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Unit 1. SVA Edwards World History

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Jason Edwards

on 30 May 2013

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Transcript of Unit 1. 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? 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. The motion that each side will seek to either defend or destroy is this: Throughout ancient and classical history, i.e. India, Africa, Greece and Rome, slavery was predominantly a necessary and at times beneficial institution. Prep: In your notebooks... A) List arguments SUPPORTING the motion.

B) List arguments AGAINST the motion. -Opening Statement (1 min)
-Free for all objections
-Extra examples as ammunition
-Closing Statement (1 sentence)
"I am for/against the motion because..." Essay Prompt: Free-Response Essay #2 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? Warm-Up Questions... a) What does SLAVERY DEBATE 1. What conclusions can you draw about the Chinese way of life, based on the poem?

2. What values of the Zhou Dynasty become evident through the poem?

3. How are these values different from yours / ours in the USA today?

4. What are the advantages and disadvantages of a central government coordinating efforts to build towns?

5. If you were in charge of creating a town today, what do you see as the most important priorities?

My question is ... Socratic Circle 1. What % of the assigned reading did you complete for today?

2. Who compiled the collection of poems from which this reading is taken?

3. What is meant by the line: “Dead straight was the plumb-line…”

4. What one word might characterize their task of town building?

5. List six significant activities that were part of the town building process.

½. Spell ‘Zhou’ (as in, the Zhou Dynasty) phonetically. Reading Check Describe the reading Peer Review of Essays 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 1. What was a highlight and a lowlight of the summer for you?
2. What are you most excited about this year?
3. What motivates you to do your best and be your best in this course?
4. My question for you is… Interviews -2012-2013 school year
-Your name
-Your personality, interests and style
-At least 10 images
-At least 8 different colors
-Leaves no blank space
-Due Monday Create & Share a Primary & Secondary Sources Collage of Me (8’ x 11’) featuring… BUILDING A TOWN from SHIH CHING (about 500 B.C.) Compare and contrast the social inequalities of Africa and India during the ancient to classical period. One of China's key economic strengths was high levels of technological innovation. The Merchant group was considered "low standing" in official Chinese social hierarchy. Below Scholars Soldiers, Students and even Peasants. Chinese views of nature emphasized harmony and balance. A "dynasty" in Chinese history was a family that passed the imperial title from generation to generation. Ceremony and hierarchy became an important part of upper-class Chinese life because the Chinese believed that it would help unify society and prevent greed. One difference between classical China and the earlier Huanghe river valley civilization was that human sacrifices were suppressed. Another difference between classical civilizations and river valley civilizations was that in classical civilizations political organizations were more elaborate. Women in Han Chinese society sometimes become quite powerful in a household. The Qin dynasty differed from the Zhou dynasty in that it was more centralized. CHINA INDIA AFRICA EASTERN
EUROPE Chinese art featured careful craftsmanship and detail work. The following were functions of the Han government:
-punishment of criminals.
-promotion of Confucian beliefs.
-administer large construction projects.
-promotion of scientific research. The "Son of Heaven" concept promoted:
-an explanation of the decline of dynasties.
-the remoteness of emperor from subjects.
-centralization of power in the state.
-loyalty to the emperor. Compared to China, India had greater contact with other societies and civilizations and the Indian social and economic structure gave a stronger role to merchants. In contrast to China, the social values that developed in classical India encouraged greater emotional spontaneity. The Aryan conquerors brought to India distinctive religious ideas. The Mauryan dynasty differed from the Gupta dynasty in that it ruled a larger territory. Readers of Eastern literature are urged to understand the subtle meanings by practicing thoughtfulness. The Indian caste system served to an extent as a political institution by enforcing rules about social behavior. India was invaded more often than China for four main reasons. India’s
-Greater contact with other societies
-Geographical position
-Regional diversities
-Political tradition India's trading network involved direct contact with:
-Central Asia.
-Southeast Asia.
-China.
-the Middle East. India's political tradition stressed the importance of regional and local units. An Indian bride is advised to be friendly, polite, respectful, and humble. A wife in India had these four implied roles:
-Giving birth to a son
-Being respectful
-Managing servants
-Not intentionally drawing attention to herself EASTERN RELIGIONS
& PHILOSOPHIES Though ancient Eastern writings are more than one thousand years old they describe debates that religious people, philosophers, and social critics have today. Hinduism taught that all living creatures participated in the divine essence. Nirvana meant full union with the divine essence. Nalanda became famous for its university that attracted students from all over Asia. Buddhism differed from Hinduism by not believing in the caste system. Confucian and Hindu values both helped justify and preserve social inequality. An important Confucian belief was that “A good society has a hierarchy both in family and state.” Hindu ethics involved emphasis on an individual carrying out the obligations of life. The Chinese government accepted Daoism because:
-Daoists did not have great political ambitions.
-Daoism embraced traditional Chinese beliefs.
-Daoists came to acknowledge the Son of Heaven.
-Daoists provided spiritual insights for many in the upper classes. Daoists would agree with Confucianists on the:
-importance of restraint in personal life.
-basic harmony of nature.
-importance of tradition.
-scorn for greed. A famous example of "cultural diffusion" in early Chinese history was the introduction and spread of Buddhism from India. Terra
Cotta
