Chapter 12- Pastoral Peoples on the Global Stage

Chapter 12- Pastoral Peoples on the Global Stage

The Mongol Moment

1200-1500

Learning Objectives:

• Evaluate the significance of pastoral societies in world history
• Analyze the conditions of nomadic life
• Analyze the impact of the Mongol Empire on world history
• Discuss the implications of the Eurasian trade sponsored by the Mongols

Big Picture Questions:

1. Prior to the rise of the Mongols, in what ways had pastoral peoples been significant in world history?
2. What accounts for the often negative attitudes of settled societies toward the pastoral peoples living on their borders?  Why have historians often neglected pastoral peoples' role in world history/
3. In what ways did the Mongol Empire resemble other empires, and in what ways did it differ from them?  Why did it last a relatively short time?
4. In what different ways did Mongol rule affect the Islamic world, Russia, China, and Europe?
5. How would you define both the immediate and the long-term significance of the Mongols in world history?
6. How would you assess the perspective of this chapter toward the Mongols?  Does it strike you as negative and critical of the Mongols, as bending over backward to portray them in a positive light, or as a balanced presentation?

Key Terms:

• "age-set"
• Black Death
• Chinggis Khan
• "fictive kinship"
• Ghazan Khan
• Hulegu Khan
• Karakorum
• khagan
• Khanbalik
• Khubilai Khan
• Kipchat Khanate
• Masai
• Modun
• the Mongol World War
• pastoralism
• Temujin
• Turks
• Xiongnu
• Yuan dynasty

Chapter 11- The Worlds of Islam

Chapter 11- The Worlds of Islam

Afro-Eurasian Connections

600-1500

Learning Objectives:

• Explain the causes behind the spread of Islam
• Assess the dynamism of the Islamic World as the most influential of the 3rd Wave civilizations
• Explain how religious divisions within Islam affected political development
• Analyze Islam as a source of cultural encounters with Christian, African and Hindu cultures
• Evaluate the accomplishments of the Islamic world

Big Picture Questions:

1. What distinguished the first centuries of Islamic history from the early history of Christianity and Buddhism?  What sim/dif characterized their religious outlooks?
2. How might you account for the immense religious and military/political success of Islam in its early centuries?
3. In what ways might Islamic civilization be described as cosmopolitan, international, or global?
4. "Islam was simultaneously both a single world of shared meaning and interaction and a series of separate and distinct communities, often in conflict with one another."  What evidence could you provide to support both sides of this argument?   
5. What changes did Islamic expansion generate in those societies that encouraged it, and how was Islam itself transformed by those encounters?

Key Terms:

• Abbasid Caliphate
• al-Andalus
• Anatolia
• Battle of Talas River
• Bedouins
• dhimmis
• al-Ghazali
• hadiths
• hajj
• hijra
• House of Wisdom
• Ibn Battuta
• Ibn Sina
• imams
• jihad
• jizya
• Kaaba
• madrassas
• Mecca
• Mozarabs
• Muhammad Ibn Abdullah
• Muslim
• Pillars of Islam
• Rightly Guided Caliphs
• Quran
• sharia
• shaykhs
• Sikhism
• Sufis
• Sultanate of Delhi
• Timbuktu
• ulama
• Umayyad caliphate
• umma

Chapter 10- The World of European Christendom

Chapter 10- The World of European Christendom

Connected and Divided

500-1300

Learning Objectives:

• Describe European society after the breakup of the Roman Empire
• Compare the diverse legacies of Rome in Western Europe and the Byzantine Empire
• Explore Medieval European expansion
• Evaluate the backwardness of medieval Europe relative to other civilizations, and...
• Analyze the steps by which Europe caught up to the East

Big Picture Questions:

1. How did the histories of the Byzantine Empire and Western Europe differ during the era of 3rd Wave Civilizations?
2. What accounts for the different historical trajectories of these 2 expressions of Christendom?
3. How did Byzantium and Western Europe interact with each other and with the larger world of the post-classical era?
4. Was the civilization of the Latin West distinctive and unique, or was it broadly comparable to other 3rd Wave civilizations?
5. How does the history of the Christian world in the postclassical era compare with that of Tang and Song dynasty China?

