?
Lecture
Partnered Discussion
Homework
A) Stalin's Totalitarian Regime
B) Collect thoughts for sources you've already read for seminar:
The Great Depression in Europe
Mussolini (Classroom)
Mein Kampf (Classroom)
Education and Information in Nazi Germany
Warm-up
What made Hitler appealing? Who did he appeal to?
Group Discussion
Lecture
Photo Discussion
STOP! ONLY when you are done discussing questions for each photo, look at the following for captions.
Homework
Catch up on interwar (Monday, Wednesday) work
Or
Get ahead on Tuesday's Homework
Work Day
I am absent due to illness. Do your work in order for your best chance at understanding. If you are among the majority who did not complete your homework for April 1, start there.
Textbook Reading
Read pages 895-901 in Green “Ways of the World” Textbook about the rise of Fascism in Italy and Germany, taking note of tips in the margins about main ideas and generating brief notes in response to these prompts. There should be copies of this textbook in desk baskets and in bookcases along windows.
Assignment
Visit the Google Classroom to read and answer questions on Mussolini and the doctrine of fascism.
Primary Sources
Read/view these sources (about 8 pages, total) in preparation for a seminar tentatively scheduled on Thursday, April 11
Education and Information in Nazi Germany
Homework
Finish whatever you were not able to in class.
Warm-up
Generate 3+ explanations for why the generation of young people who experienced WWI were, after the war, often referred to as "The Lost Generation".
Lecture
Partnered Discussion of Primary Sources
Homework
B) The Great Depression in Europe
C) Visit the Google Classroom to read and answer questions on Hitler’s Mein Kampf
(Roughly 7 pages of actual text, total).
Warm-up
Based on the primary source at left, how was WWI’s impact on the land similar to its impact on humans?
Lecture
WWI-Weapons and Total War Video Lecture
WWI-Weapons and Total War Slides
Video
Mankind, the Story of All of Us: "Speed" (37:00-45:00)
Partnered Discussion of Primary Sources
Extension
Homework
Visit the Google Classroom to read and complete questions on All Quiet on the Western Front
Warm-up
What kind of person is described in the poem? What has his experience been?
Lecture/Video with Notes
Discussion
Video and notes
Assassination of Archduke Franz Ferdinand
Discussion
Whole Class Discussion
Homework
Test
Unit 4, The Modern Period, 1750-1900
Extensions
Work on anything you're missing (imperialism DBQ, in particular),
Work on other classes,
or
America, Story of Us: Cities (10:00-end)
America, Story of Us, Division, 11:30-17:00 Lowell Mills
Marxist philosophy-surplus value, etc.
Warm-up
What is Pankhurst suggesting about how women will gain the right to vote?
Primary Source
Olympe de Gouges-Declaration of the Rights of Woman and Citizen
Lecture
Small Group Discussion
Homework
Test Friday 3/21
Age of Revolutions Study Guide Part 1
Age of Revolutions Study Guide Part 2
Extra Credit Options
A) Emmeline Pankhurst and Joseph Chamberlain (Must be done on paper)-20 points
OR (can only do one)
B) Permission Slip, Suffragette
Due the first day of Unit 5-26th (A) and the 27th (B)
Due
Textbook Questions-Turkey, China, Japan, and the West
Upcoming
Test Friday March 22
Registration pull-outs Tuesday, March 26
Warm-up
What do these portraits of Japanese emperors suggest about continuity and change in Japanese history?
Partnered Discussion
Discussion
Contextualization Practice-Whole Class
Contextualization Practice- Modernizing Japan
Homework
A) Edpuzzle 19th centuryJapan
B) DBQ Independent Practice-Imperialism
DBQ Prompt, Instructions, and Documents
Warm-up
Use the primary source to support or refute John Green’s generalization about 19th-century imperialism.
Primary Source and Discussion
Video
Mankind, The Story of Us: "Revolutions"-Opium Wars (28:00-34:00)
Edpuzzle
Video
Partnered Discussion
Homework
A) Textbook Reading-Turkey, Japan, and the West
B) Nationalism and Westernization Edpuzzle
Warm-up
Consider similarities and differences between these two images.
