Sorry for the late posting, guys! I got distracted during my planning period yesterday and totally blanked on posting for the weekend. Remember, for the first 45 minutes of class on Monday, we’ll be doing another ChalkTalk (conversation on paper), like we did on the topic of civilizations. The topic this time will be on religions and belief systems in the Classical Age, so make sure you:
- Finish reading and annotating the three articles on religious diffusion from last week. You should have one on the Jewish diaspora, one on the spread of Buddhism, and another on the spread of Christianity. You’ll be able to refer back to the texts during our exercise, so make as many notes as you like.
- Review your textbook readings on Confucianism, Daoism, Buddhism, Hinduism, and Legalism. I’ll be making comparisons to various belief systems in your prompts, so it’s good to be prepared.
- Watch the following Crash Course videos to give you a little extra background on Hinduism, Buddhism, Judaism, and Christianity. I’ll also link to various other primary source readings you might find interesting at the underneath the videos, but please know that you are NOT required to read them. I’m posting them only because I thought you might find them interesting.
Here are some further readings you might be interested in: Excerpts from The Analects (Confucianism), Daoism (writings of Lao Tzu), Hymns from the Rig Veda (Hinduism), Introduction to Buddhism (Buddhism), Judaism and the Law (Judaism), Sermon on the Mount (Christianity).
Additionally, don’t forget that you have your Unit Two test on Tuesday, so there will be an after school study session on Monday, August 31st from 3:40 to 4:40 PM in room 312.
Don’t forget that you need to outline your essay tonight! We’ll be writing our essay during the first forty minutes of class tomorrow, so make sure to review the instructions on comparative essay writing and the rubric on the Writing Materials tab at the top of the page.
Get some rest, and I’ll see you tomorrow!
Remember, if you didn’t finish your mindmap over Classical Greece today in class, I expect it to be finished this evening for homework.
Additionally, don’t forget to read, annotate, and grade the released student example essay from the 2010 AP World History exam you received in class today. Pay special attention to the annotated rubric, and try to follow it exactly. If you’re not sure about the quality of the evidence in the essay, use your textbook to help you fact-check what the student is writing. Be ready with a grade tomorrow so that we can discuss what earned points and what didn’t– and why. This will help you immeasurably on your in-class essay on Thursday, so it’s important that you take this assignment seriously.
If you’re looking for the homework assignment for tonight (8/24), please scroll down one entry.
The Governor’s Honors Program is a competitive academic program held every year at Valdosta State University for students who show passion and excellence in various academic, artistic, and technical fields. For a further description of the program, students should check the North Cobb website for a basic overview of FAQs and application procedures.
Students can apply to GHP in the following areas of study:
- Agricultural Science
- Communicative Arts
- Languages (French, German, Latin, Mandarin Chinese, and Spanish)
- Social Studies
- Music (Brass– euphonium/baritone, French horn, trombone, trumpet, tuba; Jazz– electric bass, guitar, percussion, piano, saxophone, trombone, and trumpet; Percussion;Piano; Strings– cello, upright bass, viola, violin; Voice– alto, baritone/bass, soprano, tenor; Woodwind– bassoon, clarinet, flute, oboe, and saxophone)
- Visual Arts
- Engineering and Design
There will be an informational meeting in the ID lab in the Freshmen Academy (room 2101) on September 3rd at 7:45 AM or 3:30 PM. Interested students should try to attend the meeting– otherwise, students should speak with Ms. Biddy in room 2106 in order to pick up the relevant information.
If you have further questions regarding the application process or regarding the program of GHP itself, please feel free to ask me– I went myself (back in the dark ages), and I love helping students get to experience the same awesome program.
Tonight for your homework, you need to carefully read and annotate the article “The Decline and Fall of Empires.” Once you’ve finished reading the article, please respond to the following discussion points:
- Of the nine suggested causes of imperial decline, which do you think would have the most immediate consequences? Which of the nine causes would have more gradual consequences? Can you provide any historical examples– different from those already included in the article– which illustrate these points?
- What do you think of the author’s suggestion that “otherworldly or escapist religions” can be a cause of imperial collapse? Why might this be? Do you agree with this assessment?
In order to earn a maximum grade of 95% on this assignment, you may leave ONE thoughtful comment addressing the above points on this post. In order to earn 100%, you should leave your original comment AND reply to a comment left by a classmate.