Key Terms:

• Aristotle (Classical Greek Learning)
• Byzantine Empire
• caesaropapism
• Charlemagne
• Eastern Orthodox Christianity
• Roman Catholic Christianity
• Constantinople
• Crusades
• Cyril and Methodius
• Cyrillic
• European cities
• Greek fire
• guild
• Holy Roman Empire
• "hybrid civilization"
• iconoclasm
• indulgence
• Justinian
• Kievan Rus
• natural philosophy
• Otto I
• system of competing states
• Vikings
• Vladimir, prince of Kiev

Chapter 9- China and the World

Chapter 9- China and the World

East Asian Connections

500-1300

Learning Objectives:

• Analyze the role of China as "superpower" among the 3rd Wave Civilizations
• Provide examples of China's deep influence on East Asia
• Assess the impact of interaction on China
• Explore the modern assumptions about China

Big Picture Questions:

1. In what ways did Tang and Song dynasty China resemble the classical Han dynasty period, and in what ways had China changed?
2. Based on this chapter, how would you respond to the idea that China was a self-contained or isolated civilization?
3. In what different ways did nearby peoples experience their giant Chinese neighbor, and how did they respond to it?
4. How can you explain the changing fortunes of Buddhism in China?  
5. How did China influence the world beyond East Asia?  How was China itself transformed by its encounters with a wider world?

Key Terms:

• An Lushan
• bushido
• chu nom
• foot binding
• hangul
• Hangzhou
• Heian
• Jurchen
• kami
• Khitan
• Kumsong
• Murasaki Shikibu
• Nara
• Neo-Confucianism
• Pure Land Buddhism
• samurai
• Shotoku Taishi
• Sui dynasty
• Tang dynasty
• tanka
• tribute system
• Trung sisters
• Uighurs
• Emperor Wendi
• Xiongnu

Unit 3: An Age of Accelerating Connections 500-1500

Unit 3:  An Age of Accelerating Connections 

500-1500

Back to the basics...

Strayer Chapter Outline:

• Chapter 8- Commerce and Culture (500-1500)
• Chapter 9- China and the World:  East Asian Connections (500-1300)
• Chapter 10- The Worlds of European Christendom: Connected and Divided (500-1300)
• Chapter 11- The Worlds of Islam: Afro-Eurasian Connections (600-1500)
• Chapter 12- Pastoral Peoples on the Global Stage: The Mongol Moment (1200-1500)
• Chapter 13- The Worlds of the 15th Century

Period 3: Regional and Transregional Interactions, c. 600 C.E. to c. 1450

·         Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks

·         Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions

·         Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences

KEY CONCEPT 3.1: EXPANSION & INTENSIFICATION of COMMUNICATION & EXCHANGE NETWORKS
Although Afro-Eurasia and the Americas remained separate from one another, this era witnessed a deepening and widening of old and new networks of human interaction within and across regions. The results were unprecedented concentrations of wealth and the intensification of cross-cultural exchanges. Innovations in transportation, state policies, and mercantile practices contributed to the expansion and development of commercial networks, which in turn served as conduits for cultural, technological, and biological diffusion within and between various societies. Pastoral or nomadic groups played a key role in creating and sustaining these networks. Expanding networks fostered greater interregional borrowing, while at the same time sustaining regional diversity. The prophet Muhammad promoted Islam, a new major monotheistic religion at the start of this period. It spread quickly through practices of trade, warfare, and diffusion characteristic of this period. (2012 CONTINUITIES & CHANGE ESSAY) 

Agenda Nov 3rd-7th

Temporary Agenda:  Nov. 3rd-7th 

Week at a Glance:
Monday- Welcome back and Classical Empire Project Prep
Tuesday-  Classical Project
Wednesday-  Classical Project
Thursday- Classical Project
Friday-  Classical Project Presentations???