Lecture
Discussion
Photos and Video
Reading/Partnered Discussion
Homework
A) Textbook Reading “Global Links and Imperialism”465-478
B) Edpuzzle-Types of Imperialism and Resistance to It
Warm-up
Brainstorm how industrialization and imperialism might be connected
Lecture
Intro to New Imperialism Notes
Partnered Discussion
Imperialism Political Cartoons
EdPuzzle
Motives of Imperialism and Factors of Success
Homework
A) Review Natural Selection video clip, if needed
B) Visit the Google Classroom to read and answer questions on Darwin vs. Social Darwinism
C) Cecil Rhodes
Seminar
Edward Baines, The History of the Cotton Manufacture in Great Britain
Engles, Condition of the Working Class in England
Adam Smith, The Wealth of Nations
Marx and Engles, "The Communist Manifesto"
Homework
Take a break, catch up, or get ahead on the following:
Age of Revolutions Study Guide Part 1
Due
Industrial Revolution Textbook Work
Paper should be both submitted on Google Classroom and printed, in the basket.
Warm-up
Marx is writing in 1848. Do you agree with him? Have philosophers up until then had no real effect on the world?
Lecture
Reactions to Industrial Revolution
Reactions to Industrial Revolution Notes
Discussion
Visit the Google Classroom to discuss (written questions nixed) the tactics used by labor unions and their opponents, and related primary sources.
Homework
A) Adam Smith, "The Wealth of Nations"
B) Marx and Engles, "The Communist Manifesto"
Seminar in next class meeting covering Baines, Sadler Report, Engles, Smith, and Marx.
Warm-up
Explain connections between human activities and the natural environment in the Industrial Revolution. Note: Consider how the natural environment shaped human activities, and how human activities impacted the natural environment.
Video
Mankind, The Story of Us: "Revolutions" (16:00-29:30)
Discussion
Working Class in the Industrial Revolution
Homework
A) Engles, Condition of the Working Class in England
B) Text pages 421-435, “Industrial Revolution”
Warm-up
Describe the information available in the map. What does it tell you?
Class Business
Essay due date extended to 2/27. Extra credit due today.
Lecture
Early Industrial Revolution Notes
Video
Mankind, The Story of Us: "Revolutions" (4:13-16:30)
Discussion
The dark side of the Industrial Revolution-problems of factory work, problems of industrial cities, environmental destruction, class divisions
If time…
Telegraph Activity
Homework
Primary Sources
Will be addressed in a seminar next week.
Edward Baines, The History of the Cotton Manufacture in Great Britain
Warm-up
Can a government official be a terrorist? Explain your answer.
Mini-Seminar
Discussion
Americans living in the English colonies in the 18th century were very inspired by Enlightenment ideas. How do you think Enlightenment ideas might impact other European colonies?
Discussion
Lecture
Latin American Revolutions Notes
If time...
Map Activity
Assignment
Edit and polish your essay.
Warm-up
Who is Tocqueville talking about in this quote?
Lecture
Intro to French Revolution Notes
Primary Source
Working in partners, work though the Declaration of the Rights of Man and Citizen. Note that the two halves of the assignment have slightly different instructions.
Declaration of the Rights of Man and Citizen
Homework
Crash Course French Revolution EdPuzzle
Extra Credit Option
Must be completed by February 25th. Permission slip should be turned in with questions.
Marie Antoinette Permission Slip
Marie Antoinette Extra Credit Questions
Essay
Continue to write essay in the Google Classroom.,
Final paper will be due Monday, February 25.
Homework
Finish your paper through to the end in rough draft.
Essay
Visit the Google Classroom to being writing your essay. Write in the document with the prompt, which gives Ms. Coble access.
Final paper will be due Monday, February 25.
Homework
Finish you paper through paragraph 3, or, ideally, 4.
Warm-up
What is Jefferson saying? How are his ideas similar to John Locke or Jean-Jacques Rousseau?
Vocab and Cloze Reading (Small Group)
Working in partners, students reviewed the events that led the American colonists toward revolution.
Vocab Review-Prep for Cloze Reading
Events Leading to American Revolution Cloze Reading
Primary Source (Partnered)
In partners, on paper “translate” the main body of the Declaration of Independence into your own words, trying to be as specific as possible.
Primary Source Matching Activity (Partnered)
Visit the Google Classroom to complete a matching activity comparing Locke and Rousseau to Jefferson's words in the Declaration of Independence.
Homework
Read through the rubric, essay planner, and editing guide for the essay we will be writing in our next two class meetings. Final paper will be due Monday, February 25.
Warm-up
Is the quote true, in your personal experience?
