Wednesday

Today we need to go over yesterday's primary source, watch the video below and go over the rest of primary sources in chapter 3.   You will need to Soapstone one of them.  Tonight you need to watch crash course again and then answer the questions below.  Tomorrow and Friday you need to fill out the PERSIAN guide for Unit 2 (at least were we are).

Crash Course World History: The Persians and Greeks #5

1. “We are the EXCEPTION!” The Mongols are the exception to what general rule about empires?




2. Explain the concept of historical bias using “the Father of History”, Herodotus, as an example.



3. Describe the characteristics of the Persian Empire.



4. How did the Persian religion of Zoroastrianism impact the development of labor systems in Persia?



5. Describe the Greek City-States.



6. What was the cause of the Persian Wars?



7. What was the cause of the Peloponnesian War?



8. What is “realism” in political terms? What quote did you just hear that succinctly explains that philosophy?



9. What arguments can be made that a Persian victory might have been a good thing?



10. Flashback Question: How do we know much of what we “know” about the Persians? Make a mental note to hold on to this idea. It has an important underlying concept to which we will continually refer.

For Monday and Tuesday

Monday - finish reading and taking notes on Chapter 3.

Tuesday - Look at pages 146-147.  Read Pericles' "Funeral Oration" and Soapstone it.
Also answer the following:
1) How does Pericles describe Athenian democracy?
2) What kind of citizens does he believe democracy produces?
3) Although Pericles praised the Athenian military prowess, his city lost the Peloponnesian War.  In what ways does this affect your assessment of his arguments?

Just in case you forgot:



SOAP the Document:  Making Primary Source Documents
Come Clean!

Source

Who wrote the document?

What is the author’s background/point of view?

Whose point of view, given the topic, is
missing?

Do you consider the source a reliable one on this topic?  Why/why not?

Occasion

When was the document written?

What does the date of the document tell you about its content?

What other historical events were going on during this time?

Audience

To whom is the author writing?

What type of document is this (diary entry, personal letter, public speech,
etc.)?  

Does the private/public nature of the document inform you about its content
(is the author sharing private thoughts, making a public pronouncement,
etc.)?

Purpose
Why was the document written?  What is the purpose of the document?

What is the document saying?

Tone

What is the attitude of the speaker?

Unit 2

Today we are going to go over your tests and discuss the outlines of Unit 2.  This weekend you need to read the first half of chapter 3.

UNIT TWO: Organization and Reorganization of Human Societies

Periodization: 600 B.C.E. to 600 C.E.

Length of Class Time: 4 weeks

Reading: Ways of the World chapters 3-7.  “The Other Third of the Globe” (essay on the development of Oceania) by Ben Finney.

KEY CONCEPTS

1.1  The Development and Codification of Religious and Cultural Traditions

1.    Codification and further developments of existing religious traditions provided a bond among the people and ethical code to live by.

2.    New belief systems and cultural traditions emerged and spread often asserting universal truths.

3.    Belief systems affected gender roles.  Buddhism and Christianity encouraged monastic life and Confucianism emphasized filial piety.

4.    Other religious and cultural traditions continued parallel to the codified, written belief systems in core civilizations.

5.    Artistic expressions, including literature and drama, architecture and sculpture, show distinctive cultural developments.

       2.2.  The Development of States and Empires

1.    The number and size of key states and empires grew dramatically by  

imposing political unity on areas where previously there had been competing states.

2.    Empires and states developed new techniques of imperial administration based, in part, on the success of earlier political forms.

3.    Unique social and economic dimensions developed in imperial societies in Afro-Eurasia and the Americas. 

4.    The Roman, Han, Persian, Mauryan, and Gupta empires political, cultural, and administrative difficulties that they could not manage, which eventually led to their decline, collapse, and transformation into successor empires or states.

2.3  Emergence of Transregional Networks of Communication and Exchange

1.    Land and water routes became the basis for transregional trade, communication, and exchange networks in the Eastern Hemisphere.

2.    New technologies facilitated long-distance communications and exchange.

3.    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.

Topics for discussion: World Religions (Judaism, Christianity, Buddhism, Hinduism, Daoism, Confucianism and Animism in Australasia, Ancestor in East Asia); Classical Civilizations (Persia, Qin and Han, Maurya and Gupta Empires, Phoenicia, Greece, Rome, Teotihuacan, Maya, and Moche); Trade Networks (Silk Road, the Indian Ocean, Mediterranean, and Trans-Saharan).

Assignments:

1)   Writing – students will continue to work on comparative essay.  Possible prompts include: compare the basic features of two classical civilizations; or compare two the major religions or philosophic systems (Hinduism, Buddhism, Confucianism, Daoism, Judaism, Christianity, or Greco-Roman philosophy); compare the reasons for and the outcome of the fall of two classical civilizations (Rome, Han China, and the Gupta).  Students will also be introduced to the CCOT essay with a thesis development workshop. 

