Lesson plans:
Period 2 Jeopardy Game! - Click here to pull up the game. Answers can be seen in non game view.
11/13 - 11/14 - Hook: “ There is some self-interest behind every friendship. There is no friendship without self-interests. This is a bitter truth.”
“There is no present and future of the lazy.”
Both of these quotes are by Chandragupta. What are some conclusions you can draw about Chandragupta based on his quotes?
Activities:
Mini lecture overview of Classical Indian Dynasties - http://www.slideshare.net/fasteddie/ap-world-india-3-mauryan, and http://www.slideshare.net/fasteddie/ap-world-india-4-gupta
Who was the better leader? Chandragupta or Ashoka? Read the articles provided about each Mauryan ruler and decide which you think is the better ruler. Write a two paragraph essay explain your choice of better leader. Be sure to use evidence from the articles to make your case.
Break time: Cool things India gave us: https://vimeo.com/33694982
Closing:Compare and contrast chart: fill out the chart for the Persian, Han, and now Mauryan Empires using the Conrad- Demarest Model of Empires as your guide.
11/10 - 11/11 - Hook: Chapter 12 Quiz
Activities:
Mini lecture by Mrs. LaRoue – a quick slideshare over the highlights of the classical era of China - http://www.slideshare.net/someotherdude1/ap-world-history-lesson-5-pba
China video clips from “New Tang Dynasty” Television
New Tang Dynasty is headquartered in New York. It aims to provide uncensored and insightful coverage of issues related to China broadcast both into China and to other areas of the world. They’ve got lots of clips on YouTube, but I thought you might find these interesting. (They are each only 2 to 5 minutes.)
Discovering China – Confucius - https://www.youtube.com/watch?v=AYQ1hcpUedU&list=CLL0PSqMGDEqs&index=2
Discovering China – The Qin Dynasty - https://www.youtube.com/watch?v=1bZXxGv52t8
Discovering China – The Han Dynasty - https://www.youtube.com/watch?v=VS7pKZJ3zPs
The Qin Dynasty of Shi Huangdi – 221 to 207 BCE
“How did Shi Huangdi and the Qin strengthen China? How did he/they consolidate power?”
The Han Dynasty and The Conrad-Demarest Model of Empires
Anthropologists Geoffrey Conrad and Arthur Demarest are probably most well-known for their studies of early American civilizations. In their work, they have described a model for empires that bears their names. The Conrad-Demarest Model describes the conditions that the authors feel are necessary for an empire, as well as the factors that can lead to its downfall. We’re going to look at Han China through this lens to see how well it fits the model. Later, we’ll attempt to determine what we can learn from the model about other empires.
First, let’s see how what we know about Han China fits the model. Read the description of the Conrad-Demarest Model that you will be using. Work on your own or in small groups of 2 or 3 to try to match as many of these specific characteristics and factors with information from our study of Han China. I’ll give you a while to do this, and then we’ll discuss what we’ve found.
Closing: Han China – does it fit the model?
11/6 - 11/9 - Hook: Achieve 3000 – students will work on their literacy skills by reading an article in Achieve 3000. Students will:
Activities:
Students will work on the Persian Empire Webquest. Students will read and answer questions about the entire war between Persians and Greeks in the Persian and Greeks webquest.
Persian Empires Webquest
Students, please log onto Edmodo, open this document from the assignment tab and use the hyperlinks to travel to each part of the webquest on the Persian empires. Please answer all of the questions, and please
Overview of the Persian Wars , from a website maintained by Professor Skip Knox at Boise State University.
Section 1: Croesus
Section 2: Persia
Section 3: Darius I
Section 4: The Ionian Revolt
Sections 5: The Revolt is crushed
Section 6: Aftermath of the Revolt
Section 7: The First Persian Invasion of Greece
Section 9: Marathon
Section 13: Xerxes Invades
Section 14: The Greeks Unite
Section 15: Thermopylae
Section 16: Battle of Thermopylae
Section 17: Betrayal
Section 18: Results of Thermopylae
Fun activity:
Just because I know how you all love video games! Go to the British Museum website AFTER you have finished the questions. Click on Challenge and command your own Greek trireme, or poke around a Greek battle field in the Explore section. For readers, the Story section is actually quite good too!
Students will continue to work on their DBQ Essay from the Foundations Unit on Mayans. Students are practicing only how to write an entire DBQ properly, so the focus is on perfection and skills, not on how long it takes to write or SOAPSTone. Students will be allowed to bring drafts up and work with Mrs. LaRoue one on one for 5 minutes as time in class allows while others work on their webquest.
Persia Empire notes if we have time.
Closing: What challenges do the Greeks and the Persians now face?
