*W2010

8/19 Introductions, Expectations, Discussion of History
Introduction to the course

=== HW: Make a list of the 15 most important events since your birth. You can consult any reference or website you like, as well as talk to anyone you care to (especially your parents) EXCEPT that you cannot discuss your list with anyone from the class. It has to be YOUR list. ===

8/20 Whose History is it?
"Whose history?" exercise.

Write one paragraph for each question. Due Monday before class.
=**Unit 1.1 – Ancient Civilizations**=
 * **Why did civilization start where it did?**
 * **Why do some civilizations prosper and dominate others?**
 * **How did geography impact the development of ancient civilizations?**

8/23 Introduce Ancient Civilizations Unit
I. Debrief "Whose History?" II. Introduce the Unit and Semester (the most important 5 minutes in school) III. How to read a textbook IV. Map exercise
 * What do you already know / think?
 * What is the purpose of the reading. Look at the reading questions first!
 * Scan the headings and the graphics.
 * Be active. Annotate! Converse with the book.
 * Can you answer the reading questions? Re-read.

HW: Read and Annotate Text 17-23. Complete Map Exercise if you didn't finish during class.
Reading Questions:
 * 1) How did the rise of agriculture lead to the development of civilization?
 * 2) What are the basic features of a civilization? Which ones strike you as most significant?
 * 3) What kind of social organization did ancient civilizations typically have?
 * 4) What was the typical relationship between priests and political power?
 * 5) What is cultural diffusion and why is it important?

8/24 Development and Organization of Early Civilizations
I. Early civilization discussion. II. Introduce Guns, Germs & Steel III. Development puzzle.

HW: Read Guns, Germs & Steel, pp. 13-25
Reading Questions:
 * 1) What is Yali's Question (p. 14)? Why is it a good way for us to think about World History?
 * 2) What are the objections to trying to answer Yali's Question and what are Diamond's responses (p. 17)? Do you agree with his position or does Yali's Question still make you uneasy?
 * 3) What is the "seemingly compelling" argument (p. 19) that the reason for differences between civilizations is biological differences between peoples? Why does Diamond (the author) reject that argument?
 * 4) What is the climactic explanation for the differences between civilizations (p. 22)? Why does Diamond reject it?
 * 5) What are the "lopsided outcomes" that Diamond describes on p. 25? What do they suggest about the causes of differences between civilizations?
 * 6) What is Diamond's one sentence summary of his book (p. 25)? How does it relate to the "Patterns of History" puzzle we did in class? Does his argument sound right to you?

8/25 Yali's Question
What is Yali's Question? What do we think the answer is?

HW: Read GG&S pp. 85-92 (Farmer Power)
Reading Questions:
 * 1) What is the main question in this chapter? (p. 86.) When Diamond's friend Levi say "Damn you Fred Hirschy, and damn the ship that brought you from Switzerland!" (p. 85.) how does Levi's statement relate to Diamond's?
 * 2) What is absolutely necessary in order to develop advanced technology (what Diamond calls "guns, germs & steel")? What does geography have to do with that? (p. 86.)
 * 3) How does food production lead to more calories? Why do more calories help civilization advance? (p. 88.)
 * 4) What are the two advantages of large domestic mammals for crop production? (p. 88.)
 * 5) How did the sedentary lifestyle of farmers lead to denser populations? (p. 89.)
 * 6) How does food surplus lead to specialization and complex political units? What is an advantage of such complex organization? (p. 90.)
 * 7) What are other advantages of large domestic mammals? (pp. 90-92.)

8/26 The Race To Civilization
Review Farmer Power.

HW: Read GG&S pp. 93-103 (History's Haves and Have-Nots)
Reading Questions:
 * 1) What is the main question of this chapter? (p. 93.) Hint: Diamond says it is what "cries out for explanation." What is your initial hypothesis for the answer?
 * 2) What are some very rich centers of modern agriculture where food production did not develop on its own? (p. 93.) What are some marginal areas of modern agriculture where food production did develop? (p. 94.)
 * 3) What does Diamond mean when he says food production arose in an area independently? What are the five areas where it food production clearly developed independently? (p. 98.)
 * 4) What is the point of Table 5.1? (p. 100.) Do you understand Table 5.1 well enough to answer a question with it?
 * 5) What are "founder crops?" (p. 100.) Why are they very important for the development of food production in areas where such production did not arise independently?
 * 6) How does the early development of food production, either independently or with founder crops, explain history's have and have-nots? (p. 103.)

8/27 History's Haves
Review History's Haves. Prepare for first Quiz

8/30 First Quiz and First Civilization
Quiz on GG&S and Development of Civilization Introduction to Unit & Sumer Introduction to on-line textbook Fertile Crescent map exercise

HW: Read Text Section 2.1, pp. 30-35. Finish Fertile Crescent Map Exercise.
Reading Questions:
 * 1) What is the Fertile Crescent? Why was it named that?
 * 2) What is a ziggurat? What was the purpose of building one?
 * 3) What is cuneiform? Why was the development of cuneiform important to Sumerian power and wealth?
 * 4) What was the //Epic of Gilgamesh?// Why do you think it is historically significant?
 * 5) Sumer had three significant disadvantages. What were they?
 * 6) Despite Sumer's significant disadvantages, the area developed the first civilizations in the world. How? (Hint: think about the ideas in //Guns, Germs & Steel//.)

8/31 Sumer
PowerPoint and discussion of Sumer.



HW: Read Text Section 2.2, pp. 36-43
Reading Questions:
 * 1) What happened to the Sumerian city-states? Why?
 * 2) Who was Hammurabi? What and when did he rule?
 * 3) What was Hammurabi's Code? Why is it significant?
 * 4) Who were the Hittites and when did they rule? What was their advantage?
 * 5) Who were the Assyrians and when did they rule? What were they like?
 * 6) How did the Persian Empire differ from earlier empires? How did that difference give the Persians an advantage?
 * 7) Who were the Phoenicians? What was their major contribution to civilization and why did it spread?

9/1 Early Empires
I. Review Website, Assign Homework II. Early Empires Slide Show and Discussion



HW: Read Text Section 2.3-2.4, pp. 44-56
Reading Questions:
 * 1) What were the key geographic features of Egypt? How did those features aid in the development of Egyptian civilization?
 * 2) How did those geographic features give Egypt an advantage over Sumer?
 * 3) Who were the Pharaohs? How were they able to maintain and exercise power?
 * 4) Why were the Pyramids built? What does their construction tell us about the power of the Pharaohs and the wealth of Egypt?
 * 5) What did the Egyptians believe about the afterlife? How might those beliefs have influenced Egyptian society?
 * 6) Who was Osiris and what was the Book of the Dead? What does their importance to Egyptians tell us about Egyptian society?
 * 7) What are hieroglyphics? Why are they important?
 * 8) What is papyrus? Why does it matter?

9/2 Egypt and Geography
I. Review Quiz II. Begin Study of Egypt



HW: Read Text Section 3.1, pp. 68-75 and Section 3.3, pp. 84-91.
Reading Questions:
 * 1) Where is the Indus Valley and when did civilization first rise there?
 * 2) How did geography influence the development of Indus civilization? (Think about "Guns, Germs & Steel.")
 * 3) What was the Aryan Civilization? How does its rise compare to the Mesopotamian civilizations we studied?
 * 4) What is sanskrit? Why is it important?
 * 5) What are the great Indian epics? What do they tell us about Indian society and values?

9/3 Egypt
I. Ancient Civilization Timeline II. Conclude Discussion of Egypt



Link To Zoomable Full-size Timeline



9/7 India and The Indus Valley
I. Ancient India Slideshow II. Map Exercise - Ancient India & China



HW: Fill out India/China map exercise and Read Text Section 3.4, pp. 92-100
Reading Questions:
 * 1) What are the key geographic features that define China? How did those features influence the development of Chinese civilization?
 * 2) What is the principal Chinese river? In what ways is that river similar to the Tigris & Euphrates and the Nile?
 * 3) What is Mandate of Heaven? In what way can it be used to justify the continuation of the existing power structure __and__ a rebellion against that same power structure?
 * 4) Who was Confucius? When did he live? What was China like during that period? How might China's circumstances have influenced Confucius' beliefs?
 * 5) What are the main beliefs of Confucianism?
 * 6) What is Daoism? What are its main beliefs?

9/8 Rise of Civilization In Ancient China
I. Logging in to Turnitin.com II. Group discussion of Ancient China

Instructions for Turnitin.com > **1st Period Class ID = 3395107, 4th Period Class ID = 3395116**
 * 1) Go to Turnitin.com
 * 2) On the top of the page, hit the blue link named "Create An Account." (If you already have a Turnitin.com account, you can just log in using that existing account. Go to Step 3 and login to your existing Turnitin account.
 * 3) See where it says "New students start here." Hit that. It will take you to a page that says "Create a New Account." Hit the "Student" option.
 * 4) Enter the Class ID.
 * 1) **Class Enrollment Password = Hannigan** (That is case sensitive. Use a capital H.)
 * 2) Enter your name, email address and password. Write down the password somewhere you won't lose it. And note that Turnitin will allow you to retrieve your password if you can answer your own secret question.
 * 3) If you have any questions or problems, email me!

===HW: 1) Create a personal Turnitin.com account and submit a page in response to the "Submission Test" assignment. It can say anything. I just want you to prove you have an account and and submit papers. We will use Turnitin for our essay over the weekend. Again, if you have any questions or problems, email me! Don't wait until the weekend to address technical problems. Save the weekend for the real work of writing and studying.===

9/10 Test Preparation & Review
I. Conclude discussion of China II. How to study and write an essay III. Review





9/13 Test
I. Ancient Civilization test II. Collect Map. Hand out reading. III. Introduce "Darwin's God" reading and Religion Unit



HW: Religion Reading - Darwin's God, pp. 1-14.
Reading Questions:
 * 1) Scott Atran is described as “Darwinian in his approach.” (p. 1) What does that mean?
 * 2) The scholars who study belief all agree on one central point. (p. 2) What is that point of agreement? The scholars then fundamentally disagree on a related point. (p. 2) What is that point of disagreement?
 * 3) Debate over the source of belief is between “byproduct theorists” and “adaptationists.” What are the basic theories of each group? (pp. 2-3)
 * 4) What traits do almost every religion share? (p. 3)
 * 5) What is a spandrel? What does it have to do with the byproduct theory? (p.5)
 * 6) What are agent detection, causal reasoning and theory of mind? What do they have to do with byproduct theory? (pp. 5-6)
 * 7) What is the bottom line according to byproduct theorists? (pp. 7-8)
 * 8) What are some of the advantages of belief that adaptationists argue for? (pp. 10-12)
 * 9) Why do some scholars argue that studying belief is perfectly consistent with having faith in God? (p. 13)
 * 10) In your judgment, is byproduct theory or adaptation theory a persuasive explanation for human belief? Why? What other evidence would you want to be able to refine your judgment?