Army AP Skills Cause and Effect Analyze how... based on RIG VEDA hymn 129 BELIEFS shaped BEHAVIOR LIFE OF GOTAMA THE BUDDHA Neither universal states nor universal religion characterized Africa, but both Christianity and Islam did find adherents in Africa. The phrase "equality before God and inequality within the world" refers to the disparity between law and practice in many African societies. North Africa was fully involved in the Mediterranean and Arab economic world. Because their membership cut across lineage divisions, secret societies acted to maintain stability within the community and diminish clan feuds in Africa. North Africa was first converted to Islam by 700 C.E. Between 800 and 1500 as the frequency and intensity of contact with the outside world increased, arrival of Islam had the most significant impact on the arrival of Islam in sub-Saharan Africa. The Arabic term for the east African coast was Zehnj. Important points of cultural contact between Africa and Islam included:
- The Sahara
- The Atlantic Ocean
- The Indian Ocean
- The savanna or sahel The Sudanic kingdom of Ghana declined in 1076, making way for new political organizations in the region. Malinke society was divided into three groups, clans of freemen, people devoted to religion, and specialists and tradesmen. Griots mastered the oral traditions of the Malinke and by knowing the past they were considered excellent advisors of kings. The empire of Mali originally dominated Songhay. The downfall of Songhay occurred due to invasion by a Moroccan Muslim army equipped with firearms, followed by internal revolts. Following the decline of Songhay, smaller states developed east of Mali and Songhay among the Hausa. The geographical location of the empire of Mali was between the Niger and Senegal rivers. The farmers of Mali were barely able to provide the basic foods that supported the imperial states. The first king of Kievan Russia was Rurik. Russia eventually converted to Orthodox Christianity. Vladimir was healed of blindness when the bishop laid a hand on him. A key difference between western and eastern art was that art in the Roman church emphasizes Christ's suffering, while Orthodox art emphasizes Christ's majesty. The Kievan prince Yaroslav issued a formal legal code. The Balkan Peninsula was always part of the Byzantine Empire. Safavid Persians were responsible for the conquest of Kievan Russia after 1236. Cyril and Methodius were two missionaries responsible for the creation of a written script for Slavic language. BYZANTINE EMPIRE POST-CLASSICAL TRENDS The "Demographic Transition" is often associated with the way that industrialization changed society. Urbanization, mass production, increased trade, specialization. Professional merchants, often in kinship groupings, handled trade. Settled agriculture and iron working had been established in many areas before the post-classical period. Stateless societies found it difficult to maintain long-distance trade because of external conflicts. RUSSIA & BALKANS The eastern emperor Justinian was responsible for the attempted restoration of a united Roman Empire after 533. Despite all of its difficulties, Byzantine Empire’s wars with its neighbors demonstrated that the empire had real core strength. Byzantine military organization recruited troops within the empire by granting heritable land in return for military service. Justinian built the great church called Hagia Sophia in Constantinople.
Belisarius was the brilliant general who helped Justinian achieve military gains in north Africa and Italy. The Byzantine Empire is correctly seen as a direct continuation of the Roman Empire. The capital of the Byzantine Empire and its commercial center was located at Constantinople. In the 11th century, the Seljuk Turks seized most of the Asiatic provinces of the Byzantine Empire. After the 7th century, the Arab Muslims posed the greatest threat to the eastern frontiers of the Byzantine Empire. There was a large and wealthy merchant class in the Byzantine Empire, but it never gained significant political power because of the elaborate network of government controls. Essay 1: DBQ Student A Student B Student C 2011 AP World
History Exam Essay 2: FRQ Essay 3: FRQ Student A Student B Student A Student B Student C Student C Q & A Essay Guidelines 2011 Essay Statistics Fareed Zakaria 1. How persuasive is his book (on it's own)?
2. How does his recent 'mistake' affect his persuasiveness? (Aristotle's ethos, pathos & logos)
3. Why do you suspect he (with all he had to loose) allowed this mistake to happen? Adam Winkler, a professor of constitutional law at UCLA, documents the actual history in Gunfight: The Battle over the Right to Bear Arms in America. Guns were regulated in the U.S. from the earliest years of the Republic. Laws that banned the carrying of concealed weapons were passed in Kentucky and Louisiana in 1813. Other states soon followed: Indiana in 1820, Tennessee and Virginia in 1838, Alabama in 1839 and Ohio in 1859. Similar laws were passed in Texas, Florida and Oklahoma. As the governor of Texas (Texas!) explained in 1893, the “mission of the concealed deadly weapon is murder. To check it is the duty of every self-respecting, law-abiding man.” As Adam Winkler, a constitutional-law scholar at U.C.L.A., demonstrates in a remarkably nuanced new book, “Gunfight: The Battle Over the Right to Bear Arms in America,” firearms have been regulated in the United States from the start. Laws banning the carrying of concealed weapons were passed in Kentucky and Louisiana in 1813, and other states soon followed: Indiana (1820), Tennessee and Virginia (1838), Alabama (1839), and Ohio (1859). Similar laws were passed in Texas, Florida, and Oklahoma. As the governor of Texas explained in 1893, the “mission of the concealed deadly weapon is murder. To check it is the duty of every self-respecting, law-abiding man.” Mr. Zakaria: Ms. Lepore: Wed -MAPS Testing
Thurs -Debate on Slavery
Fri -Intro to DBQ & team Pre-Writing (bring textbook)
Mon -Test Ch 8 & 9 & begin writing first DBQ in class
Tues -Prezis on China (Unit 2), DBQ due WEEKLY PLAN: Wed -MAPS Testing
Thurs -Debate on ancient slavery
Fri -Review for test
Mo -Test on Africa & E. Europe WEEKLY PLAN: World Hist AP World Hist -2012-2013 school year
-Your name
-Your personality, interests and style
-At least 10 images
-At least 8 different colors
-Leaves no blank space
-Due Monday Create & Share a Primary & Secondary Sources Collage of Me (8’ x 11’) featuring… The motion that each side will seek to either defend or destroy is this: History is the most important discipline (academic subject) for the leaders of tomorrow to study. Prep: In your notebooks... A) List arguments SUPPORTING the motion.