Monday, Nov 3rd, 2014

Quote of the Day: 

The armies separated; and, it is said, Pyrrhus replied to one that gave him joy of his victory that one more such victory would utterly undo him. For he had lost a great part of the forces he brought with him, and almost all his particular friends and principal commanders; there were no others there to make recruits, and he found the confederates in Italy backward. On the other hand, as from a fountain continually flowing out of the city, the Roman camp was quickly and plentifully filled up with fresh men, not at all abating in courage for the loss they sustained, but even from their very anger gaining new force and resolution to go on with the war.

—Plutarch

Agenda:   1.  Welcome back... Classical Empires Project Preparation

Classical Era Class Project

500 b.c.e-500 c.e.

Goal: 

·         Explore political, cultural and social structures in Classical Eurasia.

·         Consider what made the structures above different in varying Classical Civilizations. 

·         Explore the nature of Classical Patriarchy and its variations.

End-Product:

                By creating a product and presentation to convince your classmates to live in your Empire of the Classical Era.  You should make a compelling sales pitch.  Do NOT forget to voice your opinion regarding Eurasian competitors. 

5 Teams:

1.       Greek Polis- Athens

2.       Greek Polis- Sparta

3.       Roman Empire

4.       Hand Dynasty of China

5.       Mauryan Empire of India

Commandments:

I.                     Thou shalt not neglect any disciple of thy covenant.  (Full participation)

II.                  Thou shalt praise thrice ways the superiority of thy Empire.  (3 reasons why your best)

III.                Thou shalt smite the infidels of foreign empires. (1 reason why other empires are weakest)

IV.                Thou shalt praise thrice thy empire by citing the Holy Source of Primary.

V.                  Thou shalt praise thy empire for no less than 5 minutes and no more than 10. 

VI.                Thou shalt construct monuments in praise of thy empire in the form of the following:

     -Advertisement/Travel Poster

     -Advertisement/Travel Brochure

     -Video

     -Prezi/PowerPoint/GoogleDocs Presentation

     -Rap song

     -Any other approved by the AP High Priest, His Holiness and Eminence, the Majestic Monk Guru Dalai Lama Brahmin Saint Anthony Mers of Waukegan. 

Main Focus Points:  Use Strayer and other sources to highlight factors such as:

-           Social Mobility                                                                  -  Role of women

-          Stability and security of your empire                       -  Slavery

-          Patriarchy                                                                            -Class/Caste system

-          Government                                                                      -  Military strength

-          Social order                                                                        -Religion/Cultural Traditions

-          Education                                                                            -  Resources (land, geography, Nat. Resources)

-          Trade/Economic Power                                                 -  Technology

Tuesday, Nov 4th, 2014

Quote of the Day:  "You miss 100% of the shots you don’t take." –Wayne Gretzky


Agenda:  
1.  Chapter 6 Reading Quiz
2. Continue project preparation (Primary Source Evaluation)

Learning Targets:  

• Analyze social structures of Classical Eurasia
• Compare and contrast social structures and analyze reasons for similarities and differences
• Address the nature of classical patriarchy and its variations

Big Picture Questions: 

A.  What is the difference between class and caste?
B.  Why was slavery so much more prominent in Greco-Roman civilization than in India or China?
C.  What philosophical, religious, or cultural ideas served to legitimize the class and gender inequalities of classical civilizations?
D.  "Social inequality was both accepted and resisted in classical civilizations."  What evidence might support this statement?
E.  What changes in the pattern of social life of the classical era can you identify?  What accounts for these changes?
F.  "Cultural and social patterns of civilizations seem to endure longer than the political framework of states and empires."  Based on Chapters 4, 5 and 6 would you agree with this statement??

