Welcome to Day 2! Questions about Units 1 & 2? Other Questions?

Welcome to Day 2!

Questions about Units 1 & 2?

Other Questions?

Unit 1, Vocabulary Quiz #2 1. “Pre-Christian practices such as ___________, continual devotion to prayer, and living apart from society

(alone or in small groups) came together in Christian form in Egypt.” 2. “By the Greek Classical period a number of ‘mystery’ cults had gained popularity by claiming to provide

secret information about the nature of life and death and promising a blessed ______________________ to their adherents.”

3. “With nirvana came release from the cycle of ________________________ and achievement of a state of perpetual tranquility.”

4. “The Christian emperors in Constantinople sent ___________________________ along the Red Sea trade route to seek converts in Yemen and Ethiopia.”

5. “As Buddhism spread, Southeast Asia became a way station for Indian _____________ and East Asian ___________________ going to and coming from the birthplace of their faith.”

6. “Meng Yi Zi asked about the meaning of ________________ piety. Confucius said, ‘It means not diverging from your parents.’”

7. “Large numbers of people began to __________________ when they saw that Christians seeking political office or favors from the government had clear advantages over non-Christians.”

8. The Rig Veda, the Torah, and the New Testament, are all examples of _______________ ____________________.

9. “It became common to refer to medieval Europe as a ‘______________ society’ in which kings and lords gave land to ‘vassals’ in return for sworn military support.”

Word Bank: reincarnation pilgrims convert filial piety divine right sacred texts celibacy deity feudal afterlife missionaries (2) monks

2012 CCOT Question

Analyze continuities and changesin trade networks betweenAfrica and Eurasia from circa300 C.E. to 1450 C.E.

2012 CCOT Question: Analyze continuities and changes in trade networks betweenAfrica and Eurasia from circa 300 C.E. to 1450 C.E.

Directions:1. List 5 changes and 5

continuities in trade networks, e.g. routes, merchants, commodities, technology

2. Draft a thesis statement

Scoring the CCOT Essay

• Go to Tab 2, CED, p. 120

• Discuss the CCOT generic rubric

• Compare to the 2012 rubric, p. 33• Discuss the checklist scoring sheet

• Score the 2012 CCOT essays: Samples 2B (p.40) and 2F (p. 35)

Period 3: Regional and Transregional Interactions c. 600 CE to c. 1450, Cohen packet, p. 32

Six Weeks: More Connections, Urbanization, and Imperial ExpansionsWeek #1: Islam and urbanization, Crusades, Schisms

Timed writing: mini-DBQ on crusades Week #2: Silk Road trade networks, Chinese model in East Asia and

urbanization, Simulation of trade in AfroEurasia (including Mali Empire and Swahili city-states)

Timed writing: 2009 CCOT essay on Silk RpadTimed writing: DBQ on Buddhism in China (2004 exam)Week #3: Compare European and Japanese feudalism Compare Role of Viking and Arab Expansions

Week #4: Mongols across Eurasia and the destruction of cities in Southwest Asia, Black Death and the rise in European wages, Marco Polo and Ibn Battuta

Timed writing: Comparative Essay on the effects of the Mongols (2005 Exam) Week #5: Bantu migrations and Mayan empires and urbanization; Aztec and

Incan empires and urbanizationWeek #6: Ming Treasure Ships and Indian Ocean trade networks (Swahili

coast)Map Quiz: CCOT in Trade Networks from the Classical to end of Post-Classical

PeriodsUnit Test

3.1. Expansion and Intensification of Communication and Exchange Networks and 3.3. Increased Economic Productive Capacity and Its Consequences

Curriculum Module: Muslim Agricultural Revolution

Work in pairs to identify the foods listed in Arabic or Persian

Identify the origin of the foods on the map on p. 87

Discuss the questions on pp. 84 – 86 Discuss lesson strategies

Chinese Dynasties Song(to the tune of Frere Jacques),Cohen binder, p. 33

Shang, Zhou, Qin, HanShang, Zhou, Qin, HanSui, Tang, SongSui, Tang, SongYuan, Ming, Qing, The RepublicYuan, Ming, Qing, The RepublicMao ZedongDeng Xiaoping

One Method for Analyzing Sources,Cohen pkt, p. 40

Directions: Use the following Acronym – SOAPS TONE to identify the point of view (POV) of the author of the document.

S - SPEAKER - WHO?O - OCCASION - WHEN? WHERE?A - AUDIENCE - TO WHOM?P - PURPOSE - WHY?S - SUBJECT - WHAT?TONE – What kind of words does the author

use to show his/her opinion on the topic?

Analyze this image

Select the source analysis method you think will be best for your students

Use that method to analyze the two documents in the "Crusades Mini-DBQ“, Cohen pkt, p. 44

Entrepot groups make table tent sign. Entrepot groups make trade plans

Who will travel and who will stay? What will you plan to sell in each round? What will you plan to buy in each round? How will you keep track of your trade

activities?

Process simulation.

Trade Simulation, Cohen pkt, p. 35

Why focus on the Chinese Song Empire (960-1279)? (Binder, p. 46)

Urbanization Commercialization Manufacturing Export economy Neo-Confucianism

3.2 Continuity and Innovation of State Forms and their Interactions

Comparing feudalisms, Cohen binder, p. 49

Continuation of empires Caliphates

Compare Migrations

Cohen pkt, p. 50, Polynesian and Bantu migrations

Viking migrations, p. 51

3.2 Continuity and Innovation of State Forms and their Interactions

Who is this? Largest land empire in world history and caused substantial political, economic, and social changes through direct imperial rule or through accidental spread of the bubonic plague

The Mongols, continued

THE TRIAL OF GENGHIS KHAN Cohen pkt, p. 52

Evaluate theses on Mongols [Cohen pkt, p. 57]

Review Unit 3: analyze these images

Korean Confucian official Vietnamese Confucian

temple

Song era silk weaving loom

What else do you want to know about Unit 3?

Content? Assessments? Pacing?

Skill Focus: PeriodizationHistorical thinking involves the ability to describe,

analyze, evaluate and construct models of historical periodization, recognizing that the choice of specific dates privileges one narrative, region or group over another narrative, region or group.

Create an annotated timeline:

Focus on one theme and show the major developments for Periods 1 - 3. Include between 5 and 10 events and draw at least one picture.

Indian Ocean Trade and the Rise of New Islamic Empires

Another seminar, oh no!!

Aztec and Incan complex societies, Cohen pkt, p. 65