B) List arguments AGAINST the motion. -Opening Statement (2 min)
-Free for all objections
-Extra examples as ammunition
-Closing Statement (1 sentence) Warm-Up Questions... a) What is history?
b) Why is it important?
c) How does the study of history prepare you as an up and coming leader in this world?
d) Are there multiple perspectives to historical events / patterns?
e) If so, how do we know which one is 'true?' Practice
DEBATE 1. Summarize the main argument of this book.
2. Cite 3 specific examples used in support of this thesis.
3. Develop 4 revealing questions of your own, for discussion. Preparing for Socratic Circle Aristotle's three means of rhetorical persuasion:

ETHOS -credibility
LOGOS -logic
PATHOS -emotion In your notes list... Japanese companies / brands
S. Korean companies / brands
Chinese companies / brands Cultural Influence Historical Pattern Post-WWII Pattern Shang - Zhou - (chaos) - Qin - Han Shi Huangdi Confucius First World Problems 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 Analyze the forces that shaped the political and cultural structure of Ancient China from the Shang Dynasty to the Han Dynasty. Prompt: Pre-Writing: Type of question:
Time period:
Theme(s):
Roadmap:
Supporting Evidence: (specific names, terms, dates, events data, etc.) A) B) C) Social
Political
Religious
Intellectual
Technology
Economics / Environment Compare
Contrast
Change
Continuity
To what extent?
Cause
Effect Type of question: Change over time
Time period: Shang - Han
Theme(s): Political, Cultural, Techonological
Roadmap: Shang, Zhou, Han
Supporting Evidence: (specific names, terms, dates, events data, etc.) A) Shang B) Zhou C) Han Social
Political
Religious
Intellectual
Technology
Economics / Environment Compare
Contrast
Change
Continuity
To what extent? Type of question: Cause and effect
Time period: Shang - Han
Theme(s): Political, Cultural, Social
Roadmap: Politically, Culturally, Socially
Supporting Evidence: (specific names, terms, dates, events data, etc.) A) Politically B) Culturally C) Socially Social
Political
Religious
Intellectual
Technology
Economics / Environment Compare
Contrast
Change
Continuity
To what extent? Example #1 Example #2 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)? 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 Contract / Covenant SOCIAL The four guiding questions for developing a social contract:
1. How do you want me to treat you?
2. How do you want to treat each other?
3. How do you think I want to be treated?
4. How will we handle conflict / violations of the contract? "Sometimes it is said that man cannot be trusted with the government of himself. Can he, then, be trusted with the government of others? Or have we found angels in the form of kings to govern him? Let history answer this question."
-Thomas Jefferson: 1st Inaugural, 1801 Leadership: earned influence. The four questions when we have unchecked misbehavior are:
1. Excuse me . . . What are you doing?
2. What are you supposed to be doing?
3. Are you doing it?
4. What are you going to do about it? SVA's Consequences for Misbehavior:
1. Classroom Reminder
2. Meeting After Class
3. Lunch Detention
4. Call Home To Parent
5. Detention & Call Home
6. Office Referral
*Severe Offenses: Automatically 5 & 6 ARTHASASTRA 1. What did you find interesting or surprising?