Margin Review Questions:  
1.  How would you describe the social hierarchy of classical China?
2.  What class conflicts disrupted Chinese society?
3.  What set of ideas underlies India's caste-based society?
4.  What is the difference between varna and jati as expressions of classical India's caste system?
5.  How did India's caste system differ from China's class system?
6.  How did the inequalities of slavery differ from those of caste?
7.  How did Greco-Roman slavery differ from that of other classical civilizations?
8.  In what ways did the expression of Chinese patriarchy change over time, and why did it change?
9.  How did the patriarchies of Athens and Sparta differ from each other?

Key Terms:

• Ban Zhou
• Brahmins
• caste
• dharma
• Greek and Roman slavery
• helots
• karma
• Ksatriya
• latifundia
• Pericles
• "ritual purity"
• scholar-gentry class
• Spartacus
• Sudra
• the "three obediences"
• untouchables
• Vaisya
• Wang Mang
• Empress Wu
• Wudi
• Yellow Turban Rebellion

Wednesday, Nov. 5th, 2014

Quote of the Day:  "I’ve missed more than 9000 shots in my career. I’ve lost almost 300 games. 26 times I’ve been trusted to take the game winning shot and missed. I’ve failed over and over and over again in my life. And that is why I succeed." –Michael Jordan

Agenda:  Continue project prep

Thursday, Nov. 6th, 2014

Agenda:  Continue project prep

Friday, Nov. 7th, 2014

Agenda:  Continue project prep

Agenda Week of Sept. 15th-19th

Happy Happy Anniversary Wife!!!

It was last Wednesday...don't worry I didn't forget!

3 Years!

Part 2-  The Classical era in World History

500 B.C.E.-500 C.E.

Chapter 4-  Eurasian Empires

Week at a Glance:

Monday-  Big Picture...Changes and continuities & Chapter 4 Reading Quiz

Tuesday-  Greece and Persia

Wednesday-  Primary Source Exploration (SOPASTone)

Thursday-  Imperial Rome & Han China

Friday-  Rome & China cont...Mauryan Gupta India

Learning Targets:

• Consider the nature of imperial systems in the classical era
• Explore why empires developed in some regions but not others
• Explain the important similarities and differences between imperial systems and the reasons behind them

Essential Questions:

1. What common features can you identify in the empires described in this chapter?
2. In what ways did these empires differ from one another?  What accounts for those differences?
3. How did Persian and Greek civilizations differ in their political organization and values?
4. Why did semi-democratic governments emerge in some of the Greek city-states?  
5. What were the consequences for both sides of the encounter between the Persians and the Greeks?
6. What changes did Alexanders conquests bring in their wake?
7. How did Rome grow from a single city to the center of a huge empire?
8. How and why did the making of the Chinese empire differ from that of the Roman Empire?
9. In comparing the Roman and Chinese Empires, which do you find more striking- their similarities or differences?
10. How did the collapse of empire play out differently in the Roman world and in China?
11. Why were centralized empires so much less prominent in India than in China?

Monday, Tuesday and Wednesday, September 15th-17th, 2014

Quote of the Day:  "What you leave behind is not what is engraved in stone monuments, but what is woven into the lives of others."  -Pericles

Agenda:  

1. Do now questions:  What are some changes and continuities going from period 1 to period 2?
2. Chapter 4 Reading Quiz
3. Notes Chapter 4 "Comparing Empires"
4. Comparing Athens and Sparta
5. Primary Source Investigation- Pericles "Funeral Oration"  
1. SOAPSTone 
2. Utilize citation from document to support one of the characteristics of Classical Empires
3. Complete SOAPSTone for remaining documents 

Crash Course- Greeks and Persians

Lost Worlds- Persopolis

Battle of Thermopylae

Crash Course Alexander the Great

Thursday, September 18th, 2014

Quote of the Day: 
"Veni, vidi, vici." - "I came, I saw, I conquered".  It seems a bit like bragging, spoken by Gaius Julius Caesar

"Nos morituri te salutant!"  -  "We, who are about to die, salute you".  Used by gladiators about to enter battle when speaking to the Roman emperor. 