Lecture
Intro to the Philosophes Guided Notes
Partnered or Small Group Activity (on paper)
Group Activity
Homework
A) Visit the Google Classroom to complete questions on Locke and Rousseau’s vision of “the social contract”
B) Review the answer key for this matching activity that we did in Unit 1
Lasting Influence of Greco Roman Political Thought
C) Finish Cloze Reading, if needed.
Test
Early Modern Period
Assignment
Video (18:10-end)
Warm-up
Compare and contrast this portrait of Chinese emperor Kangxi to other portraits of Early Modern Asian emperors.
Lecture
Assignment
Early Modern China Text Questions
Edpuzzle
Ted Ed Lesson
Homework
Warm-up
How do the two pieces show different views on the relationship between Mughal India and Safavid Persia?
Discussion
Power and religion in Mughal India
LEQ Writing Practice-
-Outline of approach
-10 min partnered review of matching activity-What's relevant?
Homework
A) Review resources and collect your thoughts. Set a 40 minute timer. Write your essay, not referring to outside resources as you write. When the timer goes off, note what you were and were not able to get done. Then, finish the essay to your satisfaction, (with outside resources if needed) but try not to spend more than an additional 40 minutes, as you are practicing for the real thing.
B) Begin Study Guide. Test next week (either the 5th or the 7th, depending on how quickly we can finish content).
Paper attendance. Because many 2nd period AP teachers are not making this meeting mandatory, we will be starting the spring semester (1/30) with an A day. Options for using your time in today's meeting:
A)-BBC, Story of India, Episode 5-Mughal India
B) -Work on extra credit assignment (Zwingli, Galileo) on the Google Classroom
C) Get ahead on study guide
D) Help with classroom tasks-pencil sharpening, clearing users off computers, etc.
Although today's snow day will mean we will lose a day of class eventually, it does not feel appropriate to me to assign a snow day assignment on a day we were not scheduled to meet. Please be prepared to buckle down when we start spring semester.
Warm-up
What do the two images suggest about what might be changing in this city?
Activity
Early Modern Asian Empires Comparison
Extensions
Mughal and Safavid Architecture
Art of the Safavids (view gallery)
Art of the Ottomans (view gallery)
Art of the Early Mughals (view gallery)
Art of Late Mughals (view gallery)
Renaissance Art Partnered Discussion
Mankind, Story of All of Us-Shah Jahan and the Taj Mahal
Look up photos of architectural wonders mentioned in your matching assignment
Video
The Ottoman War Machine ( 0:13:-1:08 )
Key ideas:
1)The talk: mid-year reflections and homework assignments
2) Visit the Google Classroom to complete an honest evaluation of your performance and my performance in the first semester.
3) Read pages 278-294 of textbook. Questions due in next class meeting.
Warm-up
Compare and contrast the ideas expressed in the two quotes.
Lecture
Primary Source
Students filled out this chart, comparing the English Bill of Rights to the American Bill of Rights.
Warm-up
What distinguishes Dutch Imperialism in Asia from Spanish imperialism in the New World?
Lecture
Primary Source
Excerpts from Ricci's Journals
Homework
Visit the Google Classroom to complete questions on economics of the Age of Exploration.
Warm-up
Summarize the main idea of the quote in your own words. Then, consider how it might apply to your experience as a student.
Galileo on Eagles and Starlings
Lecture
Cloze Reading
Galileo
Primary Source and Partnered Discussion
Lecture
Homework
Effects of Religious Dissent (read only)
Extra Credit
Visit the Google Classroom to answer questions on primary sources for up to 20 points of Extra Credit. Due January 18.
Falcon Flight
Black in Latin America: Brazil
Warm-up
Summarize the historical processes behind the 3 graphs showing demographic change in the Early Modern Period.
Partnered Discussion
Sugar Cane and Middle Passage Primary Sources
Edpuzzles
Atlantic Slave Trade Crash Course
Extension
Partnered Worksheet
Make your own copy of the the slide. With a partner, provide answers to the questions in the boxes.
How African Slavery becomes a slave trade
Video and Primary Source
Watch the following video while listening to the primary source being read.
Animated History of the Atlantic Slave Trade
Homework
B) Textbook-”Africa in the Early Colonial Period”, pages 320-329
Due
Textbook work on The Americas in the Early Colonial Period due.
Warm-up
Review: Describe "The Columbian Exchange"?
Discussion
How has the Columbian Exchange impacted your personal diet?