2)   Timeline – students will create a timeline for the period connecting events by relationships between the causes and consequences of the events.

3)   Reflective Blog – students will write a reflective commentary considering the trans-regional networks of communication and exchange and the consequences of long-distance trade during this era and its connection to the larger story of world history. 

4)   Primary Source Analysis: Using soapstone students will investigate the following primary sources: Journeys of Faxian, Leviticus, Bhagavad Gita, Aristotle’s Politics, plus visuals of coins from Rome, Han, Gupata and Yap.  Visuals of architecture in Mediterranean, Middle East, South Asian, East Asia, and Mesoamerica; and ancient maps.

5)   Debate (Point/Counterpoint) – Did Christianity liberate women? Or did the benefits of the First Emperor of China’s rule outweigh the human cost? 

6)   Create of notecards of key terms to be used for review.

Unit Two Test: 25 multiple-choice question, in-class essay CCOT.

AP World History – UNIT 1
Learning Goal: Students will be able to analyze significant technological and environmental transformations from 8,000 BCE to 600 BCE.
4	Students will be able to analyze and evaluate significant technological and environmental transformations from 8,000 BCE to 600 BCE and make comparisons to other time periods.
3	Students will be able to analyze and evaluate significant technological and environmental transformations from 8,000 BCE to 600 BCE.
2	Students will be able to explain significant technological and environmental transformations from 8,000 BCE to 600 BCE.
1	Student will be able to recognize significant technological and environmental transformations from 8,000 BCE to 600 BCE.
Key Concepts: ·     Peopling of the Earth ·     Neolithic Revolution and early agricultural societies ·     Development and interactions of early agricultural, pastoral, and urban societies

THEMATIC REVIEW QUESTIONS – PERIOD 1

1)   Interaction Between Humans and the Environment

How did the agricultural revolution change the relationship between people and the environment?

2)   Development and Interaction of Cultures

Analyze how the relationships between the cultures of Sumer and Babylonia were similar; or Egypt and Mesopotamia; or between the Indus Valley Civilizations and Mesopotamia; or between China and Mesopotamia.

3)   State-Building, Expansion, and Conflict

How did the agricultural revolution lead to the development of kings and to greater warfare?

4)   State-Building, Expansion, and Conflict

How do the achievements in architecture in Mohenjo-Daro and in ancient Egypt both reflect the process of state-building?

5)   Creation, Expansion, and Interaction of Economic Systems

Analyze how forms of transportation and types of trade goods affected the trade between Mesopotamia and the Indus Valley.

6)   Development and Transformation of Social Structures

Analyze the similarities and differences of the systems of record-keeping that emerged in the Mediterranean and the Shang Dynasty.

Tuesday

Today - we are going to look at the Egyptian Book of the Dead and perhaps parts of the Bible.

Below - is what we need to do for this Unit.

HW: Create a timeline for this Unit Period.

Unit I: Technological and Environmental Transformations
Periodization: to 600 B.C.E
Reading: Ways of the World: A Global History chapters 1-3.  The Human Web: A Bird’s-Eye View of World History chapters 1-2.  Guns, Germs and Steel chapter 6.
Key Concepts:

1.1: Big Geography and the Peopling of the Earth
Archeological evidence indicated that during the Paleolithic era, hunting-foraging bands of humans gradually migrated from their origin in East Africa to Eurasia, Australia, and the Americas adapting their technology and cultures to new climate regions.

1.2: The Neolithic Revolution and Early Agricultural Societies
1.    Neolithic Revolution leads to new and more complex economic and social systems
2.    Agricultural and pastoralism begins to transform human society

1.3: The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

1.     Core and foundational civilizations developed in a variety of geographical and environmental settings where agriculture flourished.
2.     The first states emerged within core civilizations
3.     Culture played a significant role in unifying states through laws, language, literature, religion, myths, and monumental art.
Unit I Assignments:
1)   Practice outlining and synthesizing textbook reading (directed by teacher).
2)   Introduction to comparative essay.  Thesis workshop.  Comparative essay regarding foraging and early agricultural societies or analyzing the similarities and differences in culture between Mesopotamia and Egypt.
3)   Timeline – students will create a timeline for the period connecting events by relationships between the causes and consequences of the events.
4)   Reflective Blog – the students will write a reflective commentary discussing how the history of the era or a region of the era fits into the larger story of world history.
5)   Primary Source Analysis – Using soapstone – Epic of Gilgamesh, Code of Hammurabi, creation stories in Rig Veda, Popul Vuh, and the Bible.  Visuals from Easter Island, cave paintings, pyramids, hieroglyphs, iron weapons and chariots.
6)   Students will participate in a debate discussing whether or not Egyptian Civilization Originated in Africa.
7)  Create note cards of key vocabulary words.
UNIT ONE TEST – 20 multiple-choice questions, in-class compare/contrast essay.

Gilgamesh

Today we are going to look at Gilgamesh.  After we read it as a class you will SOAPTone it in small groups.