2. Why do critics consider these rules undemocratic and unethical?

3. Do you think the Arthasastra would be effective at keeping power?

4. Discuss the 'six enemies of living.'

5. What is one line you strongly agree or disagree with?

6. Apply one wise principle from the Arthasastra to leadership today (universally). What can we learn from Ancient Indian teachings?

My question is ... Socratic Circle 1. What % of the assigned reading did you complete for today?

2. What is the purpose of this writing?

3. Who was the intended audience?

4. What is one example of advice you think was wise?

5. Summarize how a ruler should be according to the Arthasastra.

½. Spell the name of this reading. Reading Check "This world has fallen upon trouble—one is born, and grows old, and dies, and falls from one state, and springs up in another. And from the suffering, moreover, no one knows of anyway of escape, even from decay and death. O, when shall a way of escape from this suffering be made known—from decay and from death?” 2) Summarize and discuss the Buddhist beliefs based on this quote: 1) Compare and contrast Hymn 129’s description of creation to another story of the beginning of the universe, such as Genesis in the Bible. 3. What (else) did you find interesting or surprising?

4. What are some ways that these ancient beliefs would have affected the behavior in India?

5. Analyze the implications of Hindu and Buddhist beliefs. What do you see as the main positive and negative effects of these religions upon ancient Indian culture?

6. My question(s)... Essay Prompt: Compare the development of political structures in China with those in India. Debate Motion:
The development of political structures in ancient India was more influenced by the unique philosophical beliefs of that world region than in ancient China. Lexi
Kaleb
Gretchen VS. Matthew
Kiana
Emma ROUND 1 Carly
Kaley
Andrew VS. Daniel
Seidi
Lilly ROUND 2 Jackson
Julia
Mary VS. French Flower
Jackie
Kendall ROUND 1 Issac
Connor
Claire VS. Tony
Trystan
Huckleberry ROUND 2 Throughout ancient and classical history, i.e. India, Africa, Greece and Rome, slavery was predominantly a necessary and at times beneficial institution. TODAY'S MOTION: Throughout ancient and classical history, i.e. India, Africa, Greece and Rome, slavery was predominantly a necessary and at times beneficial institution. TODAY'S MOTION: Elephant Reading Elephant & Bison 0. What % of the assigned readings did you complete for today?

1. What did you find interesting or surprising?

2. Compare and contrast the two readings.

3. Cite one line from each reading that gives us an insight into their peoples' BELIEFS.

4. Cite one line from each reading that gives us an insight into their peoples' VALUES.

5. Besides providing for the basic need for food, what other positive effects did these hunts have for the natives. Share specific references from each reading.

6. Based on a glimpse of these ancient societies in the midst of a hunt, are there any ways in which their simple way of life is enviable to our fast-paced, complex world today?

My question (s) ... Persistence Hunting Kalahari Bushmen in Botswana, Africa "…drove the Varangians back beyond the sea, refused to pay them tribute, and set out to govern themselves". -pagan
-John
-Anna
-baptism Began the process of codification of legal customs and princely enactments -the foundation for a legal code. Kievan Rus 0. What % of the assigned readings did you complete for today?

1. What did you find interesting or surprising?

2. What new insights did this exploration reveal about the Mayan civilization?

3. Explain the controversy and 'problems' surrounding the question of when America was first inhabited.

4. Are you persuaded by the Time article (on Americas)?

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) ... MAYA COPÁN &
COMING to AMERICA Claire
Jenna
Jillian VS. Sarah
Jeremiah
Cristo Reese
Zack
Kelyn VS. Maddie
Andi
Patrick 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)."
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