Why were potatoes the most impactful plant of the Columbian exchange?
Lecture and Videos
Partnered Discussion
Cultural Diffusion in Modern Maps
Homework
Cortes on Tenochitlan (Review)
Edpuzzle Crash Course Spanish Empire
Warm-up
The thesis of a popular bestseller argues that the dominance of some cultures/states over others can be boiled down to “guns, germs, and steel.” How does the thesis of Guns, Germs, and Steel relate to what we’ve recently learned?
Lecture
Roots of Exploration/ Early Colonization
Roots of Exploration/Early Colonization Guided Notes
Discussion
Based on the picture, what are "push factors" and "pull factors"? What push factors and pull factors motivated European exploration and conquest?
Homework
A) Primary Sources Potato Revolution
B) Text page 302-319, "The Americas in the Early Colonial Period"
No warm-up
Lecture
Movie
Warm-up
What are some things that used to be more valuable in the past than they are today? What factors can influence how a good's value changes over time?
Seminar
Columbus' Journals (Google Classroom)
Homework
Catch up on snow day assignments, or enjoy a night off.
Note
Your snow day assignments have been entered into the grade book as zeros, and they are tanking your grade. This applies to everyone. When you complete the assignments, (which are all due when we meet next as a class) the situation will be remedied. We discussed at the beginning of the year that AP would always have a snow day assignment. I am actually serious about this.
Video
Visit the Google Classroom to answer and submit questions on Mankind, The Story of Us. Recall that these videos are also available in better quality on Amazon for free, if your family happens to have a Prime membership.
Mankind, The Story of All of Us: “New World” (17:00-38:00)
Mankind, The Story of All of Us: “Survivors” (30:50-end)
Snow Day Assignment:
A) Visit the Google classroom to read excerpts from Christopher Columbus' journals in preparation for an upcoming seminar. Take notes in the spaces provided about the discussion questions. Answers do not need to be in complete sentences. Grade will be based on participation in seminar.
B) Read 2 other primary sources in preparation for seminar:
Snow Day Assignment:
A) Textbook 288-289, 302-304
B) Americas Before Columbus (43:00 onward)
Both assignments will be due the next time we are able to meet as a class. I will create a post on Google classroom where you can submit your video notes.
No Warm-up
Test
Post-Classical Period
Homework
Read through the following slideshow, watching videos and considering the questions in blue. You do not need to write anything down.
Falcon Flight
Warm-up
What similarities are there between the Aztec and Inca Empires, according to these sources?
Discussion
Extended comparisons of Aztec vs. Inca
Primary Source
Ted Ed
Video
MSOU: Pachacuti
Study Guide
Warm-up
Bullet point adjectives to describe Cortes’ reaction to what he encountered.
Video and Notes
America Before Columbus, MSOU-Aztec
Homework
A) Text 256-265, Post-Classical Americas
B) Begin studying for upcoming test, 12/6
No warm-up
Seminar
Post-Classical China and Japan
Discussion Questions, Post-Classical China and Japan Primary Sources
Homework
Text, Expansion of African Trade, 161-174
Warm-up
What is Genghis Khan saying about good leadership?
Background
Story Time!
(Primary Source)
Wonders of the World, Marco Polo
Students can choose to color, follow along, or chill while listening.
Lecture and Cloze
East African City States Cloze Reading
Edpuzzle
Homework
Prepare for seminar
A) “Examples of Filial Piety, “Prince Shotoku’s Constitution” “Genghis Khan and the Making of the Modern World (already should be finished)
B) Plus, “The Khan’s Ultimatum, “The Art of Government”
C) Discussion Questions, Post-Classical China and Japan Primary Sources
Warm-up
How do the sources differ in their depiction of medieval Mongols?
Discussion
How do the quotes show two different sides of Ghengis Khan?
Map
Growth of Mongol Power, Pearson Realize
Photos/Discussion
Video (50)
Mankind, The Story of Us: "Plague" (1:00-34:20) Mongols, Plague
Mankind, The Story of All of Us, "Survivors" (17:00-30:54) Red Turban Rebellion
Assignment
Visit the Google Classroom to complete questions on the above videos
Homework
Relax
Warm-up
How does the symbolism of a Zen Garden represent Japanese geography?
Discussion
Cloze Reading
Discussion
Cloze Reading
Homework
C)Post-Classical East Asia Resources-Genghis Khan and the Making of the Modern World, Examples of Filial Piety, Prince Shotoku’s Constitution
Warm-up
What does the Qingming scroll tell us about Post-Classical China?
