Welcome to Miss Padgett's AP World History Page

Wednesday 11/4/09 & Thursday 11/5/09

• Unit 1 Test
• Homework - Read pages 197-202 take Cornell Notes
• What was life in Arabia like before Muhammad
• Explain Muhammad’s journey (both spiritual and literal)
• Explain the umma under Muhammad and Abu Bakr
• Briefly explain how the Umayyad Caliphate was formed
• Describe the difference between the Shi’ites and Sunnis

Monday 11/2/09 & Tuesday 11/3/09

• due to a printing error the test was postponed
• students worked on how to write an AP Comparative Essay

Thursday 10/29/09 & Friday 10/30/09

• review for Unit 1 test

Monday 10/19/09 - Wednesday 10/28/09 - the following assignments should have been completed:

• Introduction:  Read pg 139 “Origins of Imperial China” – 2 paragraphs

  Group Work:  Students worked groups to read the sections from pages 139-146.  Each group wrote down the 5-10 MOST IMPORTANT FACTS from their section and shared with the class.

  **If a student did not get all of the information, they need to finish the work on their own.**

  ·         Resources and Population (pg. 139-140)

  ·         Hierarchy, Obedience, and Belief (pg. 141-142)

  ·         The First Chinese Empire, 221-207 BCE (pg. 142-143)

  ·         The Long Reign of the Han, 206 BCE-220 CE (pg. 143-145)

  ·         Technology and Trade (pg. 145)

  ·         Decline of the Han Empire (pg. 145-146

  Homework:  Read 146-148 “Imperial Parallels” and “Conclusion” -take Cornell Notes on the similarities and differences between Rome and China.

• Just Do It Now – Write a thesis statement that responds tro the following prompt:  Compare and Contrast the Roman and Han Empires in terms of government, technology, and decline.

  Classwork:  Students read “Maritime Silk Road” article and wrote a summary of the article.  Summaries must include information about the technology, trade goods and trade networks of the Silk Road.

  Homework:  Read pg 174-182 “Silk Road & Indian Ocean Maritime System” (stop @ routes across Sahara) – take Cornell Notes that focus on:

  ·         Geography of the Silk Road

  ·         Role of groups like the Parthians and Sasanid Empires in the Silk Road

  ·         What goods, ideas and technology were traded along the Silk Road

  ·         Regions involved in the Indian Ocean Maritime System

  ·         What goods, ideas and technology were traded along the Indian Ocean Maritime System

Thursday 10/15/09 (A Day) & Friday 10/16/09 (B Day)

• In-class essay:  Explain the development of India from the Mauryan Dynasty to the Gupta Empire in terms of politics, religion, and society.
• Honework:  Read 165-169 - take notes on the geographic benefits of Southeast Asia as well as the cultural influences of India and China.

Wednesday 10/14/09 (A Day)

• PSAT Testing - only 3rd period met.  Students worked on Histroy Fair, Notebook Organization and conferenced about grades

Monday 10/12/09 (A day) and Tuesday 10/13/09 (B day)

• Students received the Histroy Fair Assignment #2 Handout - due November 2 / 3rd
• Notes:  Mauryan Empire
• Homework: Read 162-165 “The Gupta Empire”

  –  Take notes on the political, religious and intellectual trends during the Gupta Empire.  Complete the writing graphic organizer with information related to the Gupta

India & the Mauryan Empire

• After the Fall of the Indus

  –  Indo-European warriors poured into India ~ 1000 BCE

  –  Aryan groups pushed Dravidians into southern India

  ◦    Established Varna / Caste System (The Vedic Age)

  – Brahmin – Priests / Scholars

  – Kshatriya - Warriors

  – Vaishya - Merchants

  – Shudra – Peasants / Laborers

  – “Untouchables” – not part of the VARNA

  ◦    Strict rules governing jobs, education & marriage assoc. with these classes

   

  Buddhism / Hinduism

  –  Some people did not like the rigidity of the Vedic classes

  –  They tried to escape the cycle of birth, death & rebirth

  ◦   Siddharta Gautama founded Buddhism – does away with caste system

  – Goal was to gain Enlightenment

  ◦   Hinduism:  reformation of Vedic religion

  – fewer sacrifices, more personal relationship with deities but CASTE system remained intact

  – became the dominant religion of India

   

  Mauryan Empire 324-184 BCE

  –  Kingdom of Magadha was unified under Chandragupta in 324 BCE

  ◦    Possibly after contact with Alexander the Great

  ◦    Wealthy kingdom based on agriculture, iron mines & location along trade routes

