Welcome to Miss Padgett's AP World History Page
Thursday 11/19/09 (A Day)
Tuesday 11/17/09 (A Day) & Wed. 11/18/09 (B Day)
- Opening: Collect Crusades news article & Crusades quiz
- Classwork: Read 245-251 - Practice note-taking skills (getting important facts without copying book)
- Homework: Read 251-254
- Describe the Uighur Empire – including their role in trade and cultural influences
- Describe the relationship between the Tibetan and Tang Empires.
- Include the fall of Tibet
- For what reasons did Buddhism fall out of favor during the Tang Dynasty – how did the Tang dynasty crush (or attempt to crush) Buddhism?
- What factors led to the fall of the Tang Dynasty?
Friday 11/13/09 (A Day) & Monday 11/16/09 (B Day)
Classwork: Group Discussion - individuals shared their summaries from Chapter 9 - students were encouraged to take notes
Homework: Read pg 237-240: Create a fictional newspaper article on the Crusades. Newspapers articles need to include a HEADLINE as well as the basic information - (WHO / WHAT / WHERE / WHY / HOW /WHEN). Students must not simply copy the text.
Students should also prepare for a quiz on the effects of the Crusades.
Tuesday 11/10/09 (A Day) & Thursday11/12/09 (B Day)
- Classwork: Read pg 208-215 (answer the following questions)
- Law and Dogma: What is the Shari ‘a, how was it developed why is it important to Muslim life
- Converts and Cities: How were the beliefs of Islam learned by most new converts? What factors lead to the growth of Islamic cities? What were the (non-religious) effects of the growth of Muslim cities? Identify major astronomical discoveries.
- Islam, Women and Slaves: Describe the conditions of women in Muslim society. How were Muslim women treated differently from Christian / Jewish women? In what areas did men “fear” women? What were the different rules about slavery in Muslim society?
- Recentering of Islam: Why were there so many different interpretations of what it meant to be Muslim? What effect did Iranians have on Islam? What role did madrasaa and Sufi’s play in Islam
- Homework: Read chapter 9 - students were assigned 1 section from ch 9- they need to write a 305 sentence summary of their section (in own owrds)
Friday 11/6/09 & Monday 11/9/09
- Notes: Umayyad & Abbasid Caliphates
I. Islamic Conquests
a. Muslim conquests of North Africa, Spain and Western India
i. Most residents - did not speak Arabic & not much effort was made to convert them
II. Umayyad Caliphate (661-750 CE)
a. Capital was in Damascus; gov’t modeled after Sasanid Empire
b. protected by a Muslim Arab army
c. Arabic language was slowly introduced into the government; Muslims took over gov’t positions
d. common currency introduced
III. Umayyad Caliphate overthrown in 750 CE
a. resentment by non-Arab Muslims
b. many Muslims resented secular caliphs
c. Shi’ites looked to restore family of Ali as the true successor – but failed
IV. Abbasid Caliphate (750-1258 CE)
a. Capital was moved to Baghdad
b. Theology and religious law became more important @ the court
c. Literature:
i. works from Greece, Persia & India were translated into Arabic
ii. stories written to glorify life @ court (The Arabian Nights)
d. More non-Arabs converted to Islam – the caliphate became more worldly
i. Cultural ties to Greece, Iran, Central Asia & Africa
ii. Muslims of all ethnicities treated equally
V. Political Fragmentation
a. Even though Muslim faith was growing Caliphate power was weakening
b. Empire was so big it was difficult to govern
i. A strong centralized gov’t was not as important (less chance of Muslim rulers being overthrown by non-Muslims)
ii. 9th century many parts of the caliphate broke away to form independent principalities
c. Remaining caliphate purchased Turkish slaves (mamluks) to serve in army
i. Eventually they began overthrowing / installing new caliphs (much like in Rome)
d. Trade networks like the Silk Road and the new trans-Saharan trade continued to grow – even as the caliphate fell apart
i. Ghana – part of the gold/salt trans-Saharan trade converted to Islam due to contact with traders
ii. Egypt became a cultural, political and intellectual center – partially due to their prominence as a trade center
e. Spain – independent from the rest of the Muslim world – developed a unique culture
i. Blend of Arab, Berber, Roman, Jewish & Germanic culture
- Short Answer: How did the Abbasid Caliphate differ in style and substance from the Umayyad Caliphate?
- Homework: Read pg 207-208 take Cornell Notes
- Describe the causes and effects of Seljuk Turk rule in Baghdad
- How did the Turks respond to Crusading Christians
- Causes and effects of Mongolian invasions
Wednesday 11/4/09 & Thursday 11/5/09
Monday 11/2/09 & Tuesday 11/3/09
Thursday 10/29/09 & Friday 10/30/09
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
Classwork: Read pg 185-188 as a class – take notes as a group…
· Geography of Africa
· Explain what “Great Traditions” and “Small Traditions” are and how they developed
· Identify similarities and differences in the culture of different African groups
· Identify the Bantu, where and why they migrated and what knowledge they spread
· Geography of Africa
· Explain what “Great Traditions” and “Small Traditions” are and how they developed
· Identify similarities and differences in the culture of different African groups
· Identify the Bantu, where and why they migrated and what knowledge they spread
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)
Monday 10/12/09 (A day) and Tuesday 10/13/09 (B day)
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 1st 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)
Wednesday 10/7/09 & Thursday 10/8/09
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:
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)
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.
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
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)
Compare the different philosophical systems of the Zhou Dynasty.
Quiz: Early China
Read 46-47 - translate 3 Confucian into modern speak
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:
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)
-->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)
Tuesday - August 25, 2009
4th, 5th, and 6th period (B Day)
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.