=Unit 1.2 - Ancient Religion=
 * **What is religion?**
 * **Why do people believe in religion? Why is religious belief such a persistent feature of society?**
 * **What purpose does religion serve in society? What purpose for the individual?**
 * **How are the religions of the ancient world similar and dissimilar?**

In this Unit, we are going to study religion as historians in an attempt to understand the importance and persistence of religion in society. We are going to question what and why people believe. We are not going to ask whether there is a God (or Gods) nor are we going to ask whether one faith is "right" or "better" than others. Such questions are beyond the scope of a public school and are, in any case, matters for each individual to decide for themselves, with the guidance of their family.

9/14 Religion
I. Collect outstanding assignments. II. Introduce Religion Unit. III. Discussion of "Darwin's God"

 HW: Judaism reading - Read Ch. 2.5, pp. 57-61
Reading Questions:
 * 1) What was the belief that set Judaism apart from other ancient religions? How did the belief shape Judaism?
 * 2) Who was Moses? What is his significance?
 * 3) Where did the 10 Commandments come from? What obligations do the Commandments impose?
 * 4) Several of the early empires we studied in our first unit appear in the story of the kingdom of Israel. Who were they and what did they do? What does the repeated conquest of Israel suggest about its geography?
 * 5) What is Hebrew? What is a synagogue? What do those things have to do with Jews' ability to retain their identity despite the Diaspora?
 * 6) How has religion contributed the successes and the challenges faced by Jews over the centuries? What does this suggest about whether religion is an evolutionary byproduct or adaptive?

9/15 Religion: Judaism history and theology
I. Distribute map assignment and readings. II. Discussion of Judaism

 HW: Hinduism & Buddhism - Read Ch. 3.2, pp. 76-83 + Cartoon History.
Reading Questions:
 * 1) Where did Hinduism develop? How the the diversity of that place contribute to the complexity of Hinduism?
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">What is the ultimate goal of existence for Hindus? How do karma, dharma and ahimsa relate to achieving this goal?
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">What is the caste system? How does it relate to the Aryan dominance of India that we studied earlier?
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Who was Siddhartha Gautama? What is his story?
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">What does "Buddha" mean? How did the Buddha achieve enlightenment?
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">What does "nirvana" mean? How is nirvana in Buddhism similar to moksha in Hinduism?
 * 7) <span style="font-family: Arial,Helvetica,sans-serif;">What are the Four Noble Truths? What is the Eightfold Path?
 * 8) <span style="font-family: Arial,Helvetica,sans-serif;">What are the common beliefs of Hinduism and Buddhism? Why do you think they shared those beliefs?
 * 9) <span style="font-family: Arial,Helvetica,sans-serif;">How and where did Buddhism spread? Why do you think it was successful? However, Buddhism declined in India - why?
 * 10) <span style="font-family: Arial,Helvetica,sans-serif;">What do the histories of Hinduism and Buddhism suggest about whether religion is an evolutionary byproduct or adaptive?

Puzzle #1 - What is this? First to identify (in writing) the image gets 1 point of extra credit.
(No, the answer is not "Mr. Hannigan's browser." What is the symbol?)

<span style="font-family: Arial,Helvetica,sans-serif;">9/16 Religion: Hinduism & Buddhism
I. Distribute and explain Interfaith Synod assignment. II. Discussion of Hinduism

<span style="font-family: Arial,Helvetica,sans-serif;">9/17 Religion: Prepare for interfaith synod
I. Discussion of Buddhism II. Group work to prepare for Interfaith synod

I. Debrief the Synod II. Religion quiz III. Introduction to the Greeks and Map Exercise.



=**Unit 1.3 - The Greeks**= =**1. What are the Homeric Epics and why do we still tell those stories?**= =**2. What parts of Athens and Sparta are admirable to us today? Which parts are cautionary?**= =**3. The Persian and Peloponnesian Wars are two of the most important wars in Western history. What do they have to teach us?**= =**4. Ultimately, what's the big deal about the Greeks? Why do we still seem to have such a connection to them?**=

<span style="font-family: Arial,Helvetica,sans-serif;"> HW: Read Text 4.1 – Early People of Aegean; Complete Map of Greece
<span style="font-family: Arial,Helvetica,sans-serif;">Reading Questions:
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Who were the Mycenaeans? When and where did they rule?
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">What was the Trojan War? What was the likely historical cause of the war?
 * 3) What does //The Iliad// tell us historically about the Trojan War and about Mycenaean society?
 * 4) What were the Homeric epics? What was their significance to the ancient Greeks?
 * 5) What happened to the Mycenaeans after the Trojan War?

<span style="font-family: Arial,Helvetica,sans-serif;">9/22 The Heroic Age
Targets:
 * 1) Know who the Mycenaeans were, how they ruled sea trade and why they started the Trojan War.
 * 2) Contrast the text of //The Iliad// with the Hollywood version of the same story.
 * 3) Evaluate the historical value of //The Iliad.//

I. Discuss reading questions II. Dramatic renditions of the Iliad III. Discussion of the historical value of epics.

<span style="font-family: Arial,Helvetica,sans-serif;">HW: 4.2 partial – Rise of Greek City States (pp. 118-121)
<span style="font-family: Arial,Helvetica,sans-serif;">Reading Questions:
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">How did the geography of Greece differ from the other civilizations we have studied? How did that impact Greek civilization?
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">What is a polis? Why is it significant?
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">How did the polis fight? What was distinctive about that style of warfare?
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Who were the helots? What impact did the helots have on Sparta?
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">What was Spartan society like? What are Spartan virtues?
 * 6) What was Spartan education like?

<span style="font-family: Arial,Helvetica,sans-serif;">9/23 The Polis and Sparta
I. Review Mycenaean Age. II. The Polis III. Hoplite Demonstration IV. The Spartans. Distribute new reading.

<span style="font-family: Arial,Helvetica,sans-serif;"> HW: 4.2 partial (pp. 121-123); Cartoon History pp. 226-249
<span style="font-family: Arial,Helvetica,sans-serif;">Reading Questions:
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">What were the problems that caused resistance to the rule of the Athenian aristocrats?
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">What were Solon's reforms? Why did they not satisfy either side?
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">What is a tyrant? How did the tyrants expand the power of the citizens? (Wait, tyrants expanding popular power? What's up with that?)
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">What were the limitations of Athenian democracy?
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">What were women's roles in Athens? How did that compare to Spartan women's roles?
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">What was Athenian education like?
 * 7) <span style="font-family: Arial,Helvetica,sans-serif;">What is the difference between an artistocracy, an oligarchy and a democracy? Why do you think those different forms of government developed?

<span style="font-family: Arial,Helvetica,sans-serif;">9/24 Sparta & Athens
[|This Is Sparta!]

I. Review of Polis and Hoplites II. Discussion of Sparta III. Discussion of Athens

<span style="font-family: Arial,Helvetica,sans-serif;"> HW: 4.3 partial (pp. 124-128) – Persian Wars and Cartoon History (pp. 279-300).
===<span style="font-family: Arial,Helvetica,sans-serif;">Read "The Values of Sparta and Athens." Then post on Discussion Board an answer to this question: Did Sparta or Athens better answer the needs of its people? === <span style="font-family: Arial,Helvetica,sans-serif;">

Reading questions:
 * 1) What did Athens do to provoke the Persian Empire? Was the Athenian action a good idea?
 * 2) What was the Persian reaction to the Athenian interference?
 * 3) The Athenians won at Marathon despite being outnumbered. How?
 * 4) What would have happened if Athens had lost at Marathon?
 * 5) During the second Persian invasion, the Persians occupy and destroy the city of Athens but the war goes on. Why?
 * 6) Where and how was the second Persian invasion defeated?

= IMPORTANT GRADING NOTE: THE FIRST GRADING PERIOD ENDS ON FRIDAY, OCTOBER 1ST. AFTER THAT DATE, LATE WORK FOR THE FIRST GRADING PERIOD CANNOT BE ACCEPTED. REVIEW YOUR GRADEBOOK ON INFINITE CAMPUS TO SEE IF YOU ARE MISSING ANYTHING AND GET IT IN BEFORE FRIDAY. REMEMBER, TAKING A ZERO ON ANY ASSIGNMENT __REALLY__ HURTS YOUR GRADE. IF YOU HAVE ANY QUESTIONS OR CONCERNS, LET ME KNOW. =

9/27 The Persian Wars
I. Grade Review II. Review / Assign Homework III. The Persian Wars



HW: Text 4.3 partial (pp. 128-129) and Cartoon History (pp. 303-317, 329-339)
Reading questions:
 * 1) How did the victory over the Persians impact the Athenians? (p. 126)
 * 2) What was the Delian League? How did Athens use the Delian League to gain an empire? What did Athens do with the wealth it gained from its empire?
 * 3) How did Sparta react to the Athenian Empire? How did this reaction lead to war?
 * 4) How did Athens attempt to use its navy to counteract Sparta's superior land power? How did this strategy impact conditions inside Athens?
 * 5) How long did the Peloponnesian War last? What was the War like?
 * 6) How did the Peloponnesian War finally end?

HW: Text 4.4 (pp. 130-136) Cartoon History 318-328

 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">What and when was the Golden Age of Athens? Why was it called a "golden" age?
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Philosophy & Science: what were the key insights of Greek philosophers and scientists?
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Architecture: what were the key goals of Greek architecture and art? Why is the Parthenon a prime example of those goals?
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Literature: what were the contributions and inventions of Greek drama?
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">History: what was new about Greek writing on history? (Mr. Hannigan's favorite.)

<span style="font-family: Arial,Helvetica,sans-serif;">HW: 4.5 Alexander and Hellenistic Age pp. 137-143 and Cartoon History pp. 344-350
Reading Questions:
 * 1) How did the Peloponnesian War lead to the conquests of Phillip II of Macedon?
 * 2) What was Phillip's grand dream? Why was he unable to pursue that dream?
 * 3) Just how far was Alexander able to conquer? What factors allowed him to be so stunningly successful?
 * 4) Many historians argue that the greatest achievement of Alexander was the spreading of Greek culture and mixing it with Persian culture. What are some examples of this?
 * 5) What were some of the key advances in Hellenistic arts and sciences?