A close look at the Qingming Scroll
Assignment
Visit the Google Classroom to answer and submit questions on an age of invention in Post-Classical China
Homework
Textbook pages 180-190, Post-Classical East Asia:China
Extensions
Animated Version of the Qingming Scroll
18th century copy of the Qingming Scroll
Asian Countries Geography Practice
Warm-up
What previous associations do you have with medieval Europe? (From outside of this class)
Lecture
Extension
Reading
Assignment
Working in groups, students used colored pencils to draw and label connections between various forces that led to the downfall of feudalism and manorialism as social and economic systems.
Homework
A) Medieval Trade Maps Video Lecture
B) Visit the Google Classroom to complete a mapping activity.
Warm-up
Which group of medieval invaders are depicted in the primary sources?
Video
Mankind, The Story of All of Us: "Warriors" (18:26-28:10) Funeral
Mankind, The Story of All of Us: “New World” (0:00-8:00)
Edpuzzle
Friday, November 2
Warm-up
Why might someone suggest you could learn more about Africa from archaeology than history?
Seminar
Mansa Musa discussion questions
Homework
A) Visit the Google Classroom to write a short essay on the wealth of Mansa Musa and submit.
B)Finish mosque poster
Warm-up
What differences do you observe between this mosque in Mali and Arabian mosques? What do you think this suggests about Islamic cultural diffusion?
Discussion
Cultural diffusion and cultural blending with the spread of Islam
Video
Assignment
Discussion
Medieval Islamic World Primary Sources, on paper.
Homework
Mansa Musa Discussion Questions
Seminar in our next class meeting. The two main ideas of the seminar are 1) the wealth of Mansa Musa and 2) what makes a source reputable or unreliable.
Warm-up
Choose any one of the following quotes. Explain it in your own words and decide whether you think it is relevant to your own life.
Discussion
Who is Ibn Battuta? How does his life demonstrate the changing world of the mid-late Middle Ages?
Assignment
Visit the Google Classroom to complete questions on the following video:
Mankind, The Story of All of Us: "Survivors" (2:00-11:00)
Partnered Assignment
Visit the Google Classroom to complete questions on Ibn Batutta’s Travels to Mogadishu
Partnered Discussion
Islamic Caliphates Primary Sources
Homework
A) Visit the Google Classroom to complete questions on excerpts from the Quran.
B) Read and take margin notes on 2 primary sources: 1) Herodotus on Arab spice traders in the classical era and 2) Yakut on Abbasid Baghdad. What is the central idea of each source? We will discuss briefly in our next class meeting.
C) Finish Islamic Caliphates primary sources if you didn't read them all during group work. 2 of these are test questions.
Do not work on posters. We have class time devoted to this in our next class meeting.
Warm-up
Describe similarities between one or more of these quotes and the key ideas of belief systems we have already studied.
Lecture
Discussion
Briefly summarize similarities between the Roman Empire and the Muslim Empires created by Islamic Caliphates.
Partnered Discussion
Assignment
Homework
A) Gold, Empire, Invention in the Islamic World,
Mankind, Story of Us: "Warriors" (9:00-18:00)
B) Text 146-155, "Islamic World Through 1450"
Extra Credit Opportunity
Stay an extra 1.25 hours after school on Wednesday or Thursday to watch a cartoon movie and get 10 extra credit points before the end of the quarter. Optionally, you can see me about purchasing the movie and watching it at home if you cannot make these meetings, but this would cost money and require parent permission.
Warm-up
"I should not wish to be Aristotle if this were to separate me from Christ." -Peter Abelard, 1141
If we were to make generalizations based on this quote, what could we say about the mindset of medieval Europeans?
Lecture and Paired Primary Source Discussion
Virtual Field Trips (Required)
Homework
B) Mankind, Story of Us: "Warriors" (35:00-45:00), The Crusades
Extra Credit Opportunity
Stay an extra 1.25 hours after school on Wednesday or Thursday to watch a cartoon movie and get 10 extra credit points before the end of the quarter. Optionally, you can see me about purchasing the movie and watching it at home if you cannot make these meetings, but this would cost money and require parent permission.
Warm-up
Summarize elements of change after the fall of Rome.
