Day 6 (12/11 and 12/14) : Hook: Excerpts from “A Song of War Chariots” By Du Fu Each man of you has a bow and a quiver at his belt. Father, mother, son, wife, stare at you going, Till dust shall have buried the bridge beyond Ch’ang‑an. They run with you, crying, they tug at your sleeves, And the sound of their sorrow goes up to the clouds; And every time a bystander asks you a question, You can only say to him that you have to go. … Do you know that, east of China’s mountains, in two hundred districts And in thousands of villages, nothing grows but weeds, And though strong women have bent to the ploughing, East and west the furrows all are broken down?
What social class does Du Fu express sympathy with in these lines from the poem? Why? Activities: China powerpoint mini review – Mrs. LaRoue will give a brief overview of China during 600-1450 CE as well as other Asian nations.
AP reading on gender and religion from the time period across Islam and China – students will read the two pages provided (class set) and then answer the question at the end of the selection on their own paper.
AP questions – students will grapple with the esstial questions from the unit and answer them on their own sheet of paper.
Samuri vs. Knights DBQ – continuing work from last class on DBQ’s students will put skills into practice by starting to write their own DBQ. Brainstorming work, thesis, and first body paragraph due today. You should get as much done as possible! Try to get 5 paragraphs done in 30 minutes.
Day 5 (12/9 and 12/10) : Hook: Students will watch a video about Mansa Musa and Sub-Saharan Africa trade routes. https://www.youtube.com/watch?v=jvnU0v6hcUo What did you learn that was interesting? What did you have questions about? How does this relate to what we have already learned in Period 3? Activities: DBQ work – model the mistakes and fix them for students Students correct a samle copy Students correct their own DBQ
Closing: Why is Ibn Battua so important in the study of history?
Day 4 (12/7 and 12/8) :Quiz 17 and 18
Hook: Brain check from last class: Compare and contrast Byzantine and Muslim reasons for expansion. - 2 Similarities - 2 Differences
Activities: Read the three selections of travelers in the Muslim world, al-bakri’s Book of Routes and Realms, Mahmud Kati, The Chronicle of the Seeker, and Ibn Battuta A Donation to Those Interested in Curiosities. Students should take notes to help them answer the questions in the socratic seminar.
Divide the class in half and ask the first group to be prepared to discuss in class the issue: How do these three sources show us the long-term process by which Islam penetrated into Sub-Saharan West Africa? The second group is to be prepared to discuss the issue: How do these three sources show us the process of Syncretism (the amalgamation [uniting] or attempted amalgamation [uniting] of different religions, cultures, or schools of thought.), by which aspects of indigenous cultures merged with Islamic religious traditions?
Using a map, first show the class the classic trans-Saharan trade routes over which gold, slaves, salt, horses, and manufactured commodities moved, as well as the kingdoms of Ghana and Mali.
Socratic Seminar: Students will break into discussion groups, with an inner circle and an outer circle. Inner Circle will conduct a discussion of the question for 15 minutes, and then switch with the outer group. The outer group will take notes. If time, students will have a summary discussion.
Students will begin to fill out the “Trade Routes Chart” using Web Maps 2 to 5 as resources:
Closing: predict where our next batch of explorers will come from.
Day 3 (12/3 and 12/4): Hook: Mental mapping: teacher gives students 5 to 10 minutes to create a mental map of a trip you took. Try to identify the following items on your map: major topographical features, routes marked with cities and towns, and location plus images of several purchases. If time permits, students could identify where the purchases were made. What issues are you running across as you finish this activity? What would have helped you do this activity better?
Activities: Geographical features – teacher projects a map of Afro Eurasia and asks students to share what barriers or aids the physical features might pose to travelers in the period before motorized transportation. http://www.lib.utexas.edu/maps/world_maps/world_ref802657_1999.pdf
The teacher will explain the process through which the information on the map was determined, for example, how historians work with primary sources (travelers’ accounts, books by ancient historians, and geographers, official histories written in the time period, trade treaties, coins, tomb goods, and other artifacts found at sites, cave paintings, camel saddle designs, etc). Students will infer things about ancient cultures as items are displayed on the board.