<span style="font-family: Arial,Helvetica,sans-serif;"> HW: None. Take the weekend off. Congratulations on surviving the first grading period.
= Unit 2 - Empires & New Patterns = = In this Unit, we are going to be moving out of the ancient era and into the time of the First Millennium. We'll begin with Rome and Christianity but most of the Unit will be spent on the great non-European Empires that dominated the period including China, India and Islam. We will be looking closely at the great Silk Road trading network and studying how "globalization" was a very important concept long before our own time. =

= = = Unit 2.1 - Rome & Christianity = = 1. Why was Rome so successful? Were they better than everyone else or just luckier? = = 2. Why was the Roman Republic replaced by the Imperial system? Was it because the Romans themselves became less virtuous? = = 3. Does Rome deserve our admiration or was it truly the Evil Empire? = = 4. Why did Rome eventually fall? Does that fall have any lessons for us in the modern United States? = = 5. What were the beliefs of the early Christians and why did Christianity become so successful? =

10/4 Introduction to Rome
I. Details (sleep, grades, new procedures) II. Review Greek Test III. Introduction to Rome Unit IV. Rome map exercise

Map - Ancient Italy Outline.rtf


 * HW: Read Txt. 5.1, pp. 150-154. Take notes! Quiz on 10/5.**

Reading Questions:
 * 1) How did geography influence the rise of Roman civilization? How does that geography compare to other civilizations we have studied?
 * 2) How was the Roman Republic structured? Why do you think it was structured that way?
 * 3) What was the Cursus Honorum? Whose interest did it serve? Why do you think there was such a formalized structure?
 * 4) Who were the Plebians? What was their position like? Do you think they had legitimate grievances?
 * 5) What were the key factors that contributed to the growth of Rome? Do those factors remind you of other civilizations we have studied?

**10/5 The Roman Republic**
I. Quiz II. Review Quiz III. Discussion of Republic

Roman Republic.pptx

===HW: Read Txt. 5.2, pp. 155-160. Quiz on 10/6?===

Reading Questions:
 * 1) What factors led to the decline of the Roman Republic and rise of the Roman Empire?
 * 2) Why do you think the Romans were ultimately able to defeat the Carthaginians?
 * 3) Ironically, the conquests of the Roman armies led to serious economic problems for Rome. How?
 * 4) Why do the think the Plebians became uppity? Do you think they were justified?
 * 5) Do you think the assassins of Julius Casar were justified? Why or why not?

10/6 Decline of the Republic
I. Quiz II. Review Quiz III. Discuss the Republican Decline

Powerpoint - Decline of Republic.pptx

Article - The Fall of the Roman Republic.docx

===HW: Read The Fall of the Roman Republic handout. Take notes.===

Reading Question
 * 1) Why did the Roman Republic fall?

10/7 Late Arrival Day
Work in class on 50 word essay on the Fall of the Roman Republic and the Roman World map exercise. Both are due on Friday, 10/8.

Essay - 50 words Fall of Republic.docx

Map - Roman World Outline.rtf

===HW: Finish 50 Word Essay and Roman World map.===

10/8 End of the Republic
Shocking Revelation Regarding Greek History!

I. Discuss the reasons for the Fall of the Republic II. Caesar Improv

===HW: Read Text 5.3, pp. 161-165. Take notes. Quiz on Tuesday, 10/12?===

Reading Question:
 * 1) Why did Horace say "Greece has conquered her rude conqueror?"
 * 2) The textbook praises Cicero as a passionate defender of the law because "he often attacked ambitious men such as Julius Caesar." What else might have motivated Cicero besides a passionate love of the law?
 * 3) Some historians have commented that the Romans made no scientific discoveries and did little research, but excelled at engineering, and that the only art form that they invented was satire. What might that suggest about the Roman character?
 * 4) Why does your text argue that the greatest legacy of Rome was its commitment to the rule of law? Do you agree?

10/12 The Roman Achievement
I. Quiz II. Review Quiz Answers III. Discussion of Roman Achievement

===HW: Read Text 5.4, pp. 166-172. Take notes. Quiz on Wednesday, 10/13?===

Reading Questions:
 * 1) What was the general Roman policy toward religions within the empire? What were the limits of that policy?
 * 2) What were the teachings of Jesus? How were they a continuation of Jewish tradition? How were they a departure?
 * 3) What is the difference between "Jesus" and "Christ?" How did he move from Jesus to Christ?
 * 4) At the beginning, the Romans resisted the new faith. Why?
 * 5) How did Christianity emerge and then spread to become the official religion of the Roman empire?
 * 6) How was the early Christian church organized?

10/13 Christianity: Beliefs and Doctrine
I. Quiz II. Review Quiz Answers III. What is Christianity?

Christianity - Viewpoints.docx

===HW: Read the Viewpoints handout on Ancient Rome And The Rise Of Christianity. Answer the questions on the bottom of the page.===

==10/14 (Late Arrival) Christianity: From Jesus To Christ==

How did Christianity go from an obscure Jewish sect to the official religion of the Roman Empire?

===HW: Read Txt. 5.5, pp. 173-179. Reading Quiz on 10/15.===

Reading Questions:
 * 1) We have studied how, during the late Republic, the legions became loyal to individual generals. How did this problem of the army's loyalty carry over and effect the Empire?
 * 2) Why did Diocletian divide the Empire? How did Constantine continue Diocletian's reforms?
 * 3) How did waves of invaders contribute to the decline of the Empire?
 * 4) How did military, political, social and economic factors combine to cause the fall of the western Roman empire?
 * 5) Did Rome fall or did it decline?

10/15 The Decline Of Rome
Target: Explain and evaluate the many different factors that led to the fall of Rome.

I. Quiz II. Review Quiz III. Distribute Essay Prompt IV. Discuss the fall of Rome



Essay- Fall of Rome (Revised).docx

===HW: Begin working on Fall Of Rome Essay. Outline due via Turnitin.com __and__ in class on Monday, 10/18.===

==10/18 Graphic Fall of Rome (No, not that kind of graphic.)==

I. Collect and outlines II. Work on Fall of Rome webs

HW: Work on Essay.
==10/19 Graphic Fall of Rome, cont. (Still, not that kind of graphic.)==

I. "Use the website!" admonition II. Distribute and discuss outlines. (Thesis, comparability, solutions, inflation) Marked-up essays to be turned in with essays on Wednesday. III. Finish Fall of Rome webs

===HW: Finish Essays. Submit via Turnitin.com __and__ via hard-copy on Wednesday, 10/20. TURN IN MARKED-UP OUTLINE WITH ESSAY!===

=== "Clio, the muse of history, is as thoroughly infected with lies as a street prostitute with syphilis." ===

Schopenhauer
Welcome to the Third Grading Period where we will grapple with the truth of history. In case you happen to misplace the Course Expectations, here is a copy.

World Class Expectations 2010.docx

10/20 Welcome Back To China
Target: Compare Christian and Confucian teachings. What does each define as virtue?

I. Collect Essays II. Group work analyzing Jesus and Confucian sayings III. WWJD/WWCD?

Jesus vs. confucius.docx

HW: Read Txt. 3.5, pp. 101-107. Take notes.
Reading Questions:
 * 1) Who was Shi Huangdi and what were his methods for unifying China?
 * 2) What is Legalism? How does it compare to Confucianism?
 * 3) Why did the Qin Empire collapse?
 * 4) How did the Han Dynasty strengthen China?
 * 5) What was the civil service system and what was its significance?
 * 6) How did the overthrow of the Han reflect the dynastic cycle?
 * 7) What were the achievements of the Han Golden Age?
 * 8) Why did Buddhism appeal to many people in China?

10/21 Chinese Empires: Qin and Han
Target: Compare the characteristics and achievements of the Qin and Han dynasties.

I. Quiz on 3.5 II. Assign Homework III. PowerPoint discussion

PowerPoint - Imperial China.pptx

===HW: (Re)read Text 3.3, pp. 84-91. Take notes. Quiz on Friday, 10/22?=== ===Also, read the Viewpoints handout on "The Faults of the Qin Dynasty." The Han historians present a Confucian argument that the Qin fell because they were not virtuous. The Qin, on the other hand, would argue that Legalism is a much better, much more realistic philosophy and they would point out that THEY were the ones who unified China. I want you to post on this dispute. Using the evidence in the handout and from your textbook you must make two posts on the Discussion Board. First, write a post on whether you think that Qin Legalism or Han Confucianism was better for China. Make specific reference to your sources. The first post is due by FRIDAY NIGHT. Second, post again in reaction to someone else's post. You can agree, disagree or modify your initial views but you must explain your position beyond just saying "I agree." The second post is due by SUNDAY NIGHT.===

Reading Questions:
 * 1) How did Chandragupta forge his empire? Do his methods remind you of any other empires we have studied?
 * 2) How did Asoka rule? Do his methods seem related to other philosophies we have studies?
 * 3) Why has India rarely been united in contrast to China's long-standing unification?
 * 4) How did the Gupta achieve their Golden Age? What were their accomplishments?
 * 5) What role did religion play in the Gupta Golden Age?

Viewpoints - Faults of Qin.docx

10/22 Indian Empires
<span style="font-family: Arial,Helvetica,sans-serif;">T: Describe the ways the Maurya and Gupta rulers achieved peace and order for ancient India and compare their methods to other rulers we have studied.

<span style="font-family: Arial,Helvetica,sans-serif;">I. Quiz on 3.3 <span style="font-family: Arial,Helvetica,sans-serif;"> II. Assign Homework <span style="font-family: Arial,Helvetica,sans-serif;"> III. PowerPoint discussion of Imperial India

PowerPoint - Indian Empires.pptx

===<span style="font-family: Arial,Helvetica,sans-serif;">HW: Analyze your closet. Make a list of any 10 items in your closet. For each item, write down where the comes from or where it was made. Bring the list to class on Monday. Also, don't forget to post twice on the Discussion Board. ===

<span style="font-family: Arial,Helvetica,sans-serif;">10/25 Cultural Diffusion & The Silk Roads
Target: Explain why were the years 500-1500 such a big time of change in World History? What role did the Silk Roads play in that change?

Origins Of The Silk Road.docx

Silk Roads Map Locations.doc

===HW: Read "The Silk Roads" packet, including "Zhang Qian and the Origin of the Silk Road." Also, fill out Silk Road map assignment (due Wednesday, 10/27)===

Reading Questions:
 * 1) How would you describe where the Silk Roads are geographically located? Which parts of the world did they connect?
 * 2) What was traded or //exchanged// on the Silk Roads?
 * 3) How do you think the Silk Roads impacted:
 * 4) Political development?
 * 5) Social and cultural change?
 * 6) Technology?
 * 7) How did the people of Ta-hsia obtain goods from Ch'iung and Shu?
 * 8) Why did the emperor want to develop relations with distant states? How does that relate to what we know about the Han?
 * 9) What was the result of Zhang Qian's journey?