Agenda:

1.  Do Now Question:  How did Rome grow from a single city to the center of a huge empire? 

2.  Notes- Roman Republic / Rome & China Empires Compared

3.  Group activity- 

 Making of the empire/Similarities/Differences/Collapse

-Vocabulary use...

• Caesar Augustus
• Han Dynasty
• Mandate of Heaven
• patricians
• pax romana
• plebeians
• Punic Wars
• Qin Dynasty
• Qin Shihuangdi
• Wudi
• Xiongnu
• Yellow Turban Rebellion

Friday, September 19th, 2013

Quote of the Day:  
"Look back over the past, with its changing empires that rose and fell, and you can foresee the future, too."
Marcus Aurelius 

Agenda:

1.  Do NOW question...reform your group, BUT before continuing work, write up a characteristic for Mauryan empire and Gupta empire and explain why empires were so much less prominent in India.    
2.Complete Empire rise/fall/comparison of Rome & China

4.  Analyze commonalities of Classical Era civilizations. (GPERSIA)

Agenda: Week of September 8th-12th

Monday, September 8th, 2014

Quote of the Day:  "Chance favors the prepared mind."

Targets:  

1.  Understand the spread of human societies in the Paleolithic era
2.  Describe the conditions of life in gathering and hunting societies
3.  Analyze factors that eventually led to change in the gathering and hunting societies

Essential Questions:  

• What is the significance of the Paleolithic Era in world history?
• In what ways did various Paleolithic societies differ from one another, and how did they change over time?
• How does our place in history influence how we might view Paleolithic societies?

Agenda:

1. Discuss note taking strategies for WHAP
2. Address Big Picture Questions for Chapter One
3. Watch Crash Course: Agricultural Revolution

Tuesday, September 9th, 2014

Quote of the Day:    "Why did human development proceed at such different rates on different continents for the last 13,000 years?"  -Jared Diamond

Targets:  
1.  Understand how, when and where agriculture evolved independently in the several regions of the world.
2.  Trace the development of agriculture and its local variations.
3.  Speculate as to the social implications of the Agricultural Revolution.  

Essential Questions:  

• What evidence is there for and against the Agricultural Revolution as a major turning point in world history?
• Assess the validity of the following statement..."The Agricultural Revolution provides evidence for 'progress' in human affairs."  

Agenda:

1. Go over Big picture questions in groups.
2. Go over notes and vocab.  
3. Go over notes and tie to Jared Diamond "Out of Eden" 
1. 1. What is Diamond’s “Thesis”?
   2. What are the 3 major elements that separate the world’s “haves” from the “have nots” according to Diamond?
   3. What is Diamond’s theory about huge discrepancies among different countries. Explain the theory & give several examples from the film to support your answer.
   4. For 1000s of years, people have been cultivating crops. Describe the process used to domesticate crops & create plants that yielded bigger, tastier harvests.
   5. How did the domestication of animals help people?

Wednesday, September 10th, 2014

Quote of the Day:    

Targets:  
1.  Understand the relationship between the First Civilizations and the Agricultural Revolution
2.  Contrast civilizations with other forms of human communities
3.  Analyze how, when and where the First Civilizations arose in human history
4.  Explain how the emergence of civilizations transformed how humans lived and how their societies were structured
5.  Contrast the various ways in which civilizations differed from one another.
6.  Evaluate the emergence of the First Civilizations.  

Essential Questions:  

• What distinguished civilizations from other forms of human community?
• Assess the validity of the following statement..."Civilizations were held together largely by force."  
• In the development of the First Civilizations, what was gained for humankind, and what was lost?

Agenda:

1. Go over Big picture questions in groups.
2. Go over notes and vocab. 
3. Compare first wave civilizations.

Thurday, September 11th, 2014

Quote of the Day:  "I've failed over and over again in my life, and that is why I succeed."  -Michael Jordan

Agenda:

1. Review of AP concepts
2. Review of terms
3. Review of Chapter questions 

Friday, September 12th, 2014

Quote of the Day:  "Fire is the test of gold; adversity, of strong men."  -Martha Graham

UNIT ONE TEST!!!