  ◦    Creates India’s 1^st centralized empire which eventually controlled all of India except the south

   

   

  Administering the Mauryan Empire

  –  Taxes:  paid ¼ of harvest to support the king & government

  –  Relatives and trusted friends ruled districts (provinces) for the king

  –  Army:  infantry, cavalry, & elephant divisions

  –  Gov’t controlled mines, shipbuilding, & weapons manufacturing

  –  Standard coin used throughout India – promoted trade

  –  Cities were governed by committees that controlled:  trade, sales, taxes, welfare of foreigners & registration of births / deaths

   

  Ashoka (grandson of founder)

  –  extended boundaries thru conquest

  –  was overwhelmed by the brutality of war & converted to Buddhism

  o  Preached non-violence & religious tolerance

  o  Erected pillars throughout the empire to spread his messgage

  –  (He would still use violence to control his empire when necessary)

   

   

  Fall of the Mauryan & After

  –  Following the death of Ashoka (232 BCE) – the dynasty fell – due to internal power struggles (total collapse in 184 BCE)

  ◦   Foreigners dominated northern India

  – Descendents of Greek kingdom

  – Scythian Empire (Iran)

  – Kushans (from China)

  ◦   Foreign rulers often converted to Buddhism & continued trade contacts

  ◦   Eastern area went back to rule by locals (as it had been before Mauryan

   

  Life after Mauryan Empire: Economically / Culturally / Intellectually

  –  Trade continued after the fall

  –  India was also a major stop on sea routes that linked: China, SE Asia, Central Asia, the Middle East, East Africa & the Mediterranean

  –  No strong gov’t = rise of guilds (unofficial gov’t in towns)

  –  Guild - organizations of merchants & artisans

  –  Patrons of the arts – gave $$ to religious groups

  –  Literature:  Ramayana, Mahabharata and Bhagavad-Gita examples of stories about religion and politics

  –  Science & Medicine: doctors had knowledge of herbal remedies

  –  Sanskrit (language) was formalized

   

Tuesday 10/6/09 & FRIDAY 10/9/09 (B DAY)

• “Just Do It” Now – Reading Quiz (comparing and contrasting)
• Classwork:  Read the introduction and “Agricola” in The Human Record pg 134-136  -then worked on completing the PSD Analysis handout together
•  Homework: Read pg 135-139 - Cornell Notes:

  • What are the technological legacies of the Roman Empire?
  • What led to the decline and fall of the Roman Empire? 

Wednesday 10/7/09 & Thursday 10/8/09

• Library Day - Research for History Fair

Friday 10/2/09 (A Day) & Monday 10/5/09 (B Day)

• "Just Do It" Now - write a thesis statement for the following prompt:  Compare and contrast Greek democracy and Roman republicanism.
• Classwork: Students read pg 128-132 - and took Cornell Notes on: 
  • How and where the Romans expanded and
  • Causes and Effects of the problems associated with expansion and Empire
• Homework:  Read opg 133-134 take Cornell notes on the following:
  •   living conditions of the rich and poor
  •   how cities in the empire emulated Rome
  •   identify trade goods and trade networks
  •   how was citizenship gained by non-Romans

Wednesday 9/30/09 (A Day) & Thursday 10/1/09 (B Day)

• Students shared their poster from previos class - all students copied the sentence or phrase from each group
• Independent Work:  Read 124-128 - take Cornell Notes on the following:
  • resources of Rome
  • development of the Roman Republic
  • the role that different (economic) social groups played in the Republic
  • what role did women have in Roman society
• FINISH THE ABOVE FOR HOMEWORK IF NOT DONE IN CLASS!!
• Introduced History Fair (Innovation in History: Impact and Change)
  • visit www.historyday.org for more info
  • STUDENTS MUST TURN IN THEIR TOPIC AND WHETHER THEY WILL WORK AS AN INDIVIDUAL OR PART OF A GROUP ON TUESDAY 

Monday 9/28/09 (A Day) & Tuesday 9/29/09 (B Day)

• Quiz (Greece)
• Group Work:  Groups read assigned section (pg 111-119) - from the text pick a Sentence / Phrase / Word to summarize the section plus draw a picture to match the text.
• Homework:  1-3 paragraph answer --  What do you think would have happened if the Persians defeated the Greeks?