<span style="font-family: Arial,Helvetica,sans-serif;">10/26 Introduction To Primary Sources
<span style="font-family: Arial,Helvetica,sans-serif;">Target: Learn how to analyze primary sources and practice such analysis on Zhang Quian’s letter.


 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Finish Silk Road Introduction (finish slides/go over reading q’s 1-3)
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Read Primary Source Guideline
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Apply Primary Source Guidelines to “Origins” document

===<span style="font-family: Arial,Helvetica,sans-serif;">HW: Read Marco Polo: The Book of Marvels, answer questions. Also, finish Silk Road map assignment. ===

<span style="font-family: Arial,Helvetica,sans-serif;">10/27 Marco Polo
<span style="font-family: Arial,Helvetica,sans-serif;">Target: Apply primary document analysis skills to assess what Marco Polo shows us about the culture and history of the Silk Roads.

===<span style="font-family: Arial,Helvetica,sans-serif;">HW: Txt 12.1, pp. 368-375 (Two Golden Ages of China). Take notes. Quiz on Thursday? ===

<span style="font-family: Arial,Helvetica,sans-serif;">Reading Questions:
 * 1) What happened to China after the fall of the Han Dynasty?
 * 2) What were the achievements of the the Tang Dynasty? Why do you think they were so successful?
 * 3) How was the Song Dynasty able to continue China's prosperity despite military threats from the North?
 * 4) What is foot binding? What does it have to do with the status of women?

<span style="font-family: Arial,Helvetica,sans-serif;">10/28 China & Marco Polo
<span style="font-family: Arial,Helvetica,sans-serif;">T: Assess the reliability of Marco Polo using primary source skills and comparison to Textbook secondary source. <span style="font-family: Arial,Helvetica,sans-serif;"> T: Examine the practice of foot binding.

I. Quiz <span style="font-family: Arial,Helvetica,sans-serif;">II. Discuss reliability of Marco Polo <span style="font-family: Arial,Helvetica,sans-serif;"> III. Foot Binding

===<span style="font-family: Arial,Helvetica,sans-serif;">HW: Read Txt 10.1, pp. 304-309 (Rise of Islam) and take notes. Quiz on Friday? ===

<span style="font-family: Arial,Helvetica,sans-serif;">Reading Questions:
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Describe the community of Mecca where Muhammed was born. How was that community influenced by the Silk Roads?
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">How did Muhammed become a prophet?
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">What is the Hijira and why is it a central part of Islamic faith?
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">What messages did Muhammed spread through Islam?
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">What are the Five Pillars of Islam?
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">What is the Quran? Where did it come from? Describe its purpose and content.
 * 7) <span style="font-family: Arial,Helvetica,sans-serif;">What was impact of Islam on women?

<span style="font-family: Arial,Helvetica,sans-serif;">10/29 Principles of Islam
Target: What are the core beliefs of Muslims? How do those beliefs reflect cultural diffusion along the Silk Roads in the Middle East?

<span style="font-family: Arial,Helvetica,sans-serif;">I. Quiz? <span style="font-family: Arial,Helvetica,sans-serif;"> II. Conclude discussion of foot-binding <span style="font-family: Arial,Helvetica,sans-serif;"> III. Introduction to Islam IV. Bismallah

11/1 Principles of Islam, cont.
Target: What are the core beliefs of Muslims? How do those beliefs reflect cultural diffusion along the Silk Roads in the Middle East?

I. Complete Islam worksheet II. Read Islam primary source documents

Sign of Crescent Questions.docx

11/2 Islam and the Silk Roads
Target: How did Silk Road cultural diffusion influence the development and expansion of Islam?

I. PowerPoint discussion of Islam and cultural diffusion II. Group discussion of Islamic contribution documents

===HW: Read Spread of Islam primary source documents. For each document, answer the following questions:===

2. Which question within the prompt does it help me answer? How?
===3. Does the author of the prompt have a bias? Is this a reliable source?===

11/3 Primary Sources: The Expansion Of The Islamic Empire
Target: Use Primary Sources to explain the expansion of the Islamic Empire

I. Work on understanding the expansion primary source documents

HW: Read Text 10.4, pp. 324-328.
Reading Questions:
 * 1) How did Muslim rule affect Indian government and society?
 * 2) What was the impact of the Delhi Sultanate on India?
 * 3) Why did Hindu and Muslim traditions clash and how did they blend?
 * 4) Who was Akbar? How did his policies strengthen Mughal India?

11/4 (Late Arrival) Primary Sources: The Expansion Of The Islamic Empire, cont.
Target: Use Primary Sources to explain the expansion of the Islamic Empire

11/5 Mughal India: Tasting the Silk Roads
Target: Use the senses of taste and smell to make connections to the Silk Roads and cultural diffusion.

I. Quiz II. Tasting

HW: Read Text 11.2, pp. 346-351 (Kingdoms of West Africa).
Reading Questions:
 * 1) Explain the importance of gold and salt to the African trading kingdoms.
 * 2) How did trade affect West Africa?
 * 3) What goods and ideas traveled to and from Africa along the Silk Roads?
 * 4) What were the key characteristics of Ghana, Mali and Songhai? Why was Mali particularly successful?
 * 5) Why did Africa see a series of kingdoms develop in the same general areas?

Also read handout on The Document Based Question.
Formative Assessment Part 2, DBQ.doc

11/8 Islam And DBQ
Target: Tie together the different threads of Islam and analyze the Sunni-Shi'a division.

I. Participation self-evaluation II. Discussion of DBQ Project III. Islam Discussion

===HW: Read Africa & The Silk Roads documents. Analyze each document with our 3 source questions. (Primary or secondary? How does it answer the prompt question? What is the bias and is it reliable?)=== ===Also, write an interesting question that can serve as the prompt for your personal DBQ. The question is due on Wednesday, 11/10.===

11/9 Introduction To Africa
Target: Integrate the rise and development of African states into the history of the Silk Roads.

I. Bantu Migration Map II. Africa PowerPoint and Discussion

11/11 Africa Groupings
Target: Practice document grouping by analyzing Africa & The Silk Road documents.

I. Shoes! II. Discussion of grouping Africa documents

11/15 DBQ Work
Target: DBQ work - Compare your DBQ work with model examples.

I. Review Africa outlines II. Explain DBQ assignment III. Homework/DBQ conferences

Formative Assessment primary sources.docx

Formative Assessment Part 2, DBQ.doc

===HW: Read and annotate "The Triumphant Three." Also, submit revised DBQ prompt.===

Reading Questions:
 * 1) What are the three "universal religions?" What do they have in common?
 * 2) What was special about the particular time when the universal religions arose? What new needs did the universal religions satisfy?
 * 3) How were the spread of the universal religions examples of cultural diffusion?
 * 4) What factors does the expansion of a new religion depend on? Briefly describe those factors for each of the universal faiths.
 * 5) Describe the circumstances and the prospects for success/expansion for each of the universal religions, as of 900 CE.

11/16 Religion And The Silk Roads
Target: Analyze the reasons for the success of the universal religions and their relation to the Silk Roads.

I. Collect DBQ prompts II. Distribute and discuss Review Packets III. Discuss The Triumphant Three

Study Guide 1st Semester (KCH 2010).docx

HW: Read and annotate Text 9.1, pp. 282-288 (The Byzantine Empire)
Reading Questions:
 * 1) Where was Byzantium? Why did Byzantium survive and prosper after Rome fell?
 * 2) What was the significance of Constantinople? Why did it become a rich and powerful city?
 * 3) What were Justinian's architectural achievements?
 * 4) What was Justinian's code? What was it significant?
 * 5) Who was Theodora? Why is she so cool?
 * 6) Why was Byzantium repeatedly attacked? Why did it defeat so many assaults?
 * 7) Why did the Eastern and Western churches differ?

11/17 The Byzantine Empire
Target: Summarize the achievements, significance and legacy of the Byzantine Empire.

I. PowerPoint Lecture on Byzantium

11/18 Introduction to the Middle Ages
Target: Become familiar with social, political and economic facets of European Middle Ages through analysis of primary sources.

I. Conclude PowerPoint on Byzantium Transition to the West II. Begin reading and annotating Middle Ages DBQ

Euro Middle Ages DBQ.doc

Formative Part 2 Blank DBQ.doc

===HW: Finish reading and annotating Middle Ages DBQ and work on your DBQ Packet.===

11/19 The Middle Ages And Thesis Writing
Target: Practice thesis writing using Middle Ages DBQ as source.

I. Class outline activity II. Thesis writing

DBQ thesis writing.doc

===HW: Read Txt 7.1, pp. 214-218. Take notes. Quiz on Monday? Also, complete DBQ Project checkpoint due Monday (5 document sources).===

Reading Questions:
 * 1) What was Western Europe like after the collapse of the Roman Empire?
 * 2) How did the Germanic tribes govern their kingdoms? How did that compare to Roman rule?
 * 3) How far did Muslim forces manage to get into Europe? What do you think the impact of the Islamic threat was on Europeans?
 * 4) How did Charlemagne and Pope Leo serve each others' interests? What was the significance of the Pope crowning Charlemagne emperor of the Romans?
 * 5) Why didn't Europe remain united after Charlemagne's death?
 * 6) Describe the invasions of Europe that took place after Charlemagne. Why do you think Europe was so victimized compared to the Silk Roads empires we have studied?

11/22 The Middle Ages And Body Paragraph Writing
Due: DBQ text sources

Target: Practice body paragraph writing using Middle Ages DBQ as source.

I. Collect DBQ II. Thesis writing wrap-up III. Writing body paragraphs handout IV. Writing body paragraphs game

DBQ Body Paragraph writing.doc

HW: Txt. 7.2. Take notes. Quiz likely.
Reading Questions:
 * 1) How did feudalism and the manor economy emerge and shape medieval life?
 * 2) What was the relationship between lords and vassals?
 * 3) How and why was warfare so central to life in the Middle Ages? How is that different from other Silk Road cultures we have studied?
 * 4) How did the manor system work? How did that system support the structure of feudalism?