2015 Agenda: Week of October 5th-9th

WELCOME 
Waukegan High School Bulldogs
WHAP class 2015-2016!

Last year we made World History our Bae and sang our way through the Song Dyansty.  This year I believe there are great things in store for us as WHS's first fully freshman integrated AP class!  Seriously, we will do awesome...stop shaking your head.  

YOU BE QUIET ADMIRAL ACKBAR!!

AP World History or WHAP is indeed a difficult course but through the collaboration of all, we will come out better people.  I can tell you that I have learned just as much from my AP classes as they have from my guidance in this course.

Some take WHAP to get a 5 out of 5 on the AP Test and earn college credit in high school, others take it to challenge themselves and build up their high school resumé and experience "college level classes" and even fewer delve into this behemoth simply because they like history.  Whatever your reason, it is important to remember that by working together, we can be successful.

Speaking of SUCCESS.  There are some things of which you should be aware...

1.  To the right of this page you will find some basic information about me.  I am available for help after school everyday but Tuesday (STUDENT COUNCIL MEETINGS...you should JOIN...really JOIN)
My free periods are 1st, 5th and 6th but it's best if you need help to let me know what time works best for you so we can agree when to meet.  My phone number is there but I prefer you email...don't want to anger Mrs. Mers.  She says I work too much as it is.
2.  Above you will notice that there are tabs linking to other pages or websites.  You may use only two or you may use them all but I will explain what each one is in due time.
3.  One of the tabs IS IMPORTANT to start the year.  The tab titled "Surviving APWH" is a nice guide to help you navigate this course and what you may expect week to week.  We do move very fast so it is important that you establish a routine early.
4.  Another tab also contains the course syllabus.  In the issue of protecting our environment (you'll notice I waste enough paper as it is) I will not print you each a copy of it.  The first day of class your homework will be to read and become familiar with it and to return with any questions.
5.  Other than that, bring an open mind to class and prepare to learn in a rigorous but engaging academic conversation.  My rules are simple...  Be respectful.  Listen to understand.  Include yourself.  Stay focused.  Set aside judgment.  Do that and we will experience BLISS in the classroom.

To get you started on a little bit of what this class is about...click the link below that says "course overview."

Course Overview

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

1.  Understand the course sequence of WHAP
2.  Examine what a theme is and what AP identifies as the major themes in World History
3.  Explain historical skills such as Periodization, themes, interpretation and analysis.  

Essential Questions:  

• How do we place World History in the context of Big History and our own lives?
• How do historians classify different periods of time?
• How does history repeat itself in the context of WHAP themes?

Quote of the Day:  "A billion hours ago, human life appeared on earth.  A billion minutes ago, Christianity emerged,.  A billion seconds ago, the Beatles changed music.  A billion Coca-Colas ago was yesterday morning."  -Robert Goizueta, chief executive of the Coca-Cola Company, April 1997  

― Tom Standage, A History of the World in 6 Glasses

Apply the major themes to the six glasses which will be applied to the periods of WHAP.

Essential Questions:  

1.  Which two of the six glasses that Standage refers to are the most similar?  How and why?

2.  Which two are the most different?  How and why?

3.  Can you group the glasses in twos?  How and why?

4.  How does Standage's periodization compare to that of the WHAP periodization?
5.  What major events are associated with each glass and how does this help us group them thematically?  

Targets:  

1.  Understand the spread of human societies in the Paleolithic era
2.  Describe the conditions of life in gathering and hunting societies
3.  Analyze factors that eventually led to change in the gathering and hunting societies

Essential Questions:  

• What is the significance of the Paleolithic Era in world history?
• In what ways did various Paleolithic societies differ from one another, and how did they change over time?
• How does our place in history influence how we might view Paleolithic societies?

History of the World by Andrew Marr

Quote of the Day:  "The soil is the great connector of lives, the source and destination of all.  It is the healer and restorer and resurrector, by which disease passes into health, age into youth, death into life.  Without proper care for it we can have no community, because without proper care for it we can have no life."   

