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Unit 2. SVA Edwards World History

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Jason Edwards

on 30 May 2013

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Transcript of Unit 2. SVA Edwards World History

World History Unit 1. THE ANCIENT PERIOD - UNIQUENESS OF EACH WORLD REGION Unit 2. THE CLASSICAL PERIOD, 1000 B.C.E.–500 C.E.: UNITING LARGE REGIONS Unit 3. THE POST-CLASSICAL PERIOD, 500–1450: NEW FAITH & NEW COMMERCE Unit 5. THE DAWN OF THE INDUSTRIAL AGE, 1750–1914 Unit 6. THE NEWEST STAGE OF WORLD HISTORY, 1914–PRESENT Jason D. Edwards Unit 4. THE EARLY MODERN PERIOD, 1450–1750: THE WORLD SHRINKS LEARNING
ASSESSMENTS sample debates Free-Response Essay #8: Compare and contrast the role of nationalism in both creating nation-states and defining foreign policy in TWO of the following regions. (Germany, China, Japan, Egypt)

Free-Response Essay #9: Analyze the impact of war on civilians. Choose either World War I or World War II and compare it with one of the following conflicts. (Korean War, Vietnam War, Angola War, Nicaragua War, Bosnia / Kosovo War, Cambodia)

DBQ #6. To what extent did the Cold War affect the goals of leaders of decolonization movements and new nations in the 1950s and 1960s? What additional types of documents would help in answering this question? Free-Response Essay #7: Compare the Portuguese method of creating and maintaining empire with that of one of the following land-based empires. (Safavid Persia, Ottoman Empire, Mughal India)


DBQ #5. What are the similarities and differences in the motives claimed by leaders who supported independence movements in the Atlantic World in the late 18th and early 19th centuries? What additional document(s) would help you analyze their motives? Free-Response Essay #5: Compare and contrast the social, political and economic patterns of the TWO of the following civilizations. (Mayans, Aztecs, Incas)


Free-Response Essay #6: How does the world economic network of 1750 compare with that of 1000?


DBQ #4. Based on the following documents, evaluate attitudes about the role Native American labor served in the Spanish colonies in the Americas in the 16th and 17th centuries. Explain what kind of additional document(s) would help you evaluate these attitudes. Free-Response Essay #4: Compare and contrast the economic and political systems of two of the following regions between 700 and 1300 CE. (Russia, Byzantine Empire, Western Europe)


DBQ #3. Using the following documents, analyze the ways post-classical architecture and artwork served to reinforce the positions of the elites in societies, especially among the illiterate portions of the population. Explain what additional types of documents would help substantiate your argument. Free-Response Essay #2: Compare and contrast the economic and political choices made during the Tang/Song Era with those made during the first century of the Ming dynasty.


Free-Response Essay #3: Compare and contrast the economic and political effects of China on TWO of the following neighboring regions. (Korea, Japan, Vietnam)


DBQ #2. Based on the following documents, how did ancient cultures reinforce that women’s status was subordinate to men’s status? What evidence is there of women’s power or authority in these patriarchal societies? Explain what additional types of documents might be helpful in making these assessments. Free-Response Essay #1: Compare the development of political structures in China with those in India.


DBQ #1. How did classical Greece, Rome, and India conceive of slavery and the treatment of slaves? To what extent did race or ethnicity play a role? What additional types of documents might help assess the significance of slavery during the classical period? Describe the reading AP® enables students to pursue college-level studies while still in high school. Through more than 30 courses, each culminating in a rigorous exam, AP provides willing and academically prepared students with the opportunity to earn college credit, advanced placement or both. While multiple-choice questions are scored by machine, the free-response questions are scored by thousands of college faculty and expert AP teachers at the annual AP Reading. Scores on the free-response questions are weighted and combined with the results of the computer-scored multiple-choice questions, and this raw score is summed to give a composite AP score of 5, 4, 3, 2 or 1. AP Score Qualification:
5 = Extremely well qualified
4 = Well qualified
3 = Qualified
2 = Possibly qualified
1 = No recommendation Multiple-choice 70 questions 55 minutes
Document-based question 1 question 50 minutes
Change-over-time essay 1 question 40 minutes
Comparative essay 1 question 40 minutes What is Advanced Placement? The AP Exam: The DBQ: Sample Multiple Choice Question: Before 500 C.E. Judaism and Hinduism were similar in that both
(A)had written scriptures and an ethical code to live by
(B) spread widely around the Mediterranean
(C) promoted teachings about reincarnation
(D)advocated a monastic life and a rejection of the world Using the following documents, analyze similarities and differences in the mechanization of the cotton industry in Japan and India in the period from the 1880s to the 1930s. Identify an additional type of document and explain how it would help your analysis of the mechanization of the cotton industry. This question is designed to test your ability to work with and understand
historical documents. Write an essay that:
• Has a relevant thesis and supports that thesis with evidence from the documents.
• Uses all of the documents.
• Analyzes the documents by grouping them in as many appropriate ways as possible. Does not simply summarize the documents individually.
• Takes into account the sources of the documents and analyzes the authors’ points of view.
• Identifies and explains the need for at least one additional type of document.