11/23 The Early Middle Ages
I. Quiz II. Discussion of Middle Ages

HW: Text 7.3, pp. 225-230. Take notes. Quiz?
Reading Questions:
 * 1) Describe the role of the Church in medieval life.
 * 2) What was the spiritual role of the Church? What was the secular role? Which do you think was more important?
 * 3) Why was the Church so powerful? Why do you think the Church is less powerful now than it was in the Middle Ages?
 * 4) What was the role of Jews in Medieval Europe? Why did rising Christian power lead to trouble for the Jews?

11/24 Were The Middle Ages Dark?
Due: DBQ 2 visual sources

Target: Assess the statement "The Dark Ages weren't so dark."

I. Collect DBQ II. Watch video on Dark Ages and complete worksheet

===HW: Complete gathering DBQ sources. 3 more are due on Monday (1 graph/chart, 2 of any form).=== ===Also, begin working on your Semester Review Packet. I will begin checking those next week.===

11/29 Middle Ages DBQ
Due: All DBQ sources (10 total: At least 5 text, 2 visual, 1 graph or chart)

I. Return and Collect Draft DBQs II. Review DBQ issues III. Work on DBQ writing skills

HW: Read Txt. 8.3, pp. 255-261. Take notes. Quiz?
Reading Questions:
 * 1) Big Question: How did the Crusades change life in Europe and beyond?
 * 2) What civilizations were prospering around 1050? How were they connected to the Silk Roads?
 * 3) How were the Crusades a religious, political and economic event?
 * 4) How successful were the Crusades? Why?
 * 5) What were the effects of the Crusades?

11/30 The Crusades: Connection Turns To Conflict
I. Review DBQ thesis / write DBQ body paragraph II. Crusades quiz III. Crusades discussion

Target: Review key concepts regarding the European Middle Ages and connect those concepts to the Black Death and the end of the Middle Ages.

I. Homework check-in II. DBQ mention III. PowerPoint Discussion of Middle Ages IV. Black Death video

PowerPoint - Middle Ages Wrap Up.pptx

HW: Read Txt. 12.2, pp. 376-382. Take notes. Quiz?
Reading Questions:
 * 1) Why were the Mongols able to conquer so much of Asia during the 13th Century?
 * 2) How did the Mongol Empire change once it conquered China?
 * 3) How did the Ming restore Chinese society and government?
 * 4) Who was Zheng He and why was he important?
 * 5) Why is 1435 a critical date in Chinese (and world?) history?

12/2 (Late Arrival) Choosing Isolation: The Mongols & Zheng He
Target: Examine the Mongol Empire and China's choice of isolation.

I. Change schedule for DBQ II. PowerPoint discussion of Mongol Empire and China

12/3 Japan And The End Of The (Silk) Road
Target: Analyze the end of the Silk Roads. What happened to end the long era of their significance?

PowerPoint - End of Asian Silk Road.pptx

Unit 3 Test Review.doc

12/6 Written DBQ In Class
Due: Complete DBQ

12/8 Pivoting Away From The Silk Roads - Geography
Target: Review key concepts of the Silk Roads

I. Review Test II. Introduction to the Americas

12/9 The Americas
I. Reading Quiz II. Americas Map Exercise

I. Review sheet check-in II. Americas map exercise III. Renaissance map exercise

PowerPoint - The Americas.pptx

Map - Mesoamerica.docx

HW: Read Txt. 13.1, pp. 408-416. Complete Renaissance Map exercise.
Reading Questions:
 * 1) What was "the Renaissance?"
 * 2) Why did the Renaissance begin in Italy?
 * 3) Why did Italian city-states become the economic leader of Europe during the Renaissance?
 * 4) What separates Machiavelli from other writers about leadership and politics?

12/13 Renaissance - Introduction
I. Geography Review II. Introduction to the Renaissance

PowerPoint - Renaissance Introduction.ppt

HW: Read Txt 13.2, pp. 418-422.
Reading Questions:
 * 1) What was the first full-sized book printed by Gutenberg?

12/14 Renaissance - Politics
I. Machiavelli Exercise

===HW: Review Packet pp. 7-8. Read Txt. 446-450, 472-473, 491-492. (Due Thursday, 12/16)===

12/15 Renaissance - Art
I. Renaissance Art PowerPoint Discussion

PowerPoint - KCH Renaissance Art.pptx

HW: Finish reading Txt. 446-450, 472-473, 491-492.
Reading Questions:
 * 1) What were the motivations for European expansion?
 * 2) Why did Columbus sail West? What was he hoping to find?
 * 3) How does Columbus' voyage link to what we studied about the Silk Roads? Europe? Islam?
 * 4) What happened to the Native American population during the Age of Exploration? Why? How does that relate to Guns, Germs & Steel?
 * 5) What was the Columbian Exchange? Identify three results of the Exchange.

12/16 Exploration
I. Exploration and Columbian Exchange Discussion

12/17 Quiz & Holiday Party
I. Quiz on Americas, Renaissance and Exploration II. Par-tay

===HW: Review Packet pp. 9-14 will be due on Tuesday, 1/4 so get started on that. Have a wonderful holiday.===

1/3 Welcome Back DBQ Review Day
I. Work cooperatively on Review Packets. II. Review DBQ work

1/4 Jeopardy Review Day
Target: Review First Semester material through question-based quiz show game.

I. Review Packet homework check-in. II. Play Jeopardy

1/5 Geography Review Day
Target: Review key geography terms through physical indications (without breaking any digits)

I. Review Packet check II. Introduce Final Essay III. Geography Flyswatter Game

Final First Semester Essay

1/6 Essay Preparation Day
Target: Assess the POV of a textbook section as preparation for writing the Final Essay.

Final Essay Outline Model (First Period).docx

Final Essay Outline Model (4th Period).docx

1/10 Final Final Review Day
I. Participation Self-Evaluation II. Review Questions

Review Maps.docx

1/18 Welcome Back
Target: Analyze Point of View of the course and the teacher. Discuss what is an appropriate POV.

I. Standing Poll regarding POV and teachers II. Discussion of POV III. Chronology Review exercise

1/19 (Activity Period) Annotation Day
Target: Develop the skill of annotating text and make use of that skill.

I. Distribute Unit reading and Movie! assignment II. Annotation demonstration. III. PowerPoint - The Church On The Edge

Assignment - Reformation, The Movie!

===HW: Read ALHOTW pp. 181-186. Annotate. Your annotations will be graded.===

1/20 The Church On The Edge & Luther
Target: Examine the motivations and actions of Luther.

I. PowerPoint Discussion: What was wrong with the Church? I. 95 Theses Rap II. PowerPoint discussion of Luther: What was up with him?

PowerPoint - State Of Church.pptx

===HW: Read ALHOTW pp. 187-192. Annotate. Your annotations will be graded.===

1/21 Luther - Here I Stand.
Target: Examine Luther's work while also considering the POV of the sources we use to teach about him.

I. Watch excerpts of the movie "Luther." Complete worksheet that addresses the content and POV of the film.

===HW: Work on Reformation movie pitch. Also, read ALHOTW pp. 193-199. Annotate. Your annotations will be graded.===

Target: Trace the spread of Luther's ideas to Calvin and through Europe.

I. Quick Review: What were the religious causes of the Reformation? What were the political causes? II. Discussion of Calvin and his doctrine.

Target: Examine the reactions to the Reformation, both religious (the Catholic Counter Reformation) and military (the Religious Wars).

I. PowerPoint Discussion of Counter Reformation and the Religious Wars.

PowerPoint - CounterReformation.pptx

===HW: No new homework. However, re-read ALHOTW pp. 185-86 and 190-92 about the English Reformation and Elizabeth.===

1/26 Meanwhile, Back In England
Target: Integrate the story of the English Reformation and Elizabeth into our study of the Reformation, Counter Reformation and Religious Wars.

I. Chronology review II. Henry VIII, Live! III. Elizabeth film clips. Is she the coolest monarch ever?

===HW: Study for Quiz on Friday. The Quiz will cover everything we have worked on so far in Second Semester.===

1/27 (Late Arrival) Map Exercise & Review
Target: Review class material and integrate map study into that material.

===HW: Study for Quiz on Friday. The Quiz will cover everything we have worked on so far in Second Semester.===

1/28 Reformation Quiz
I. Reformation Quiz II. Distribute England Readings III. Movie Projects Screening

===HW: Read and annotate Handout on "Elizabeth" (pp. 1-3 of Packet). Post on the website a (minimum) one paragraph response to the following question: What was the coolest thing about Elizabeth? Was it her independence, strength of character and courage? Her ability to reign for decades as a woman in a world dominated by men? Her defeat of the Spanish Armada? Her willingness to tolerate (some) religious diversity? Or something else? Be sure to explain __why__ you think your choice is cool and provide some specific detail to support your position. Note that, as always, you are free to disagree with me and assert that there is nothing cool about Elizabeth. However, if you take that position, you must still post and provide a specific explanation for your view.===

ABC-CLIO Elizabeth I.pdf

Mini-Unit: The English Reformation
1. How did Henry VIII, Elizabeth I and James I address the challenges of the Protestant Reformation? 2. Elizabeth and James were able to maintain internal peace in England through clever leadership and partial religious toleration (the Religious Settlement). However, after their deaths, the country suffered through religious controversy, fights between the nobles and the crown, and the bitter English Civil War. Why didn't Elizabeth's peace last? 3. How did the Glorious Revolution and the English Bill of Rights ultimately resolve the dispute between the nobles and the crown?

1/31 Elizabeth I and James I
Target: Evaluate the achievements and weaknesses of Elizabeth I and James I. How did they address the challenges of governance and the Reformation?

I. Highlight select postings on Elizabeth's coolness. (Refused to marry, religious toleration, Shakespeare) II. PowerPoint on James I and Absolutism

PowerPoint - English Reformation.pptx

===HW: Read and annotate "English Civil War" (pp. 4-5 of Packet) and "King Or Parliament?" packet along with your chosen reading on "Why Royalist?" or "Why Parliament?"===

ABC-CLIO English Civil War.pdf King or Parliament - Which Side King or Parliament - Why Royalist King or Parliament - Why Parliamentarian

Reading Questions:
 * 1) What were the causes of the English Civil War?
 * 2) What were the motivations of the Royalists and Parliamentarians?

2/1 The English Civil War: A British Take On The Religious Wars
Target: Examine the causes of the English Civil War and the reasons Elizabeth and James' internal peace didn't last. After comparing the War's two sides (Parliamentarians and Royalists), choose which one you would side with.

I. Group work on the causes and sides of the English Civil War II. Group board presentations on the War. What were the causes? What motivated "your" side?