― Wendell Berry, The Unsettling of America: Culture and Agriculture

Targets:  
1.  Understand how, when and where agriculture evolved independently in the several regions of the world.
2.  Trace the development of agriculture and its local variations.
3.  Speculate as to the social implications of the Agricultural Revolution.  

Essential Questions:  

• What evidence is there for and against the Agricultural Revolution as a major turning point in world history?
• Assess the validity of the following statement..."The Agricultural Revolution provides evidence for 'progress' in human affairs."  

Quote of the Day:  "Agriculture is not crop production as popular belief holds - it's the production of food and fiber from the world's land and waters. Without agriculture it is not possible to have a city, stock market, banks, university, church or army. Agriculture is the foundation of civilization and any stable economy."

Allan Savory

Targets:  
1.  Understand the relationship between the First Civilizations and the Agricultural Revolution
2.  Contrast civilizations with other forms of human communities
3.  Analyze how, when and where the First Civilizations arose in human history
4.  Explain how the emergence of civilizations transformed how humans lived and how their societies were structured
5.  Contrast the various ways in which civilizations differed from one another.
6.  Evaluate the emergence of the First Civilizations.  

Essential Questions:  

• What distinguished civilizations from other forms of human community?
• Assess the validity of the following statement..."Civilizations were held together largely by force."  
• In the development of the First Civilizations, what was gained for humankind, and what was lost?

Here begins Crash Course World History and John Green Greatness!  Click the picture for the link to Crash Course World History: Agricultural Revolution

Targets:  

1.  Understand the spread of human societies in the Paleolithic era
2.  Describe the conditions of life in gathering and hunting societies
3.  Analyze factors that eventually led to change in the gathering and hunting societies

Essential Questions:  

• What is the significance of the Paleolithic Era in world history?
• In what ways did various Paleolithic societies differ from one another, and how did they change over time?
• How does our place in history influence how we might view Paleolithic societies?

Tuesday, September 9th, 2014

Quote of the Day:    "Why did human development proceed at such different rates on different continents for the last 13,000 years?"  -Jared Diamond

Targets:  
1.  Understand how, when and where agriculture evolved independently in the several regions of the world.
2.  Trace the development of agriculture and its local variations.
3.  Speculate as to the social implications of the Agricultural Revolution.  

Essential Questions:  

• What evidence is there for and against the Agricultural Revolution as a major turning point in world history?
• Assess the validity of the following statement..."The Agricultural Revolution provides evidence for 'progress' in human affairs."  

1. Go over notes and tie to Jared Diamond "Out of Eden" 
1. 1. What is Diamond’s “Thesis”?
   2. What are the 3 major elements that separate the world’s “haves” from the “have nots” according to Diamond?
   3. What is Diamond’s theory about huge discrepancies among different countries. Explain the theory & give several examples from the film to support your answer.
   4. For 1000s of years, people have been cultivating crops. Describe the process used to domesticate crops & create plants that yielded bigger, tastier harvests.
   5. How did the domestication of animals help people?

Targets:  
1.  Understand the relationship between the First Civilizations and the Agricultural Revolution
2.  Contrast civilizations with other forms of human communities
3.  Analyze how, when and where the First Civilizations arose in human history
4.  Explain how the emergence of civilizations transformed how humans lived and how their societies were structured
5.  Contrast the various ways in which civilizations differed from one another.
6.  Evaluate the emergence of the First Civilizations.  

Essential Questions:  

• What distinguished civilizations from other forms of human community?
• Assess the validity of the following statement..."Civilizations were held together largely by force."  
• In the development of the First Civilizations, what was gained for humankind, and what was lost?

Quote of the Day:  "I've failed over and over again in my life, and that is why I succeed."  -Michael Jordan

Agenda:

1. Review of AP concepts
2. Review of terms
3. Review of Chapter questions 

Quote of the Day:  "Fire is the test of gold; adversity, of strong men."  -Martha Graham