Thursday 9/24/09 (A Day) & Friday 9/24/09 (B Day)

• Classwork:  Students worked in groups to read pages 99-108.  Each group came up with a SENTENCE / PHRASE / WORD to summarize their section of the reading regarding Greek polis.
• Homework:  Read pages 108-110.  Take Cornell Notes on the "Intellectual Currents" in Greece plus make a Venn Diagram to show the similarities and differences between Athens and Sparta.

Tuesday 9/22/09 (A Day) & Wednesday 9/23/09 (B Day)

• Graded Discussion:  Persia (based on reading)
• Thesis Practice: write a thesis statement for the following prompt...COMPARE (and contrast) THE PERSIAN AND ASSYRIAN EMPIRES.
• Test 1 Unit 1 Test returned....if any student would like to retake the test they need to copy the following terms and identify their significance.  THIS MUST BE COMPLETED AND BROUGHT TO A TUTORING SESSION - AT WHICH TIME THE RETAKE WILL BE ADMINISTERED.
  • 1.        Agricultural Revolution

• 2.       Neolithic Era

  3.       Mesopotamia (technology / science, political systems, social classes & written records)

  4.       Egypt (economy / trade, geography, technology / science & written records)

  5.       Indus (cities and technology / science)

  6.       China (political systems and philosophy  - Legalism, Confucianism & Daoism)

  7.       Olmec / Chavin (geography / isolation, arts, political systems, trade)

   Friday 9/18/09 (A Day) & Monday 9/21/09 (B Day)

• Quiz - Israel & Phoenicia
• Peer edit and then rewrite Mycenanean Essay
• Homework:  read 93-99 (ancient Iran)
  • take Cornell Notes on....
    • resoiurces that enabled the success of the Persian Empire
    • how Persia gained and maintained power
    • organization of empire & religious beliefs

Wednesday 9/16/09 (A Day) & Thursday (B Day) 9/17/09

• "Just Do It" Now:  Discuss reading on Assyria
• Brainstorm:  Relationship between the geography of Mycenaean and the success and failure of the civilization.
  • inlcude a thesis
• In-Class Essay:  Explain the role of geography in the success and failure of the Mycenaean civilization.
• Homework:  Read 74-86 take Cornell Notes
  • ISRAEL - how kings strengthened Israel, role of Priests and Women in Israelite society & describe the collapse of Israel and its effects
  • PHOENICIA - describe major contributions (writing and trade) of the Phoenicians & identify major characteristics of Carthage:   government / economy

Monday 9/14/09 (A Day) & Tuesday 9/15/09 (B Day)

• "Just Do It" Now - organize Notebooks for NB Check #1
• Rewrite of RAFT Assignment turned in
• Test #1 - Unit 1
• Mini-Lesson:  FCAT Writing
• Pre-Reading:  Pictures / Predict what we will learn about "The Aegean World"
• Homework: pg 66-74 take Cornell Notes on the following:

• How did the development of the Aegean Civilizations differ from earlier civilizations (think geography)?
• Identify the characteristics of the Minoan and Mycenaean Civilizations (keep them separate) – especially trade and culture.
• Describe the organization and society of the Assyrians.  Based on your reading come up with a definition of Empire.

Thursday 9/10/09 (A Day) & Friday 9/11/09 

• "Just Do It" Now:  Following the September 11th attacks the promise "We Shall Never Forget" was made.  To what extent do you think we as Americans have fulfilled this promise?
• Mini-Lesson: Q-A-R
  • Right There. The answer is in the text, and if we pointed at it, we'd say it's "right there!" Often, the answer will be in a single sentence or place in the text, and the words used to create the question are often also in that same place.
  • Think and Search. The answer is in the text, but you might have to look in several different sentences to find it. It is broken up or scattered or requires a grasp of multiple ideas across paragraphs or pages.
  • Author and You. The answer is not in the text, but you still need information that the author has given you, combined with what you already know, in order to respond to this type of question.
  • On My Own. The answer is not in the text, and in fact you don't even have to have read the text to be able to answer it.
• Students worked in groups (each group assigned the topic of NEOLITHIC ERA, MESOPOTAMIA, EGYPT, INDUS, CHINA or OLMEC/CHAVIN to write questions thath fit into each category.
• HOMEWORK:  Students will take a test on the 1st 2 chapters plus students need to complete their RAFT rewrites.