ABC-CLIO Glorious Revolution.pdf

===HW: Read and annotate handout on "The Glorious Revolution" (pp. 6-7 of Packet).=== ===Also post on a the Wiki an (at least) one paragraph response to this question: Which side would you have been on during the English Civil War? Explain your answer with specific facts. If you are making any assumptions about your position or interests, explain those assumptions.===

2/2 Snow Day - Who Would Have Thought?
Have a great day in the snow! Don't forget to post your Wiki response on the English Civil War and to read about the Glorious Revolution.

2/3 Another Snow Day? Seriously?
Help your parents shovel out.

2/4 The Glorious Revolution: England Goes Its Own Way
Target: Explain how the Glorious Revolution and the English Bill of Rights rejected Absolutism and resolved England's internal disputes.

I. Collect annotated reading II. The Restoration & continued religious and political conflict III. The Glorious Revolution

PowerPoint - Restoration & Glorious Rev.pptx

HW: Read and annotate "Absolutism."
Reading Questions:
 * 1) What is an "absolute monarch?" How is an absolute monarch different from other rulers we have studied?
 * 2) What are the two theoretical justifications for absolute monarchy? Which do you think was more persuasive to Europeans at the time?
 * 3) Leaving aside theory, what were the practical considerations that led to absolute monarchy? How did the wars of religion lead to absolutism?
 * 4) Describe French absolutism. Why was Louis XIV considered the prototypical absolute monarch?
 * 5) Compare French absolutism with the English attempts at absolutism that we have been studying.

ABC-CLIO Absolutism Overview.pdf

2/7 Absolutism: The Other Path Out Of Internal Wars
Target: Compare the story of English monarchy with the Absolutism of Louis XIV and Versailles.

I. PowerPoint: French Absolutism II. Live! A day in the life of Louis XIV III. Discuss: What is the point of absolute monarchy?

PowerPoint - French Absolutism.pptx

HW: Read and annotate "Scientific Revolution" handout.
ABC-CLIO Scientific Revolution.pdf

2/8 The Scientific Revolution, Part 1: The Paradigm Shift
Target: Analyze the basic causes and consequences of the Scientific Revolution

I. Work on Paradigm Shift reading II. Discuss the Scientific Revolution

ABC-CLIO Galileo.pdf

2/9 The Scientific Revolution, Part 2: The Push Back
Target: Discuss the resistance and objections to the Scientific Revolution

I. PowerPoint on key events of the Scientific Revolution II. Galileo's Finger III. Discussion of the resistance to the Scientific Revolution. Why is science threatening, even today?

PowerPoint - Scientific Revolution.pptx

Galileo's Finger

ABC-CLIO Enlightenment.pdf

2/10 The Enlightenment, Part 1: Connecting To The Enlightenment
Target: Connect the issues of the Enlightenment to the present day

Enlightenment & USA.docx

I. Distribute Essay topic and Study Guide II. Reading Check III. Work on Enlightenment/US worksheet IV. Discuss Enlightenment and the United States

Review Guide - Modern World

Test - Modern World Essay

Issues of the Enlightenment.docx

===HW: Answer "Questions: Issues of the Enlightenment." Be prepared to discuss on Friday.=== ===Begin working on Essay and studying for Monday test. Test will cover everything in Second Semester (Reformation, Absolutism, Scientific Revolution, Enlightenment).===

Target: Make a personal connection to the issues of the Enlightenment

I. Personally answer the main questions of the Enlightenment II. Class discussion of our views on the issues of the Enlightenment

===HW: Write take-home essay test. Study for Monday test. Test will cover everything in Second Semester (Reformation, Absolutism, Scientific Revolution, Enlightenment).===

2/14 Testing The Ancien Regime
Target: Demonstrate your mastery of the material covered so far this semester.

1. Why did the Revolution come to France? What were the causes?
== 2. Why did the Revolution turn violent? Why didn't it just stop like the English or American Revolutions? ==

3. What changes did the Revolution bring to France, to Europe and to the World?
== 4. What changes did Napoleon bring? Was he ultimately good or bad for the Revolution and France? ==

5. Was the Congress Of Vienna a conservative reaction against the Revolution?
===HW: Read and annotate pp. 1-11 from French Revolution packet. Be prepared to answer the following questions:===
 * 1) What were the three main social classes in France?
 * 2) What was life like for the peasants?
 * 3) Why did the bourgeoisie invest in education? What role did they play in the changes that occurring in France?
 * 4) How did France's political structure complicate the task of governing?
 * 5) What general political principles did the philosophes Montesquieu, Diderot, Rousseau and Voltaire have in common? How did those principles conflict with the state of French society?

Target: Review the test and connect the challenging questions to the big issues.

I. Review Test

Make-up For Test - Modern World

HW: Read and annotate Packet pp. 12-22. Due Thursday, February 17th
Reading Questions:
 * 1) What were the sources of France's financial troubles?
 * 2) Why did the King call the Estates General?
 * 3) The Estates General had difficulty making progress toward resolving France's financial problems? Why?
 * 4) What was the Tennis Court Oath?
 * 5) Why did crowds storm the Bastille on July 14, 1789?
 * 6) Describe the contrasting moods in France in the weeks after the fall of the Bastille?

2/16 Introduction to the French Revolution & The Coming Crisis
Target: Familiarize ourselves with the big themes that are involved in the French Revolution.

I. Group work on the Ancien Regime II. Discussion and group presentations on the issues of the Ancien Regime

===HW: Continue reading and annotating Packet pp. 12-22.===

2/17 (Late Arrival) The Fall Of The Bastille
Target: Analyze the causes and significance of the fall of the Bastille.

HW: Read Packet pp. 23-26, 51-52
Reading Questions:
 * 1) What was the Great Fear and what impact did it have on the National Assembly?
 * 2) What happened on August 4, 1789?
 * 3) What was the Declaration of the Rights of Man and Citizens? In your view, what was the most important provision?
 * 4) After adopting the general principles of the Declaration, what difficult task lay before the Assembly?

2/18 National Constituent Assembly Preparation
Target: Empathize and wrestle with the challenged faced by the National Assembly.

I. Presentation on the National Assembly and the August Decrees. II. Group work: Delegates prepare for Assembly presentations. Audience work on draft papers.

===HW: Delegates - prepare for your Tuesday National Assembly presentations.=== ===Audience - work on papers regarding women and the state of France.===

2/22 National Constituent Assembly Roleplay
= ATTENTION! MONDAY'S CLASS WILL BE IN THE LITTLE THEATER, ROOM 4200, TO THE LEFT OF THE PAC. DO NOT GO TO THE CLASSROOM ON MONDAY! GO DIRECTLY TO THE LITTLE THEATER. =

===HW: Fill out exercise evaluation sheets __and__ read pp. 36-40 in Packet (stop at "The Republican Revolution").===

National Assembly Evaluation Sheet.docx

==2/23 Debriefing & The Attack Of Old Europe==

== Grade Notice: The Fourth Grading Period is coming to a close. Check Infinite Campus for any missing assignments. After Friday, you cannot turn in anything for these Six Weeks. If a grade is missing for something you think you turned in, let me know and we will figure it out. ==

I. Debrief National Assembly exercise II. Connecting France 1789 with Egypt and Libya 2011 III. Presentation on the attack of Old Europe upon the Republic

French Revolution Chronolgy.doc

Participation Self Evaluation (4th).docx

===HW: Read and annotate Packet pp. 40-48. Complete class participation self-evaluation.===

Reading Questions:
 * 1) What were the reasons for the September Massacres?
 * 2) How did the //sans culottes// influence French politics?
 * 3) Why did the Convention establish the Committee for Public Safety?
 * 4) What was the purpose of Law of the Maximum? the Law of Suspects?
 * 5) What was the purpose of the Terror?
 * 6) How did the Terror end?

2/24 The Terror
Target: Analyze the causes and sweep of The Terror.

I. Group work on The Terror II. Group presentations on The Terror

ABC-CLIO Reign Of Terror.pdf

ABC-CLIO Robespierre.pdf

===HW: (1) Reading on The Terror and Robespierre=== ===(2) Prepare two questions in writing for Citizen Robespierre. YOU MUST BRING TWO (2) COPIES OF YOUR QUESTIONS TO CLASS ON FRIDAY.===

==2/25 A Conversation With Citizen Robespierre==

Target: Interact with, challenge (and maybe even empathize) with Citizen Robespierre.

I. Moderated conversation with Citizen Robespierre. II. Out of character debriefing on Robespierre conversation.

===HW: (1) Posting on Robespierre and The Terror. You must make two separate postings. First, by Saturday night you must post (at least 1 paragraph) on the question "Was Robespierre and The Terror justified?" As usual, you must provide specific references from the reading or from your conversation with Robespierre. Second, by Sunday night, you must make a second posting (of at least 1 paragraph) that responds to the earlier posting of one of your classmates. You can agree, disagree or modify your earlier post but you must demonstrate that you have engaged with the thoughts of someone else while you wrestle with the question of whether Terror can be justified.=== ===(2) Read and annotate Packet pp. 48-50.===

==2/28 Backlash! The Directory==

Target: Analyze how the Terror led to the Thermidorian reaction and the Directory

I. Debriefing Robespierre and the Terror II. Write short responses to in-class questions on the Directory. III. Discussion: The Thermidorian reaction and the Directory: Was it necessary?

<span style="font-family: Arial,Helvetica,sans-serif;">1. What was the “Thermidorian Reaction?” <span style="font-family: Arial,Helvetica,sans-serif;"> 2. What was the Directory? <span style="font-family: Arial,Helvetica,sans-serif;"> 3. How did the Directory govern? <span style="font-family: Arial,Helvetica,sans-serif;"> 4. What key fact allowed the Directory to keep power between 1795-1799? <span style="font-family: Arial,Helvetica,sans-serif;"> 5. Would you have supported the Directory or the sans-culottes? Why?

===HW: Read and annotate Napoleon packet. Be prepared to discuss the following: Was Napoleon primarily a Revolutionary or a Tyrant?===

ABC-CLIO Napoleon.pdf

ABC-CLIO Napoleon - Tyrant.pdf

ABC-CLIO Napoleon - Enlightened Despot.pdf

==3/1 Napoleon: Revolutionary Or Tyrant?==

Target: Analyze the actions of Napoleon and decide whether he was ultimately a good guy / Revolutionary figure / force for progress or a bad guy / Tyrant / force of reaction.

I. Group work on your position II. Class discussion

===HW: Study for French Revolution test.===

French Revolution Study Guide.doc

==3/2 Summing Up And Reviewing The French Revolution==

Target: Synthesize the many threads of the French Revolution into a coherent story.