Mini Lecture
Medieval Western Europe and the Byzantine Empire
EdPuzzle
Extensions
European Countries Geography Practice
Virtual Tour
Maps
Partnered Discussion
Homework
A) Early Middle Ages-Western Europe and the Byzantine Empire
B) Visit the Google Classroom to answer questions on the reading linked above
C) If you didn’t finish your classical Americas homework from after the test, circle back to it.
Test
Paleolithic, Ancient, and Classical Civilizations
Homework
A) Review-The Neolithic Revolution
B) Olmec
C)Textbook pages 112-118, Classical Americas
Warm-up
Using these primary sources as evidence, what changed in Rome between the first and fourth centuries?
Nero and Constantine Primary Sources
Lecture
Christianity and the Fall of Rome
Christianity and the Fall of Rome Guided Notes
Maps
Spread of Christianity Progression Map
Spread of Major Religions Progression Map
Discussion
Homework
School Cancelled. Take advantage of the opportunity to study for our Unit 1 Test (Tentatively Tuesday).
Warm-up
How is Aurelius similar to Buddha in his thinking?
Discussion
What’s an empire?
Lecture
Rome: Republic to Empire Guided Notes
Edpuzzle
Assassination of Julius Caesar
Assignment
Visit the Google classroom to complete and submit questions on Mankind, The Story of Us: "Empire"
Mankind, The Story of Us: "Empire" (6:00-24:00) Aqueducts, Gladiators
Discussion
Homework
A) Visit the Google Classroom to complete questions on the following video
Mankind, Story of all of Us-"Empire": Christianity and the Silk Roads (0:00-6:00, 24:00-end)
(Video can be watched at the link above, for free with Amazon Prime, or in my classroom during Falcon Flight).
Warm-up
“When in Rome, do as the Romans do.”-Proverb
What do you think this expression means? Do you think it is good advice?
Lecture
Assignment
Visit the Google Classroom to complete an assignment comparing Greco-Roman political thought to political thought in Enlightenment Europe and the American Revolution.
Assignment
Independently, on paper, practice writing academically about Western political thought.
Ways to express similarity in Western political thought
Extensions
Day in the life of a male Roman teenager
Day in the life of a young Roman girl
Homework
Discussion
What factors made it likely that Roman culture would be influenced by Greek Culture?
Partnered Matching Activity
Visit the Google Classroom to complete a matching activity on Classical Greece vs. Classical Rome
Homework
Text 72-77, No questions
Warm-up
What do the two primary sources suggest about the difference between Spartan and Greek culture?
Primary Source
Visit the Google Classroom to answer and submit questions on Pericles' pep talk to Athenian Soldiers
If you finish before your classmates, work on homework.
Discussion
Compare and contrast Pericles' and Confucius' ideas about how to inspire citizenship/service.
Pericles' Funeral Oration
Homework
B) Socrates on Democracy Edpuzzle
C) Visit the Google Classroom to answer and submit questions about excerpts from Aristotle's Politics
Warm-up
Compare and Contrast the two art pieces
Activity
Extensions
12 Gifts Ancient Greece Gave the world
Crazy Stuff the Ancient Greeks Did
Mediterranean Geography Practice
Group ActiPvity
Discussion
Review pottery as a whole group
Reading, song, video
Exit Slip
Writing Exercise
Han vs. Greek sample sentences
Homework
C) Read Text 52-66 (61-66, if you did your homework).
Answer on a LABELED separate piece of paper.
Classical Greece Textbook Questions
D) Edpuzzle-Check Powerschool to make sure you have grades for all Edpuzzles you've completed. If not, email me the name of the Edpuzzle and your grade. Then, make sure you have only one account., and that your account matches your class.
Warm-up
Geographically, how is Greek civilization different than most other ancient civilizations he looked at?
Discussion
Why do we see more empires developing in the classical time period? How is this related to the development of new technologies? What is the long term impact of empire building?
Video
Mankind, Story of Us, "Iron Men"
Homework
Textbook pages 52-61, No questions.
Warm-up
How do Confucius and Han Fei-Tzu differ in their ideas about leadership?
Seminar
Shu Jing, Han Fei Tzu, Confucius, Lao Tzu
Homework
A)Mankind, Story of Us, Iron Men (22:00-32:00)
Visit the Google Classroom to complete questions on Mankind, Story of Us: “Iron Men”-Classical China
Note: If you would like to watch this video in higher quality, you have the option of buying it on Amazon (free with Amazon Prime) or watching in our classroom during Falcon Flight time. I will show it both Monday and Tuesday next week during that time.