Tuesday 9/8/09 (A Day) & Wednesday 9/9/09 (B Day)

• Reading Quiz (based on homework from last class)
• Mini-Lesson:  General Tips for Writing
  • students must connect (thoroughly explain) the examples they give about their civilization to the characterisitcs of civilization
  • persuasive writing does not use "I think" or "I believe" ....it is and then you prove it.
  • Writing is not  alaundry list of everything you know about a topic.
    • know the difference between PROOF and TRIVIA
  • spreaded is not a word...spread
  • historical writing is past tense
  • do not copy the book
  • assume the reader knows NOTHING about the topic - then make sure your explanations are thorough
• Students received their RAFT assignment back and began to rewrite them - if they choose to do so.
  • Rewrites due by MONDAY. In pen (or printed) with the rewrite stapled to the top of the original.
• Due to the large number of students who need to rewrite the RAFT assignment, the SEPTEMBER READING CALENDAR has been put on hold - but will resume shortly.
  

No School - Monday September 7, 2009

Thursday 9/3/09 (A Day) & Friday 9/4/09 (B Day)

• Thesis Practice - brainstorm and write a thesis statement for the following prompt:

Compare the different philosophical systems of the Zhou Dynasty.

• Quiz:  Early China
• Read 46-47 - translate 3 Confucian into modern speak
  • answer #1-4 on pg 47
• Map Handout:  Label MESOPOTAMIA, EGYPT, INDUS and CHINA.  Also label the major river systems of these civilizations. [3A did not get map - will get on Tuesday]
• HOMEWORK:  Read pg 51-57 – Identify examples of how the Olmec and Chavin fit the category of civilization.   

Tuesday 9/1/09 (A DAY) & Wednesday 9/2/09 (B DAY)

• Students completed posters from last class
• Students received a "September Reading Calendar" - handout
• Mini-Lesson:  How to write an AP Comparative Thesis (handout given in class)
• Students worked in pairs to write a thesis statement for the following prompt: 
  • Compare the roles of technology, religion and the state state in two of the following civiizations:  Mesopotamia, Egypt and Indus.
• HOMEWORK:  Read 38-48 and take Cornell Notes.  Look for examples of how China (under the Shang and Zhou) fit the characterisitcs of a civilization.  Also take note of the roles Confucianism and Daoism play in society.

Friday August 28 (A Day) & Monday August 31 (B Day)

• Notes:  8 Characterisitcs of Civilization
• Cities – as administrative centers
• Political system based on defined territory
• Large # in specialized jobs (non-food producing)
• Status based on wealth
• Monumental Buildings
• Record keeping system
• Long-Distance Trade
• Sophisticated Arts & Sciences

Group Work:  Students were divided into 1 of 3 groups to read about Early Civilizations (Mesopotamia, Egypt and Indus pg 14-33 in text).  Students took Cornell Notes that focused on the characterisitcs of civilization. ANY STUDENT WHO WAS ABSENT SHOULD READ ABOUT MESOPOTAMIA ON PG 14-23, TAKE THE NOTES AND DO THE R.A.F.T. BASED ON THAT)

• Writing Assignment (due next class): R.A.F.T.
  • Role:  President of the _____ Civilzation Fan Club
  • Audience:  Committee Members of the "World Civilizations Hall of Fame"
  • Format:  Letter of Recommendation
  • Topic:  Your civilization has been nominated for induction into the "World Civilizations Hall of Fame" (W.C.H. of F).  This organization is very exclusive and it is an honor to be a member.  They have a strict "NO POSERS" policy. 

-->As the President of their fan club you are writing a letter of recommendation that highlights how your civilization meets the criteria of a civilization.  As an extra boost you should also include examples of how society today has benefitted from this civilzation.

GRADING CRITERIA: 

-->information must be accurate and specific

-->you must follow the RAFT format

-->no plagiarized work will be accepted 

-->letters should be handwritten in ink or typed and printed

Wednesday 8/26/09 (A Day) & Thursday 8/27/09 (B Day)

• Unit 1 Overview
• In-Class Reading:  students took Cornell Notes as the class read pages 7-14
• Quiz:  Neolithic Era

Tuesday - August 25, 2009

4th, 5th, and 6th period (B Day)

• Students received the same information and completed the same assignments as students on A day (8/24/09).

Monday - August 24, 2009 - What a great first day of school! 

1st and 3rd period (A Day):

• Students received their syllabus for AP World History (scroll down to the "Downloads Section").
• Writing Assignment (collected for a grade):  How can this year's theme, "Just Do It" apply to you this academic year?
• Pre-Reading Strategy:  Students completed an anticipation guide for the Neolithic Era.