I. Write review questions II. Write answer to the question "Was the Terror a product of circumstances or ideology?" (Packet, p. 45) III. Discussion of review questions

===HW: Study for French Revolution test. Also, remember that I am collecting your annotated blue French Revolution packets on Thursday.===

==3/3 Testing The French Revolution==

Target: Demonstrate your awesome.

Test - French Revolution Essay.docx

===HW: Write French Revolution essay.===

3/8 Beginning The Industrial Revolution
Target: Wrap-up Napoleon and the French Revolution while setting the stage for the Long Century.

I. Review French Revolution Test II. Discuss Napoleon and Congress of Vienna III. Work on Industrial Revolution reading

PowerPoint - Napoleon & Congress of Vienna.pptx

HW: Read and annotate ABC-CLIO Industrial Revolution.
===DUE MONDAY, MARCH 14th, you can make up missed questions from the French Revolution test. To make up a question, you have to write ON A SEPARATE SHEET OF PAPER 1) what is the right answer, 2) why it is right (as compared to the distractor answers) and 3) why you made the mistake you did (were you confused? made a careless error? forgot the material and had to guess?). Each question you correct is worth 1/3 point on the test. YOU MUST TURN IN THE TEST, THE SCANTRON AND YOUR CORRECTIONS.===

3/9 Mechanics Of The Industrial Revolution
Target: Summarize what the Industrial Revolution was and why it began in England.

I. PowerPoint on the Industrial Revolution

PowerPoint - Introdution Industrial Rev.pptx

3/10 Social Impact Of The Industrial Revolution
Target: Assess the societal impacts of Industrial Revolution and link those impacts to the rise of the great 19th Century movements.

===HW: None. You are welcome. Work on your test corrections if you aren't finished with them already.===

3/11 (Substitute) Summing Up The Industrial Revolution
Target: Evaluate evidence from various sources to describe the Industrial Revolution.

I. Work on industrial revolution question packets.

===HW: Complete work on industrial revolution packets. Make sure to use your textbook to supplement information in packet.===

3/14 Socialism & Marx
Target: Compare the competing economic theories of the 19th Century and assess Marx's views.

I. Define the basic terms II. Read Socialism handout III. Assess Marx's views

ABC-CLIO Rise of Socialism.pdf Activity - Marx and the Rise of Socialism.pdf

HW: Read and annotate entire "Revolutions of 1848" packet.
ABC-CLIO Revolutions of 1848.pdf ABC-CLIO June Days.pdf ABC-CLIO French Second Republic.pdf

3/15 Connections To The Revolutions Of 1848
Target: Connect the Revolutions of 1848 to the trends of the 19th Century __and__ to recent events in 21st Century.

I. Connections to 2011 II. Discussion of the key elements of 1848

===HW: Read and annotate entire "German Unification Through War" packet.===

ABC-CLIO German Unification (1848).pdf ABC-CLIO Bismark.pdf

3/16 German Unification & Bismark
Target: Compare the German reaction to 1848 to that of other countries. Why did Germany unify in the way it did?

I. Key terms: nationalism, militarism, realpolitik II. PowerPoint discussion of Bismark

PowerPoint - Bismark & German Unification.ppt

===HW: Read and annotate "Spirit of Romanticism." Are you an Enlightenment person or a Romanticist?===

ABC-CLIO Spirit of Romanticism.pdf ABC-CLIO Spirit of Romanticism Chart.pdf

3/17 Spirit of Romanticism
I. Reading check

HW: Read Africa packet, pp. 1-11
Reading Questions:
 * 1) How were ethnic groups in the Central African region distinguished? Offer examples to support your claims.
 * 2) How did the Atlantic slave trade change the economy of African ethnic groups?
 * 3) Why did Europeans want to explore and colonize Africa?
 * 4) What factors motivated King Leopold to seek ownership of the Congo region?
 * 5) Why would Europeans at the Berlin Conference of 1885 not have invited any Africans?

3/18 Imperialism: Proverbs of the Congo / Europe In Africa
Target: 1) Use primary sources to develop an understanding of some precolonial Congolese societies. 2) Analyze maps to draw conclusions about the effect of geography on European expansion in Africa.

I. Brief introduction to Imperialism II. Introduction to proverbs III. Group work on Congolese maps and on African maps

===HW: Finish any remaining work on Proverbs of the Congo and African Map Analysis.===

Read Africa packet, pp. 12-22.
Reading Questions:
 * 1) Why were the Swahili traders in the East a threat to King Leopold's Congo?
 * 2) Explain how the European desire for profit affected the people of the Congo?
 * 3) Offer evidence to prove that the Congo Free State violated Articles I, V, and VI of the Berlin Act
 * 4) In your opinion, were the people who witnessed the atrocities in the Congo but did not speak out also guilty? Why or why not?
 * 5) In 1900, the British government did not wish to act in relation to the Congo. In 1904 it did. What changed?

3/21 Imperialism: Testimonies From The Congo Free State
Target: Determine what makes a source reliable or biased and gain further insight into what happened in the Congo Free State.

I. Return essays II. Provide context / brief review of Congo work III. Assign Tuesday homework on Hyde Park Corner IV. Group work evaluating testimonies from the Congo V. Full class discussion of various sources and issues from the Testimonies

===HW: If you are a Speaker, complete the "Preparing for the Afternoon" sheet. If you are a Reporter, your only homework is to write two questions (on the back of your "Press Release" sheet) that you might want to ask the speakers on Tuesday.===

3/22 Imperialism: Hyde Park Corner
Target: Examine the perspective of other countries and societies, as well as members of the British public, in the debate over the Congo question.

I. Speaker presentations II. Questions from the Gentlemen (and Ladies) of the Press III. Debriefing

HW: Everyone read pp. 23-24 of packet.
===Reporters ALSO have to post a short article on the website describing the day's discussions. The articles should be at least one paragraph long, should summarize the discussion in some way, and contain at least one quote from the speakers. You must also included a punchy headline that will encourage people to read your story. Remember that, as a reporter, your job is to inform your readers but also to hold their interest. An article that is funny, interesting, provocative or controversial is better than one that is just a dry statement of "He said, then some other guy said, then this other guy said . . ."===

3/23 Imperialism: Preparation For Simulation
Target: Prepare for the Parliament simulation

===HW: Prepare for simulation. Undecided members write 3 questions, one for each option. Group members prepare for their presentations.===

3/24 Imperialism: Role Playing Simulation
Target: Be able to explain the leading values that influenced British policy toward the Congo Free State and explore the domestic and international forces that shaped the debate.

Congo - Evaluation Form For MPs.docx

HW: Study for test.
Study Guide - Industrialization & Consequences.docx

3/25 Test
Target: Demonstrate your awesome.

===HW: None. Have a great Spring Break. Be kind to your parents. They love you and do the best they can.===

Welcome to the Second Semester of World History, where we will explore variously plausible versions of truth, accuracy and what the heck happened in the past.

In case you misplaced your copy, here are the Course Expectations:

[|World Class Expectations 2010.docx]

Target: Connect our study of history to current events in Libya.

I. Return of papers II. Spring reboot III. Connecting history to the present or, what's up with Libya?

[|White Man's Burden.docx]

4/5 Imperialism From The Other Side
Target: Assess the impact of European imperialism from the perspective of Asia.

I. PowerPoint discussion of imperialism in Asia II. Discussion of the "White Man's Burden" III. Is contemporary America imperialist?

4/6 Introduction To World War I
[|PowerPoint - Introduction To World War I.pptx]

===HW: Read Textbook (yes, the textbook!), Ch. 26.1, pp. 816-821. Take notes.===

4/7 (Late Arrival) Map Day
Target: Familiarize yourself with the July Crisis and the geography of 1914 Europe.

I. Introduce July Crisis Project II. Work on 1914 map exercise

[|Map Exercise 1914 Europe.docx]

===HW: Read July Crisis General Background packet. Annotate the last section, "The July Crisis Timeline," and lightly review the rest of the packet which you will use as reference for the Project.=== ===Also, if not finished during class, complete 1914 Europe map exercise.===

[|July Crisis General Packet.docx]

4/8 The July Crisis: Reading
Target: Become knowledgeable about and empathize with the situation of one of the July Crisis nations.

I. Scan packets - what's there? II. Assign internal roles III. Read and annotate. Ask questions of the text, the teacher and each other.

===HW: Complete reading and answer questions. Come in on Monday prepared to work on presentations.===

4/11 The July Crisis: Developing Presentations
Target: Work with your group to develop a coherent and persuasive presentation.

I. Set stage and answer questions II. Group work preparing presentations including initial peace proposals.

===HW: Finalize presentations. Email any electronic files to Mr. Hannigan.===

4/12 The July Crisis: Initial Presentations
Target: Assess the interests and positions of each of the major participants in the War.

I. Presentations by each group. II. Note-taking on each presentation

===HW: Prepare a peace proposal that you think might gain support from all (or at least most) countries===

4/13 The July Crisis: Developing Peace Proposals and Initial Negotiations
Target: Analyze the July Crisis as a negotiation of competing interests and develop a negotiating position that will achieve your country's goals.

I. Distribute homework and test corrections II. Group work to on negotiation preparation sheet. Everyone fills out a preparation sheet. III. Create a group peace proposal that everyone in your group understands and agrees with. The proposal should list each country and what it has to do and what it gets under the terms of your proposed deal.

[|Negotiation Preparation.docx]

===HW: 1. [Group] One person (who will get extra credit for a good job) in each group should type up your proposal nicely and email it to Mr. Hannigan for distribution to the class on Thursday.=== ===2. Complete class participation self-evaluation.===

4/14 The July Crisis: Negotiations
Target: Analyze the July Crisis and hone your negotiation skills through a group attempt to resolve the conflict.

===HW: Complete July Crisis packet and write up a report to your boss explaining 1) how the negotiations went, 2) what the deal is (or isn't) and 3) why your decision to make peace or go to war was the correct one for your country.===

4/15 Debriefing The July Crisis and The Coming Of The War
Target: Debrief the July Crisis exercise and compare our simulation with historical reality. Discuss whether the war was inevitable and whose fault it was.

I. Describe the results of each group's negotiation. What was the difference between the successful and unsuccessful ones? II. Cover the events the concluded the July Crisis and led to war. III. Class discussion: whose fault was the war? Could it have been avoided or was it inevitable. IV. Introduce Semester Project?