B) Silk Roads
C) Read pages 100-106 of textbook. Answer the following questions on a separate piece of paper. (Correct letter of response all that is necessary).
Classical China and India Textbook Questions
D) Yin and Yang
Warm-up
Interpret the Lao Tzu quote
Lecture
Classical Chinese Philosophies
Classical Chinese Philosophies Notes
Reading/Videos
Activity
Visit the Google Classroom to complete questions on the video.
Homework
Classical China Primary Sources
Warm-up
Review: What is Jainism and how does it resemble the other Indian religions we have looked at?
Discussion
Rig Veda and Bhagavad Gita
Primary Source, Discussion
Reading, Primary Source, Discussion
Maurya Empire and Ashoka's Edicts
Homework
B)Gupta Golden Age Art and Architecture
C)Textbook 95-100, No questions
D) Crash course Buddhism and Ashoka
Warm-up
“We are what we think.
All that we are arises with our thoughts.
With our thoughts we make the world.”
-Buddha
Discuss the meaning of the quote and whether you think it applies to your own life.
Lecture
Hinduism and Buddhism Guided Notes
Videos
Homework
A) Writing Practice
Write a paragraph on paper comparing and contrasting Buddhism and Hinduism, using the following resource:
Ways to express similarity and difference
B) Primary Sources
To Agni, To Indra, The Bhagavad Gita. Read primary sources (on paper) and be prepared to discuss , in our next class meeting. I will ask the following questions in our discussion. Our discussion is not a whole class seminar, but will be much shorter. You do not need to write out answers.
Rig Veda, Bhagavad Gita Questions
Textbook 92-95, No questions
Warm-up
Use the graphs and infographics to draw conclusions about the population distribution of Jewish people.
Discussion
Primary Source (Independent)
Lecture
Ancient India and China Guided Notes
Partner Activity
Have paired students guess what ancient Indus artifacts might be independently. Then, go through the slideshow as a class.
Primary Source (Partners)
Homework
A) Visit the Google classroom to write and submit a 10 sentence paragraph comparing and contrasting the creation stories as explained in the excerpts of Genesis and the Rig Veda that you read in class.
B) Read textbook pages 30-40. No questions.
Warm-up
Which theme(s) of civilization is best represented by this piece of Egyptian art?
Lecture
Primary Source Discussion
Weighing of the heart ceremony
Video
Primary Source (Pairs)
Negative Confession in The Book of The Dead
Discussion (Whole Class)
Negative Confession vs. 10 Commandments
Homework
Note: This time, the 10 minute video cut-off is perfect timing.
B) Read Textbook pages 22-29
C) Visit the Google Classroom to complete an assignment on on Psalm 23 and Shepherd Symbols in ancient civilizations.
Warm-up
How does this Sumerian creation myth demonstrate Sumer’s departure from a Paleolithic lifestyle?
Seminar
Discuss Epic of Gilgamesh
Read and Discuss Code of Hammurabi
Homework
Amsco book 17-21
Warm-up
Identify major turning points in the development of early humans.
Lecture
Rise of Civilization Guided Notes
Think-Pair-Share
Eliminate two of the characteristics of civilization (organized religion, organized government, towns, writing, arts, infrastructure, job specialization, social classes, trade) that you, personally, could live without. Explain.
Small Group Discussion
All of these aspects, or “themes” of civilization we have discussed are very interconnected, and all of them find their roots in one huge change in human history, the development of agriculture. Explain how the characteristics are connected to agriculture by writing alongside the provided arrows.
Homework
Fertile Crescent Video Lecture
Preparation for Wednesday's Seminar:
Warm-up
Why do we study history in school?
Lecture
Sources of History Guided Notes
Test
Geography Map Test (Assessment of summer work)
Class Business
Pick up assigned textbook
Reading and Interactives
Work through the following slideshow and its embedded links for a very brief overview of the origins of mankind.
Assignment
Visit the classroom to complete and submit the assignment "Origins of Man"
Homework
Finish Origins of Man questions, if needed
A) Mankind, Story of Us, Inventors EdPuzzle
B) Agricultural Revolution EdPuzzle
C) Read Amsco text 2-11. No questions.
Introduction
What a AP 9th grader needs to know.
Class Business
Find assigned chromebooks
Find website
Get logged on to Google Classroom
Student Interest Inventories
Homework
Prepare for map test in next class meeting