Students will mark blank outline maps of AfroEurasia with the major topographical features: Major bodies of water Deserts Mountain ranges in the four trading areas Silk road, Red sea- Persian Gulf, Baltic-Black Sea, Trans- Saharan, and Indian Ocean Trade routes. Color these empires! Some will overlap. 1. Rome, Han, Xiong Nu, Parthia, Nabatean 2. Tang, Byzantine, Abbasid, Ghana, Chola, Srivijaya 3. Vikings: Novorgrod, Kiev
Mini essay – how did the topography impact the trade routes? (two paragraphs)
Students will begin to fill out the “Trade Routes Chart” using Web Maps 2 to 5 as resources:
Closing: Predict using our topographical knowledge where the major important cities are going to appear.
Day 2 (12/1 and 12/2): Hook: Chapter 15 and 16 Quiz
WARNING! DUE DATES ARE CLOSER THAN THEY APPEAR!!! Late work due by Dec. 10!!!
If your great grandchildren wanted to know what makes modern music special, what would you say? What makes the music you listen to different from what your grandparents listened to? Example: 1920’s – Ella Fitzgerald and Louis Armstrong “Dream a Little Dream of Me” https://www.youtube.com/watch?v=jC4cXzvXSq4
Activities: What is a CCOT essay? : This essay question deals specifically with analysis of continuities and changes over time covering at least one of the periods in the course outline. It addresses, for example, technology, trade, culture, migrations, or environment. The continuity and change over time questions require analysis of process and explanation of causation with specific examples. Students may have the opportunity to choose different cases for illustration.
The teacher will introduce the CCOT to the students using the prezi linked below. The emphasis is on how this essay is different from the DBQ and what students need to remember to get this essay done correctly. https://prezi.com/qbupxsgyo_el/apwh-ccot-essay/
What are the important steps in writing a good CCOT? Teacher and students will review Writing our first CCOT (Change and Continuity over Time Essay). Students will watch the music video – Dani California by the Red Hot Chili Peppers. They will take notes on how music has changed from the 1950’s to today. They will also note what stayed the same. The video might need to be played twice for students to see everything they need. https://www.youtube.com/watch?v=Sb5aq5HcS1A Students will write a sample outline for the essay question: What were the changes and continuities for music from 1950 to 2015? Sample thesis – From 1950 to 2006 in the United States drug usage among artists gradually increased and outfits and stage effects became elaborate and insane, while the use of vocals paired with instrumentals remained constant. – thesis by C. Johnson
Closing: What makes a CCOT different from a DBQ?
Day 1: Hook: “If you had not committed great sins, God would not have sent a punishment like me upon you” “ The greatest happiness is to scatter your enemy and drive him before you. To see his cities reduced to ashes. To see those who love him shrouded and in tears. And to gather to your bosom his wives and daughters.” “If you’re afraid – don’t do it, - if you’re doing it – don’t be afraid!” “ All who surrender will be spared; whoever does not surrender but opposes with struggle and dissension, shall be annihilated.” What are some inferences we can draw about Chinggis (Genghis) Khan based on the quotes above?
Warning! All work for Progress Reports must be turned in by Dec. 10.
John Greene’s Mongol video!!!! - http://www.youtube.com/watch?v=szxPar0BcMo Students will watch the video on about Mongols. They will answer the questions: What is one thing you found interesting? What is one thing you want to clarify? Any questions you still have about Mongols? Activities: The Mongol Play! Students will take on roles and create the play on the Mongols. This play takes students from the start of the Mongol empire and the rise of Khan. It also completes the story with the fall of the empire. Students are encouraged to stand up, act out the part and in general be as big a ham as possible. Feel free to emphasis the jokes written into the play. Students will also answer the questions to consider: What is the downfall of the Mongols? What made the Mongols so amazing?
Mini essay: Do you think the Mongols are the most important group of nomads in history? Why or why not? (remember: The Goths, the Visigoths, etc)
Closing: What do all of the invasions of groups like the Mongols add to a society? What are the consequences of these invasions?