11/4 - 11/5 - Hook: Chapter 11 Quiz
The 5 minute essay - Direct students to write a full introduction with thesis statement on the lined side of a 5x8 index card, then bullet-list five pieces of evidence on the back that they would have included in the body paragraphs, with a one sentence explanation of how the evidence supports their thesis. –
Question: What holiday is the best holiday?
Activities:
Athenian Democracy – students will use the radio as part of the various stages Athens goes through to create a Democracy.
Stage 1 –
**Subjects—how did you feel in this part of the activity?
**King & prince—how did you feel?
**Who makes the decisions in a monarchy?
**What are the advantages of a monarchy?
**What are the disadvantages of a monarchy?
**Why do you think monarchy was one of the first forms of gov’t to develop in ancient Greece?
Stage 2 –
**Ordinary Citizens—how did you feel in this part of the activity?
**Aristocrats and middle class—how did you feel?
**How did you feel when a member of the middle class was allowed to help the aristocrats program the radio?
**Who makes decisions in an aristocracy?
**Who makes decisions in an oligarchy?
Stage 3 –
**Ordinary citizens how did you feel?
**middle class-how did you feel?
**aristocrats—how did you feel?
**Who makes the decisions in a tyranny?
**What are the advantages of a tyranny?
**What are the disadvantages of a tyranny?
**Why do you think tyrannies developed after oligarchies?
Crash Course – Persians and Greeks - http://www.youtube.com/watch?v=Q-mkVSasZIM Instead of a lecture by Mrs. LaRoue, students will watch a short overview and comparison lecture by John Greene. Students will answer the following questions on their journal paper:
Q&A on Persian Empire
Greeks vs. Persians chart form – students will work on the chart on Persian side.
Students will work on their DBQ – due the next time I see the students.
“There is no present and future of the lazy.”
Both of these quotes are by Chandragupta. What are some conclusions you can draw about Chandragupta based on his quotes?
Activities:
Mini lecture overview of Classical Indian Dynasties - http://www.slideshare.net/fasteddie/ap-world-india-3-mauryan, and http://www.slideshare.net/fasteddie/ap-world-india-4-gupta
Who was the better leader? Chandragupta or Ashoka? Read the articles provided about each Mauryan ruler and decide which you think is the better ruler. Write a two paragraph essay explain your choice of better leader. Be sure to use evidence from the articles to make your case.
Break time: Cool things India gave us: https://vimeo.com/33694982
Closing:Compare and contrast chart: fill out the chart for the Persian, Han, and now Mauryan Empires using the Conrad- Demarest Model of Empires as your guide.
11/10 - 11/11 - Hook: Chapter 12 Quiz
Activities:
Mini lecture by Mrs. LaRoue – a quick slideshare over the highlights of the classical era of China - http://www.slideshare.net/someotherdude1/ap-world-history-lesson-5-pba
China video clips from “New Tang Dynasty” Television
New Tang Dynasty is headquartered in New York. It aims to provide uncensored and insightful coverage of issues related to China broadcast both into China and to other areas of the world. They’ve got lots of clips on YouTube, but I thought you might find these interesting. (They are each only 2 to 5 minutes.)
Discovering China – Confucius - https://www.youtube.com/watch?v=AYQ1hcpUedU&list=CLL0PSqMGDEqs&index=2
Discovering China – The Qin Dynasty - https://www.youtube.com/watch?v=1bZXxGv52t8
Discovering China – The Han Dynasty - https://www.youtube.com/watch?v=VS7pKZJ3zPs
The Qin Dynasty of Shi Huangdi – 221 to 207 BCE
“How did Shi Huangdi and the Qin strengthen China? How did he/they consolidate power?”
The Han Dynasty and The Conrad-Demarest Model of Empires
Anthropologists Geoffrey Conrad and Arthur Demarest are probably most well-known for their studies of early American civilizations. In their work, they have described a model for empires that bears their names. The Conrad-Demarest Model describes the conditions that the authors feel are necessary for an empire, as well as the factors that can lead to its downfall. We’re going to look at Han China through this lens to see how well it fits the model. Later, we’ll attempt to determine what we can learn from the model about other empires.
First, let’s see how what we know about Han China fits the model. Read the description of the Conrad-Demarest Model that you will be using. Work on your own or in small groups of 2 or 3 to try to match as many of these specific characteristics and factors with information from our study of Han China. I’ll give you a while to do this, and then we’ll discuss what we’ve found.
Closing: Han China – does it fit the model?
11/6 - 11/9 - Hook: Achieve 3000 – students will work on their literacy skills by reading an article in Achieve 3000. Students will:
- Go to the Tallwood homepage
- Click on “Online Resources and Textbooks” on the page
- Click on “Achieve 3000 Empower” on the right hand side
- Select Mrs. LaRoue’s class in the drop down menu
- Read the article called “Ancient Greece and Rome: Old City Comes To Life” and do the activities that go with it.