If you are experiencing difficulties leaving a comment, please try the following:
- If you can’t see the “Leave a Comment” option, scroll alllllllllllll the way to the bottom of the page and see if you can see a white box. Sometimes, if you’ve clicked on the blog post itself, you have to scroll to the end of the page to reply.
- Use a computer, not your phone.
- Check your browser! WordPress works best on Chrome (Mozilla’s okay, too), but Internet Explorer is not a great idea. Always try to use the most recent version of your browser– this may mean that you need to update your browser.
- Clear your Internet history and cookies. Try leaving a comment again once you’ve done this.
- If you still can’t leave a reply, email your comment to me instead.
All right, guys– the Zaption I had intended to use on the Maurya empire appears to be missing, but that’s okay, as there’s another one on the development of the caste system and the Buddha which is just as important. So! Please go to the link below and watch the portion of The Story of India included in the Zaption, and answer all associated questions. Please send me an email if you have any difficulties with the Zaption, and I’ll help you find an alternate way of completing the assignment.
The Story of India: Caste System and Buddhism
And if you, like me, are fascinated by Indian history and would like to watch the entire episode, you’ll find it embedded below:
Additionally, remember that you need to be working on your unit reading and vocabulary in anticipation of the Unit Two reading quiz on Monday, August 24th. If you have lost your copy of the Unit Reading Guide and vocabulary assignment, please download another copy from the Unit Two materials page.
See you tomorrow!
Thanks for all being in class today, guys! I know the Student Learning Objective Pre-Test isn’t the most fun thing in the world, but we needed to get it done– and since you were all present, we won’t have to pull anyone from class later this week and lose class time again.
Today, we began our discussion of the classical Chinese dynasties, the Qin and Han. Tonight for homework, you’ll need to read Legalist Views on Good Government in preparation of our activities tomorrow. You don’t need to comment or answer any questions on this document, but it would be a good idea to read and annotate the document in anticipation of tomorrow. Make sure to look up words you don’t understand.
Now, just for fun– since we were talking about the Qin emperor Shi Huangdi today, here’s a bit of a documentary talking about the terra-cotta warriors and the initial construction of the Great Wall:
See you tomorrow!
We’re going to do some experimental work today, guys, so be prepared to be patient if the technology we’re using gives us fits– it’s always worth playing around with new ways of collaborating and sharing information, even if there are some hiccups. Here’s what’s going to happen:
- You’re going to be divided up into groups, each of which will be responsible for researching the history of one region of African history during the period 600 BCE to 600 CE.
- You will use all available resources (textbooks, JSTOR, Google Scholar, etc.) to generate a detailed, annotated, interactive, and ACCURATE digital timeline of your region during the period 600 BCE to 600 CE. You will be working on this timeline not only with the people in your group, but with ALL of the groups in ALL of my classes. Your timeline should include information on the political, economic, religious, social, intellectual, and artistic (PERSIA) history of your region. You will CITE your sources that you use.
- You will find additional media (Flickr or other Creative Commons images, YouTube or Vimeo videos, Soundcloud audio, Google maps, etc.) to support your information. You will correctly attribute this media in the Google spreadsheet template.
- You will use the shared Google spreadsheet link I have emailed to you in order to add your information to the template. The template will automatically update. DO NOT ALTER ANYTHING THAT IS DISPLAYED IN RED.
- Make sure to read over the material other groups have generated before you add anything new! You don’t want to repeat information.
In order to access the Google template, please check the email address you provided me at the beginning of the semester. I should have shared the appropriate link with each of you. (Really, only one person in each group needs to enter the information you generate as you work, so only one person will need to access this link.) If you need to, you can use the emailed link to access the template at home and add more information after class.
IMPORTANT NOTE: When entering BCE dates, please indicate them in the spreadsheet by adding a minus sign before each. (Thus, 600 BCE becomes -600, and 555 CE is simply 555.)
Here are the timelines for each region. Remember, they’re automatically updated, so as soon as you type anything into the spreadsheet, it will show up online:
Your homework tonight will be to examine each of the above timelines, and to comment on this post with (a) the most interesting thing you learned from each timeline, and (b) one good observation about sub-Saharan culture or history between the years 600 BCE and 600 CE.
That’s two weeks down, and sixteen to go!
You don’t have any assigned homework this weekend, but do remember that:
- The Unit Two reading guide and vocabulary assignment is already up on the Unit Two materials page, and
- Your Unit One reading quiz corrections are due on Monday, August 17th at 4:30 PM.