Here is a link to the full text:

http://www.aina.org/books/eog/eog.pdf

Hammerubi's Code of Laws

Today - we will discuss SOAPSTONE and look at primary sources.

We'll look at the Code of Laws in your textbook, but if you want to look the entire code, go HERE.

SOAP the Document:  Making Primary Source Documents 
Come Clean! 
 
Source 

Who wrote the document?  

What is the author’s background/point of view?  

Whose point of view, given the topic, is 
missing?  

Do you consider the source a reliable one on this topic?  Why/why not? 

Occasion  

When was the document written?  

What does the date of the document tell you about its content? 

What other historical events were going on during this time? 

Audience  

To whom is the author writing?  

What type of document is this (diary entry, personal letter, public speech, 
etc.)?    

Does the private/public nature of the document inform you about its content 
(is the author sharing private thoughts, making a public pronouncement, 
etc.)? 

Purpose 
Why was the document written?  What is the purpose of the document?  

What is the document saying? 

Tone

What is the attitude of the speaker?

Wednesday

Today - we are going to finish chapter 2.

Tomorrow, we will move on primary sources: Hammurabi's Code of Laws.

Ancient Egypt

Today we are going to continue to read and take notes on chapter 2 (after we review).  

 

HW: Watch crash course and answer the following questions on your blog. 

1.  What point is John Green making about the different “lenses” we use when we study history?

2.  How did the Nile River shape the worldview of the Egyptians? How did this compare to the Mesopotamian worldview?

3.  How was Egyptian Civilization different from most other River Valley Civilizations? Why do you think this was?

4.  What does the construction of the pyramids represent? (not “what was the purpose of the pyramids?”)

5.  What was the motivation for building the pyramids? (not “what was the purpose of the pyramids?”)

6.  What changes took place in the transition from the Old Kingdom to the Middle Kingdom?

7.  Amon-Ra or Top Ramen…you decide…

8.  What protected Egypt from outside peoples? How were the Egyptians eventually conquered by Semitic peoples of the Middle East?

9.  What changes took place in the transition from the Middle Kingdom to the New Kingdom?

Friday

Today - we need to continue reading and taking notes on chapter 2.

Thursday

We need to discuss PERSIAN guides.

1) Then I'll give you 10 minutes for finish your essay outlines.  You need to turn these in today.

2) We will watch Crash Course #3

1. John Green begins by discussing one of the most obvious consequences of agriculture...what is it and what are the most immediate consequences for those societies?
   
2. Gilgamesh...Rural vs. Urban: explain.
   
3. Historically speaking, why do you think cities tend to win? But did cities always win? Explain.
   
4. Why do you think early cities devoted resources to building monumental architecture, like ziggurats?
   
5. How does Mesopotamia compare with the Indus River Valley (IRV)? Identify both similarities and differences. Think of why a specific similarity and a specific difference might exist. (This is analysis;; one of the more challenging skills you will need to develop).
   
6. How might the environment of Mesopotamia influence or shape people’s perceptions of their gods?
   
7. What is the significance of the emergence of palaces? How did kings gain power over priests? How did they keep it?
   
8. CUNIEFORM: What three points does John Green make about the advent of writing?
   
9. How did the environment of Mesopotamia shape the economy of the society?
   
10. What factors led to the downfall of the Mesopotamian city-states and to what effect? (A causes and effects question)
    

11. MONGOLS! The Mongols are the exception to what general rule?
    
12. What was Hammurabi’s most significant contribution?
    
13. Compare new city-states with the old city-states of Mesopotamia. Identify 3 specific similarities and 3 specific differences. State a reason for at least one similarity and one difference.
    
14. Who provided the basis for the development of territorial kingdoms? How? Why does this “base” prove to be unsteady?
    
15. What legacy did the Assyrians leave?
16. How did Assyrian kings attempt to legitimize their rule? 

The Last thing we will do today is begin Chapter 2.

Wednesday

Today we are going to look at Crash Course #2 as an introduction to Chapter 2.  You may want to think about the questions below - as they will be homework.  You can watch the video again at home to answer these.  After the video, we will be outlining the essay that we started yesterday.  First, please turn in a copy of your PERSIAN guides.

Crash Course #2

Indus Valley Civilization

   1.  How is the concept of “civilization” a useful construct? When is it not a useful construct.?

2.  How does John Green define what constitutes a civilization? How does this compare to other definitions of civilization you have learned?

3.  Where did the earliest civilizations emerge? Why there?

4.  Why was the Indus Valley a prime location? How did the environment impact the people who lived there?

5.  How do we know, what we know, about the IVC?

6.  How did they use technology to interact with the environment to improve their quality of life?

7.  What evidence exists of long-distance trade and with whom?

8.  What appears to be unique about the IVC, based on your knowledge of other civilizations?

9.  What theories do historians have about the fate of the IVC? As historians, what evidence might one look for to support or disprove these three theories?