Activities:
Students will work on the Persian Empire Webquest. Students will read and answer questions about the entire war between Persians and Greeks in the Persian and Greeks webquest.
Persian Empires Webquest
Students, please log onto Edmodo, open this document from the assignment tab and use the hyperlinks to travel to each part of the webquest on the Persian empires. Please answer all of the questions, and please
Overview of the Persian Wars , from a website maintained by Professor Skip Knox at Boise State University.
Section 1: Croesus
- Who was Croesus?
- What rules or terms did Croesus establish with the Greeks?
Section 2: Persia
- Why is Cyrus the Great a name you should know?
- What happened to the Assyrians?
- Review: What other empires have we studied this unit that ended the same way the Assyrians and the Medes did?
- How was the rule of Cyrus different than that of Croesus?
- Opinion: Why do you think Cyrus is called Cyrus the Great? Should he be called the Great based on what you know about him?
Section 3: Darius I
- Look up: What is an Ionian Greek?
- Opinion: Why do you think various parts of the HUGE Persian Empire were revolting all the time?
Section 4: The Ionian Revolt
- Knowing the background information, would you have followed Aristagoras?
- Are there other leaders in history whose actions remind you of Aristagoras? Why?
Sections 5: The Revolt is crushed
- What happened to those citizens of Miletus who survived the revolt?
Section 6: Aftermath of the Revolt
- What did Darius do to bring Greece back under control?
Section 7: The First Persian Invasion of Greece
- Opinion: Why would Darius let it be known that he was going to crush the Greeks?
Section 9: Marathon
- What did Athens gain from willing at Marathon?
- Who is Themistocles?
Section 13: Xerxes Invades
- What did Xerxes built over the Bosporus and why did he build it?
- How did social concerns effect Athens during the invasion?
Section 14: The Greeks Unite
- Based on the numbers, who should win this war?
Section 15: Thermopylae
- Why did they choose Thermopylae?
Section 16: Battle of Thermopylae
- Map out the battle in a timeline view of your choice!
Section 17: Betrayal
- How where the Greeks betrayed?
Section 18: Results of Thermopylae
- How can Thermopylae be a triumph for the Greeks?
Fun activity:
Just because I know how you all love video games! Go to the British Museum website AFTER you have finished the questions. Click on Challenge and command your own Greek trireme, or poke around a Greek battle field in the Explore section. For readers, the Story section is actually quite good too!
Students will continue to work on their DBQ Essay from the Foundations Unit on Mayans. Students are practicing only how to write an entire DBQ properly, so the focus is on perfection and skills, not on how long it takes to write or SOAPSTone. Students will be allowed to bring drafts up and work with Mrs. LaRoue one on one for 5 minutes as time in class allows while others work on their webquest.
Persia Empire notes if we have time.
Closing: What challenges do the Greeks and the Persians now face?
11/4 - 11/5 - Hook: Chapter 11 Quiz
The 5 minute essay - Direct students to write a full introduction with thesis statement on the lined side of a 5x8 index card, then bullet-list five pieces of evidence on the back that they would have included in the body paragraphs, with a one sentence explanation of how the evidence supports their thesis. –
Question: What holiday is the best holiday?
Activities:
Athenian Democracy – students will use the radio as part of the various stages Athens goes through to create a Democracy.
Stage 1 –
**Subjects—how did you feel in this part of the activity?
**King & prince—how did you feel?
**Who makes the decisions in a monarchy?
**What are the advantages of a monarchy?
**What are the disadvantages of a monarchy?
**Why do you think monarchy was one of the first forms of gov’t to develop in ancient Greece?
Stage 2 –
**Ordinary Citizens—how did you feel in this part of the activity?
**Aristocrats and middle class—how did you feel?
**How did you feel when a member of the middle class was allowed to help the aristocrats program the radio?
**Who makes decisions in an aristocracy?
**Who makes decisions in an oligarchy?
Stage 3 –
**Ordinary citizens how did you feel?
**middle class-how did you feel?
**aristocrats—how did you feel?
**Who makes the decisions in a tyranny?
**What are the advantages of a tyranny?
**What are the disadvantages of a tyranny?
**Why do you think tyrannies developed after oligarchies?
Crash Course – Persians and Greeks - http://www.youtube.com/watch?v=Q-mkVSasZIM Instead of a lecture by Mrs. LaRoue, students will watch a short overview and comparison lecture by John Greene. Students will answer the following questions on their journal paper:
- Something you learned that was interesting or new to you.
- Something you wish to discuss with the class.
- Something you didn’t understand or have a question about.
Q&A on Persian Empire
Greeks vs. Persians chart form – students will work on the chart on Persian side.
Students will work on their DBQ – due the next time I see the students.