You may (MUST) refer to relevant historical information not mentioned in the
documents. Summer Work: 1. Read Fareed Zacharia’s provocative book The Post-American World by August 13th.

2. Read chapters 1, 4, 5, 6, 7 and 10 in the textbook

3. Complete online work
- Read the chapter summary online
- Complete the Multiple
-Choice questions online and email results to teacher
- Complete the Short Answer questions online and email results to teacher CHINA The Tang ruler Empress Wu attempted to have Buddhism recognized as a state religion. Hangzhou was the capital of the southern Song dynasty. Zhao Kuangyin was the founder of the Song dynasty. The Song empire was smaller in territorial extent than the Tang empire. In ancient Chinese culture, the mature woman was expected to exhibit: resolution, courage, constancy, humbleness and patience. General Li wanted to bring petty brigands to order. Li Yuan was the founder of the Tang dynasty. The emperor Xuanzong’s reign marked the high point of the Tang power. Foot- binding served to diminish the independence of Chinese women by the end of the Song era because it sufficiently crippled women by effectively confining their mobility to the household. The primary reform enacted during the reign of the first Sui emperor was the creation of granaries to relieve the threat of famine. A primary difference between marriages, families, and households of the upper and lower classes in Tang / Song China was that extended family households were more common in upper-class households than in lower-class ones. During the Song dynasty the interest of Confucian intellectuals in nature was most apparent in their production of landscape paintings. Zhu Xi was the most prominent of the neo-Confucians during the Song era. Members of the elite class of China were more attracted to a variant of Buddhism called Chan. The invasions of the Jurchens who had formed the Qin kingdom caused the flight of the Song dynasty from its capital in northern China. AMERICAS The Incas’ lack of a writing system was a significant cultural difference between them and Aztecs. The capital of the Incan Empire was Cuzco. By 1500, agriculture was diffused throughout the Americas, although not always in sedentary agricultural communities. Circa 1325 the Aztecs establish their great capital city of Tenochtitlan on a marshy island in Lake Texcoco. During the post-classical period, societies in the Americas remained entirely separate from those of the Old World. The Inca practice of split inheritance dictated that all political power and titles went to the ruler's successor, but his wealth was kept in the hands of the male descendants to support the cult of the dead Inca's mummy. Territories conquered by the Aztecs were administered loosely, often left relatively unchanged as long as they recognized Aztec supremacy and paid tribute. The Aztec innovation in intensive agriculture in the aquatic environments of the lakes of central Mexico was the development of chinampas. The central figure of the cult of human sacrifice and the most sacred deity of the Aztecs was Huitzilopochtli. Closely identified with the cult of sacrifice and the military, the Aztec social hierarchy developed a nobility referred to as the pipiltin. The impact of expansion and conquest on the Aztec social system was that it went from a loose association of clans, Aztec society became a highly stratified society. The Aztecs viewed the Toltecs as the givers of civilization because of their cultural achievements. Around 1325, the Aztecs migrate to the central valley of Mexico. One of the most permanent features of Aztec society was its organization into clans or calpulli. The northern nomadic peoples who entered central Mexico following the decline of Teotihuacan were the Toltecs. MONGOLIA
& RUSSIA VIETNAM,
KOREA & JAPAN According to Carpini, a Mongol's behavior toward other peoples was hostile, sly, duplicitous and crafty. The prince of Muscovy, in alliance with other Russian princes, defeated the Golden Horde in 1380 at the battle of Kulikova. In 1271, Kubilai Khan changed the name of the Mongol dynasty in China to Yuan. Timur-i Lang was the Turkic nomadic leader who began a period of conquest beginning in the 1360s. Iron maces, bronze cannon, bows and arrows and lances were part of the arsenal of the Mongol army under Chinggis Khan. At the time of the Mongol invasion in the first half of the 13th century was the political organization of Russia. Russia was divided into numerous petty kingdoms centered on trading cities. Chinggis Khan's forces frequently employed the use of heavy cavalry attacks on the flanks after an initial frontal attack and feigned retreat as their primary tactic on the field of battle. The demographic blow to Eurasian populations caused by the Black Death was one of the most important but indirect and unintended impacts of the Mongol drive to the west. The Mongol commander in the 13th- century campaigns against the Song was Chinggis Khan's grandson, Kubilai Khan. In many ways, the Mongols epitomized a nomadic society and culture. The Mongols were defeated in 1260 at Ain Jalut by the Mamluk dynasty of Egypt. In the early 12th century, the Qin kingdom of northern China was defeated by a Mongol confederation under the leadership of Kabul Khan. The political dominance of Moscow grew under Mongol rule because the princes of Moscow collected tribute for the Mongol khans and became the seat of the Metropolitan of the Orthodox church. Following Chinggis Khan's death, the provision for the administration of the empire was to divide it into four regional kingdoms, or khanates, ruled by his sons and grandsons. Kubilai Khan attempted to preserve the separation of Mongols and Chinese using these methods:
-Mongols were forbidden to marry ethnic Chinese.
-Only women from nomadic families were selected for the imperial harem.
-Chinese scholars were forbidden to learn the Mongol script.
-Mongol military forces were kept separate from the Chinese. During his imperial rule, Chinggis Khan promoted the growth of trade and commerce, religious toleration for many different religious groups, a legal code to end divisions and quarrels among the Mongol clans and brought peace to much of Asia. The Mongols not pursue the conquest of western Europe because the death of Khagan Ogedei in Karakorum precipitated a struggle for the succession involving the khan of the Golden Horde. CONFUCIANISM
& BUDDHISM The agrarian societies in the East and South were most drawn to Chinese cultural and political models. The following statements illustrate Confucian ideas and sentiments:
-Life is a struggle, but each person must put forth effort to live life honorably.
-The limits of individuals are not judged but commented upon and given a measure of dignity.
-Regrets and aspirations can be seen as universal regardless of cultures.
-Different sides of a single problem can be exposed through literature. Character in literature can say and describe events that one could not voice in ordinary conversation. Buddhist monks so threatened the security of the Japanese imperial court in the 8th century that the imperial family moved to Heian. Buddhism was the religious preference of the Korean elite. Language, village autonomy among the Viets, higher social status for Viet women and political institutions were some of the main differences between the Viet and Chinese cultures prior to their conquest by the Han emperors. Even after the assertion of Vietnamese independence from China in the tenth century, Vietnamese rulers choose to retain the Chinese administrative system based on the Confucian examination system. After the Han conquest of 111 B.C., the following cultural traits were introduced into Vietnam:
-Chinese examination system and bureaucracy
-Chinese agricultural cropping techniques and irrigation technology
-Chinese- style schools
-Chinese military organization The Korean dynasties during this timer period were, in sequence: Silla, Koryo, Mongol, Yi. The development of regional power bases in Japan among the warrior elites of the countryside corresponded to the decline of the Tang dynasty. The political result of the wars that destroyed the Ashikaga Shogunate was the division of Japan into 300 little states under the daimyos. Life in the imperial court at Heian was described in a Japanese novel called Tale of Genji. Chinese influence on Japan peaked in the 7th and 8th centuries C.E. Warrior leaders in the 10th century in Japan who controlled provincial areas and ruled from small fortresses in the countryside were called bushi. The Han emperors conquer the first Korean kingdom of Choson 109 B.C.E. Shogun was the title given to the military leader of the bakufu at Kamakura. Mounted troops owing loyalty to the military elite were called samurai. A major impact of the rise of the samurai in the peasantry in Japan was that Japanese peasants were reduced to the status of serfs bound to the land they worked. Building upon your thinking and discussions initiated through our readings, lectures and Prezi-tations so far this unit, work in teams in preparation for a culminating debate. Essay Prompt: Intro:
-Define terms in the question, present your thesis statement, stance, roadmap
Body:
-One strong paragraph for each main point, supported with specific content from the unit
Conclusion:
-Briefly summarize your stance and main points -Circle your own thesis statement
-Switch essays with a neighbor
-Write "Reviewer: _______(your name)" at top
-Underline all specific references to course content
-Write two things your classmate did well
-Identify any of the following that were lacking:
Is the language and tone appropriate (formal & persuasive)?
Defined key terms?
Took a stance in response to the question?
Is there a roadmap at the end of the Intro paragraph?
Was the roadmap followed in organized, topical paragraphs?
Developed thesis statement with each paragraph? DEBATE Peer Review of Essays WEEKLY PLAN: Wed -M/C Test & essay
Thurs -PTS Conferences
Fri -PTS Conferences
Mon -Prezis
Tues -Lecture
Wed -Socratic Circle: Merits of TURKS & AKSUMITE EMPIRE
Thurs -Lecture
Fri -In-class timed essay & peer review WEEKLY PLAN: World Hist AP World Hist Songs to choose from: PARODIES a) Writing TOPICS: Content for lyrics: b) Persuasiveness Aristotle's three means of rhetorical persuasion:

ETHOS -credibility
LOGOS -logic
PATHOS -emotion c) Dialogue d) Analysis Social
Political
Religious / Race
Intellectual
Technology
Economics / Environment THEMES QUESTION TYPES Socratic Circle Essay Checklist Did intro paragraph:
Define key terms?
State time period?
Deductively and efficiently set up thesis statement?
Take a stance in response to the question?
Conclude with a roadmap of main points?
Was the roadmap followed in organized, topical paragraphs?
Developed thesis statement with each paragraph?
Is the language and tone appropriate (formal & persuasive)? Compare
Contrast
Change
Continuity
To what extent?
Cause
Effect Instructions: In groups of 3-4, write lyrics to a song parody from the options given that teaches one of the topics to the class, making the content for each memorable. *OPTIONAL ... as an extra assignment (worth up to as much as a chapter test), based on the following criteria: -Addressed all relevant content
-Lyrics were creative and well written
-Video was well made, fitting with song
-Involved all team members
-Correctly uploaded to YouTube
-Link was emailed to teacher Groups may recruit a musical guest (classmate, friend, relative or teacher) to record the song itself, then make a music video featuring your team to accompany the musical track. DUE: Anytime before November 30th, 2012 Andrew
Matthew
Gretchen VS. Carly
Seide
Lexi ROUND 2 Kaleb
Daniel
Emma VS. Lil
Kiana
Kaley ROUND 1 Jackson
Isaac
Trystan VS. French Flower
Tony
Claire ROUND 2 Jackie Pyle
Connor
Mary VS. Julia
Huck
Kendal ROUND 1 Wed -M/C Test & DBQ writing
Thurs -PTS Conferences
Fri -PTS Conferences
Mon -Ch 15 Prezis & Error Analyses (Ch 15 Workbook Check)
Tues -Lecture
Wed -Socratic Circle: Merits of TURKS & AKSUMITE EMPIRE
Thurs -Lecture
Fri -In-class timed essay & peer review (Ch 3 & 16 Workbook Check)
Mon -Ch 16 Prezis Options for citing documents in a DBQ:

a) "In Documents A, B and C the theme of ..."

b) "... surfaces as a common theme for this time period. (Documents A, B and C)"

c) "... race (Doc A), technology (Doc B), and geographic location (Doc C)." ERROR ANALYSIS (of M/C tests) -Write three (notebook page) lines explaining the correct answer with supporting notes for each multiple choice question you missed on the test.
-Due the day after you get the answer sheet back.
-Graded as a separate assignment worth half of an essay grade for all, regardless of number missed.
-Subject to 10% off per day, if late and any who fail to complete this will be assigned to after school support. -Deity of ...
war, sun & human sacrifice
-Feared world end (sun cooling)
every 52 years 0. What % of the assigned readings did you complete for today?

1. What did you find interesting or surprising?

2. Compare and contrast the Hawaiian and Olmec people based on these two readings.

3. After doing a brief SOAP analysis of her statement, how persuasive is Queen Liliuokalani's argument?

4. What does this new archeological evidence reveal about the values, beliefs and historical importance of the Olmec?

5. What other historical evidence would be helpful in answering some remaining questions in your mind -for both the Mayas and the first 'Americans?'