Also, if you’re confused about the process for writing the comparative essay we discussed today in class, please check the Writing Materials tab, and look in the section under Comparative Essay. There are a few video resources as well as a copy of the generic rubric and the PowerPoint we used today in class.
Nice job on the multiple choice portion of the test today, guys! I haven’t looked at your short answers yet, and since there are a few make-up tests which need to occur, you probably won’t get your full test score until late next week at the earliest.
We’ll be starting Unit Two tomorrow, and will begin learning how to write the first of the three (3!) different types of essays, so this is the part where the course starts to speed up!
Your first unit test will be tomorrow. This should not come as a surprise. Remember, you are responsible for:
- Anything we discussed in class
- Anything in the assigned unit reading
- Anything from the summer reading
So! Go over your notes, review your reading, and work on the study guide. Remember that you’re not at your best for tests if you don’t get a good night’s sleep, so put down your study materials at a decent hour and go to bed.
Relax. You’re going to do just fine.
Reminder: There will be a study session for the Unit One Test held after school tomorrow (Wednesday, August 12th) in Ms. Galloway’s room from 3:40 until 4:40 PM.
Today we finished up our discussion of the Indus River Valley, and began our discussion on the early Chinese dynasties. (First period, being terribly efficient, is already finished with China. Nice job, first period.) We won’t have time to watch it in class right now, but there is a good Crash Course on the process of dynastic rule and the Mandate of Heaven in China– just ignore ALL of his pronunciation. It’s horrific:
You DO have homework tonight: please read the Mandate of Heaven document you received in class today, and complete the seven associated questions on a separate sheet of paper. This will be due at the start of class tomorrow.
No homework tonight, guys! (Well. There’s always the unit reading. And quiz corrections. And you could probably stand to start reviewing for the Unit One test on Thursday. But there’s no assigned homework, so that’s something at least.)
Today we finished up talking about ancient Egypt through the Old Kingdom. If we didn’t get to it in class, you might like to watch the Crash Course episode on this subject as a means of review:
We also began working on identifying the major political, economic, religious, social, intellectual, and artistic accomplishments of the Indus River Valley civilization by comparing what various AP World History textbooks have to say on the subject. We’ll be finishing this up tomorrow, and then moving on to China.
Remember, if you were absent for the reading quiz on Friday, you need to schedule a make-up with me as quickly as possible. Everyone else: you have until Monday, August 17th at 4:30 PM to get your quiz corrections completed.
Happy studying, guys!
Congratulations on making it through your first week of AP World History! I hope you’re feeling more comfortable with the class– if you’re not, I strongly suggest that you make some time to either come and talk to me in person, or send me an email. The sooner we address any concerns or anxieties you have about the course, the better.
Now, as to your homework this weekend: don’t worry, it’s not too much at all. You have your Unit One Vocabulary assignment which is due on Monday, so don’t forget to finish that if you haven’t already, and you’re going to complete the Zaption video assignment linked below.
Basically, I’ve taken an online streaming video– a Crash Course video on the Bronze Age collapse, in this case– and added my own material and questions to it. You’ll need to enter your full name before you watch the video– otherwise I won’t be able to give you credit!
Once you’ve entered your name, you can start the video. You’ll need to answer the various questions as they appear in the video in order to get credit for the assignment.
Here’s the link, since I can’t embed this one:
Crash Course: Bronze Age Collapse Questions
Have a marvelous weekend!
(Just a note: if you’re looking for the post on the homework for Hammurabi’s judgments, please scroll down one entry!)
I totally forgot to remind first period, but we’ll be taking our reading quiz for Unit One over the first fourteen chapters of Guns, Germs, and Steel tomorrow. Additionally, your summer reading journal is going to be due at the start of class, so don’t forget to bring it with you!
In terms of things you need to consider in preparation of the reading quiz:
- Consider the historical example Diamond uses in the chapter “Collision at Cajamarca”– what sort of advantages did the Spanish have? What disadvantages did the Incas have? Why did the conquest occur?
- Consider the reasons why food production developed in some parts of the world, and why it failed to develop in others.
- What makes an animal domesticable? Why and how were animals domesticated? Why do some places not have domesticated animals?
- How did plant domestication occur? Be able to describe the process.
- Why did Diamond decide to write Guns, Germs, and Steel? What is his point of view (remember, POV is different from argument!), and how does that point of view influence what he’s writing?
Remember that this is only a STARTING point for the quiz, so it’s a good idea to review your whole summer reading journal for this. Happy studying!