===HW: Reflect upon the July Crisis and the coming of the Great War. Post on the Wiki a response to these questions: Was the Great War inevitable? Whose fault was it? I want you to reflect and think deeply about this. It is not a simple or obvious question but you are in a position now to frame a thoughtful answer. Show me that you get this.===

4/18 Fighting The War
Target: Students will connect the disaster of the War with earlier material and empathize with the horrors of serving in the trenches.

[|Final Project Description.docx]

I. Introduce Final Project II. PowerPoint on the fighting of the war

[|PowerPoint - World War I Summary.pptx]

Would You Have Made A Good Officer?

===HW: Read and annotate packet on the end of the war and the Treaty of Versailles, including your individual country briefing.===

4/19 The End Of The War And The Treaty Of Versailles
Target: Students will understand the difficulty and complexity of the issues facing the Big Four in attempting to establish a durable peace in Europe.

I. Distribute Review Guide II. Reading check III. Treaty of Versailles exercise

[|Study Guide First World War.docx]

===HW: Reading Textbook(!) on the Russian Revolution, Ch. 26.5, pp. 839-845.===

Reading Questions:
 * 1) What was the March Revolution? What was the November Revolution?
 * 2) What were the main causes of the Russian Revolution(s)?
 * 3) What was the Bolshevik Party? What were its goals?
 * 4) How did the Communists defeat their opponents during Russia's civil war?
 * 5) How did the Communist state develop under Lenin?
 * 6) What were the results of the Russian Revolution?
 * 7) Big Gnarly Question: Marx expected communist revolution among the proletariat in industrialized nations. Instead, it happened in Russia. Why might Marx consider this weird? Why did communist revolution happen in Russia instead of more industrialized Western Europe?

4/20 Russian Revolution
Target: Identify and present on the key issues of the Russian Revolution

I. Group work on the Russian Revolution reading questions II. Whiteboard presentations on reading questions

4/21 Test On World War I
Target: Demonstrate your awesome

===HW: Reading on Propaganda. Also, write up your topic for the Final Project. It should be a thoughtful paragraph that describes what you're going to research and why it is important.===

[|ABC-CLIO World War I Propganda.pdf] [|ABC-CLIO Stab in the Back Legend.pdf]

Due Today: Final Project topic description
Target: Analyze propaganda as an example of how individuals and populations can be manipulated.

I. Collect Final Project topics II. Distribute iPads III. Analyze propaganda IV. Collect propaganda sheets

===HW: Bring in one piece of propaganda from any period. It can be a picture, a video, an article or whatever other form you like. (If it is an on-line video, send me the link.) Write a paragraph that explains:===
 * 1) What is the message of the piece?
 * 2) How does the piece manipulate (emotion, reason, fear, etc)?
 * 3) Why is the piece propaganda? (Refer to the definition you read over the weekend.)

4/26 Propaganda: Roll Your Own
Target: Continue to analyze propaganda and manipulation through the creation of original propaganda.

I. Create a propaganda image II. Begin reading homework

HW: Read and annotate readings on the rise of totalitarianism.
[|ABC-CLIO Rise Of Fascism In Europe.pdf] [|ABC-CLIO - Stalin.pdf] [|ABC-CLIO - Japan & WW II.pdf]

4/27 The Aftermath Of World War I, The "Stab In The Back" and Propaganda
Target: Analyze how the aftermath of World War I led to the rise of the totalitarian states and how propaganda was used as a tool to assist that rise.

I. Return tests and discuss II. Return topics, discuss Final Project III. Propaganda debriefing and discussion

===HW: Read and annotate article on totalitarianism. Also, work on your test corrections (due Tuesday, 5/3)===

[|ABC-CLIO Totalitarianism.pdf]

Target: Analyze how the aftermath of World War I led to the rise of the totalitarian states and how propaganda was used as a tool to assist that rise.

I. Check in on Final Project topics II. End of First World War III. Treaty of Versailles IV. Stab In The Back (propaganda) V. Great Depression VI. Rise of Dictators / Totalitarianism (who?)

===HW: Work on your Final Project and test corrections.=== ===Remember that your sources need to be written up in MLA format. Here is a good guide to that format:=== []

Due Today: Final Project Sources #1
I. Collect Final Project Sources #1 II. Discuss Osama bin Laden

HW: Read and annotate World War II Causes
[|ABC-CLIO - World War II Causes.pdf]

Target: Connect our study of the aftermath of WW I and propaganda with the rise of totalitarianism.

I. Collect Test Corrections II. Return and discuss Final Project source write-ups III. PowerPoint discussion of the rise of totalitarianism

[|PowerPoint- Rise of Totalitarianism.pptx]

HW: Read and annotate World War II Overview
[|ABC-CLIO - World War II Overview.pdf]

5/4 Totalitarianism & The Road To War
Target: Connect the rise of totalitarian dictators with the coming of WW II.

I. Check in on the evolving story of Bin Laden's death II. PowerPoint discussion of the coming of WW II.

[|PowerPoint - The Road To War.pptx]

HW: Read and annotate World War II Consequences
[|ABC-CLIO - World War II Consequences.pdf]

5/5 World War II, Part 1
Target: Examine the beginning of WW II and connect it to the story so far

===HW: Write and post one question that you have and that is meaningful about WW II. Also, work on your Final Project.===

5/6 World War II, Part 2
Target: Be able to articulate and interpret evidence showing why WW II was a __World__ war.

I. Reading check II. Conclude the road to war III. Chart of WW II deaths IV. WW II Questions

=== Due Today: Final Project Sources #2. You must submit __all__ your sources (including those from the 5/2 checkpoint). For every source, you must include three things: 1) the citation in proper MLA format; 2) a summary of the source and how you are going to use it in your Project; 3) a description of the source and an explanation as to why it is reliable. ===

Target: Analyze and discuss the use of the atomic bomb. In particular, examine whether and when it is moral/ethical/justified to kill civilians in the pursuit of military goals.

I. Collect Final Project sources #2 II. Distribute Review Packet III. Watch "Fog Of War" clip IV. Discussion of the end of WW II and the atomic bomb

[|Review - World 2nd Semester.docx]

5/10 A Geographic Interlude
Target: Study a range of global maps in order to provide context for the postwar world and to prepare for geography questions on the Final.

I. Return Final Project Sources and discuss Final Project rubric and lesson plan II. Work on map identifications

[|Final Project Outline Template.docx]

[|Final Project Lesson Plan Template.docx]

[|Blank Lesson Plan Template.docx]

5/11 Readings On The Cold War
Target: Analyze the Cold War and put it in its historical context through reading and group presentations.

I. Final Project check in II. Read Cold War packet III. Group presentations on articles

BONUS LEARNING! If you are going to create a PowerPoint presentation for the Final Project or, really, at any point in your life for any reason, you must check out this website for common sense wisdom on what makes an effective PowerPoint.

PowerPoint Zen

RESEARCH ASSISTANCE: Check out the excellent databases available to you on the SHS LIbrary website.

[|SHS Library Databases]

User ID: astevenson Password: shspatriot

5/12 Presentations On The Cold War
Target: Analyze the Cold War and put it in its historical context through reading and group presentations.

I. Final Project check-in II. Cold War group presentations

Due Today: Final Project Outline
Target: Analyze the Cold War and the collapse of the Soviet Union through reading and group presentations.

===HW: Work on your Review Packet. Packet check on Monday for pp. 1-4 and 13-17 (maps).===

5/16 Readings In Africa
Target: Analyze the decolonization and independence of Africa in the context of the 20th Century history we have been studying.

I. Return Final Project outlines II. Review Packet check / Final Project conferences III. Read and annotate Decolonization Of Africa packets

[|ABC-CLIO - Decolonization.pdf]

[|ABC-CLIO - Africa Gains Independence.pdf]

5/17 African & Decolonization
Target: Analyze the decolonization and independence of Africa in the context of the 20th Century history we have been studying.

I. Reintroduce decolonization II. Pair discussion of 1) Why did decolonization happen? 2) Why did it work better in some places? III. Class Discussion IV. South Africa

5/18 Global Economy, Part 1
Target: Examine the growth of the global economy in the late 20th and early 21st Centuries. To what extent is modern "globalization" new or different from what we have studied in the past?

I. Distribute Final Project rubric II. Wrap-up Africa and decolonization III. Reading on the global economy

[|ABC-CLIO - Global Economy.pdf]

5/19 Global Economy, Part 2
Target: Examine the growth of the global economy in the late 20th and early 21st Centuries and connect it to some of the big trends of the modern world. Are we getting better or worse?

Due Today: Complete Final Project, Paper & Lesson Plan
Target: Introduce the issues of 9/11 and ask the preliminary question "Why did this happen?"

I. Collect Final Project II. Introductory question III. PowerPoint introduction to historical background

[|Reading Questions - Looming Tower.docx]

PowerPoint - Early Bin Laden

===HW: Read Looming Tower Part I (pp. 9-37) and answer Reading Questions 1-13. Also, complete Review Packet pp. 5-6.===

5/23 Roots Of 9/11
Target: Introduce the roots of 9/11 and Islamic fundamentalism

===HW: Read Part II of The Looming Tower, pp. 72-96. Answer questions 14-23 in packet. Due Wednesday.===

5/24 Roots Of 9/11: Sayyid Qutb
Target: Discuss the roots of 9/11 and Islamic fundamentalism.


 * HW: Read Part II of The Looming Tower, pp. 72-96. Answer questions 14-23 in packet. Due Wednesday.**

5/25 Roots Of 9/11: Saudi Arabia and Osama Bin Laden
Target: Discuss the Saudi influence on Osama Bin Laden and 9/11.

I. Saudi Arabia and Wahhabism II. Video clip of Saudi royal family III. The background and growth of Osama Bin Laden

===HW: Read "Bin Laden's Fatwa" (at the back of the Looming Tower packet). What are the reasons that Bin Laden gives for his declaration of war? Which is the most important?===

5/26 Roots Of 9/11: Bin Laden's Fatwa
Target: Analyze Bin Laden's Fatwa to determine his reasons for attacking the United States.

5/27 9/11
Target: Examine the events of September 11, 2001.

I. Watch video on the events of 9/11. II. Discuss the causes and morality of the 9/11 attacks.

5/31 Review Day
Target: Prepare to demonstrate your awesome on the Final.

I. Pictures II. Review Packet check through page 9 III. Wrap-up 9/11 discussion IV. Final Review

=== Special Bonus Survey: Below are links to a short survey that asks for your anonymous feedback on what was good and bad about the course and your teacher. I would very much like to know what you thought about our year together. As an incentive, I will give everyone extra credit if 75% of the class fills in the survey. Thank you. ===

[|1st Period Course Survey]

[|4th Period Course Survey]