My question (s) ... Hawaii & Olmec Motion: Practices of the Chinese (Tang & Song) and First American (Inca & Aztec) civilizations ought not be judged by ethical standards from the outside, but rather upheld and celebrated as examples of 'the noble savage.' Critique the cultural values and practices of the Chinese (Tang & Song) and First American (Inca & Aztec) civilizations. To what extent did they serve the good of their people? 0. What % of the assigned readings did you complete for today?

1. What did you find interesting or surprising?

2. Compare and contrast the African people / values of Hanno's time with the Hunters of Modern Africa?

3. In what ways do these two readings reveal change over time? Do they also illustrate continuity over a period of time among African societies?

4. To what extent did both the voyagers and the hunters share a similar motivation? What do you consider the most powerful motivating factor to spur a people to move toward unity and action?

5. What other historical evidence would be helpful in analyzing the ways in which African values have either changed or remained the same?

My question (s) ... Hanno & Hunters 0. What % of the assigned readings did you complete for today?

1. What did you find interesting or surprising?

2. Compare and contrast the values upheld by the Indian Code of Manu with those implied by Al Jahiz's observations of gender in the Muslim Arab world.

3. To what extent is it beneficial for the conduct of a people to be highly scripted (like by the Code of Manu)?

4. In what ways would have Al Jahiz's thoughts been considered revolutionary for the culture (politically and religiously) at that time?

5. What universal generalizations (all time periods and regions) can we infer about humanity based on these two readings -what seems to vary and what principles generally remain constant?

My question (s) ... Men & Women and Manu Japan Emperor Cloud People SHOGUN DAIMYO DAIMYO DAIMYO DAIMYO DAIMYO (Feudal Lords) (Military Dictator) dress
tea
ceremony
aesthetics
travel 0. What % of the assigned readings did you complete for today?

1. What did you find interesting or surprising?

2. What aspects of the Mongol culture might be perceived as noble to Western eyes? In what ways might have the Mongols seemed exotic?

3. What are the benefits and detriments of for civilizations that are highly isolated and self-sufficient (like the Mongols and ancient Japanese)?

4. To what extent should a culture be receptive to ideas from the outside?

5. What other historical evidence would been helpful for gaining new insights about Mongol believes, values and society?

My question (s) ... Khan's Court &
World Conqueror 0. What % of the assigned readings did you complete for today?

1. What did you find interesting or surprising?

2. Analyze the role of religion and technology in these two readings.

3. Compare and contrast the values of the Somalian and Mongol societies.

4. Critique the motivation of the two travelers (Marco Polo & Ibn Battuta). How does motivation affect one's findings?

5. What other historical evidence might shed helpful light on these societies?

My question (s) ... TRAVELS of MARCO POLO &
MOGADISHU Sino-Asian societies were more stable, and therefore better, because women were subordinate to men in patriarchal Mongolia, Japan, Korea and Vietnam. Claire
Patrick
Cristo VS. Reese
Jeremiah
Zack Sarah
Andi
Kelyn VS. Maddie
Jenna
Jillian Speaking Persuasively Were Sino-Asian societies more stable, and therefore better, because women were subordinate to men in patriarchal Mongolia, Japan, Korea and Vietnam? -Profile of Fortune 500 CEO's
-Androgynous Leadership DBQ Regions Gilgamesh -Sumer (Mesopotamia before Babylon)
Ptahhotep -ancient Egypt
Mesopotamia -River civilizations (Assyria, Babylon, Persia)
Book of Exodus -Mosaic law in Judaism (Middle East)
Hamurabi -Babylon
Herodotus -Greek historian
Confucious -ancient China & Sino-Asia Jenna -Dutch East India Company
Sara -Discovery & colonization of Brazil
Claire -Portuguese shipping (technology & main explorers)
Jillian -15th Century innovations in Europe (1400s)
Andi -Spanish colonization of Americas
Zak -Zheng He
Patrick -Christopher Columbus
Reese -British East India Company
Jeremiah -Europe's economic crisis in the 14th century
Kelyn -Conquistadors & explorers
Cristo -Colombian Exchange
Maddie Rourke -Ming dynasty
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