Unit+1++8000+BCE+-+600+BCE

Class 10 9/2
 * Progress check of Religions Comparison Chart
 * Unit 1 Test

Class 9 8/31
 * Spectrum Assignment
 * Writing a Great C&C (Compare & Contrast) Essay for WHAP (or anything else for that matter!) I'm going to give you a couple of handouts in class, but this was taken from [|Mr. Henderson's WHAP page]

How to Write a Compare Contrast Thesis The following are some crucial points in writing a clear and analytic thesis for Compare Contrast essays.
 * Example Question** (from your last test)
 * For several hundred years the Mongols ruled over both** **Russia** **and China. After casting off Mongol domination, both areas began a process of political and cultural recovery. Compare and contrast these processes in Russia** **and China.**

1) Note the key words in this essay prompt: **compare** and **contrast**. This means you must write a thesis that expresses what China and Russia had in common and where they were different. In short, your thesis //must// address the comparison. 2) Your thesis (and essay) should stay within the parameters of the question or prompt. An essay on the Columbian exchange should not deal with the Swahili Coast of Africa. 3) Next, your thesis should state an opinion. Be bold. Do not merely restate the question or one of its assumptions. To argue a point, you must first of all //have// one. The following is not an acceptable thesis; it simply restates information given by the prompt: //Russia// //and China// //both gained freedom from Mongol domination//. 4) Your thesis should contain the categories that you will use in the essay as evidence. Do not do this:
 * Things to Remember**
 * Bad** //The recovery of// //Russia// //and// //China////after the Mongols had many similarities and//

//differences//. The above sentence is vague, wimpy, and is really just a restatement of an assumption in the prompt. It is a fluttering of loose ends needing to be nailed down onto concrete categories. Now look at this one.
 * Better**//When Russia and China recovered from Mongol domination they had similar political goals//

//but different cultural goals.// This thesis is getting there. It at least declares in general categories how the paths of China and Russia were different and how they were similar after the Mongols. It has broken down (analyzed) these things into categories that lend themselves to a well defined essay. But it could be better. Note the difference between the above thesis and the one below:
 * Best** //While both// //Russia// //and// //China// //built strong centralized governments after breaking free from the Mongols,// //Russia//

//imitated the culture and technology of Europe// //while China// //became isolated// //and built upon its own foundations.// Think about this thesis for a moment. It directly addresses the comparison (tells what they have in common and where they were different.) It contains the categories (political and cultural) on which the writer will hang relevant historical facts, and the terms (foreign influence and isolationism) on which the comparisons will be made. These categories will form the paragraphs of the essay. This thesis is a verbal engine sufficient to drive the type of essays that could generate an 8 or a 9 on your APWH test, providing you accomplish the other thesis requirements. = = =Class 8 8/29= >> Theme 3: State-Building, Expansion, and Conflict >> Theme 4: Creation, Expansion, and Interaction of Economic Systems >> Theme 5: Development and Transformation of Social Structures > [|AP_World_History (revised course).pdf] pp 17-20
 * Corrections of Chapter 3 quiz
 * Q&A on chapters 4-6
 * [[file:bentley4_ppt_ch04.key]][[file:bentley4_ppt_ch05.key]][[file:bentley4_ppt_ch06.key]]
 * You might enjoy these movies: [|The Legend of Johnny Lingo] an insight into Oceanic settlement, or [|Apocalypto], about the Mayan civilization. They are both "Hollywood" movies, but give a sense of the period we are studying.
 * Five Themes of World History
 * ** Theme 1: Interaction Between Humans and the EnvironmentTheme 2: Development and Interaction of Cultures

=Class 7 8/26=
 * Geography Quiz
 * Sharing of Chapter "INSPECTions"

=Class 6 8/24= = = =Class 5 8/22= = = =Class 4 8/18= Early Societies in South Asia || Chapter 5 Early Societies in East Asia || Chapter 6 Early Societies in the Americas and Oceania ||
 * Corrections to Chapter 2 quiz
 * Q&A on Chapter 3
 * Quiz on Chapter 3
 * INSPECTing Civilizations [[file:Inspect keynote.key]]
 * Discussion of article "What is Civilization, Anyway?" by Cynthia Stokes Brown and "new" archaeological discoveries at Gobekli Tepeh
 * Quiz on Chapter 2
 * Chapter 3 lecture [[file:bentley4_ppt_ch03.key]]
 * Go over Chapter 1 quiz
 * [[image:http://c1.wikicdn.com/i/mime/32/application/zip.png width="32" height="32" link="http://braykoapwh.phoenix.wikispaces.net/file/view/Mesopotamia+keynote.key"]] [|Mesopotamia keynote.key] ** Ch. 2 KEYNOTE **
 * What IS a civilization?
 * Chapter 4
 * Jasmine || Hyundo || Jae ||
 * James C. || Soo Wan || Kevin ||
 * Jacob || SunHa || Eunice ||
 * James H. || Cecile || Min Ji ||
 * Sean ||  || Nicole ||

=Class 3 8/17=
 * Complete regional geography review
 * Quiz on Chapter 1
 * The challenge posed by Göbekli Tepeh [|Stonehenge Panorama] [|History.com] [|An alternative interpretation] [[file:Birth of religion - APWH article.pages]]

=Class 2 8/12=
 * World history vs "Big history"
 * [ invalid media tag ]
 * Regional geography review

=Class 1 8/10= > > 1. Crafting Historical Arguments from Historical Evidence > Historical thinking involves the ability to define and frame a question about the past and to address that question through the construction of an argument. A plausible and persuasive argument requires a clear, comprehensive and analytical thesis, supported by relevant historical evidence — not simply evidence that supports a preferred or preconceived position. Additionally, argumentation involves the capacity to describe, analyze, and evaluate the arguments of others in light of available evidence. > Historical thinking involves the ability to identify, describe, and evaluate evidence about the past from diverse sources (including written documents, works of art, archaeological artifacts, oral traditions, and other primary sources), with respect to content, authorship, purpose,format, and audience. It involves the capacity to extract useful information, make supportable inferences and draw appropriate conclusions from historical evidence while also understanding such evidence in its context, recognizing its limitations and assessing the points of view that it reflects. > > > 2. Chronological Reasoning > Historical thinking involves the ability to identify, analyze, and evaluate the relationships between multiple historical causes and effects, distinguishing between those that are long-term and proximate, and among coincidence, causation, and correlation. > Historical thinking involves the ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time of varying length, as well as relating these patterns to larger historical processes or themes. > Historical thinking involves the ability to describe, analyze, evaluate, and construct models of historical periodization that historians use to categorize events into discrete blocks and to identify turning points, recognizing that the choice of specific dates privileges one narrative, region or group over another narrative, region or group; therefore, changing the periodization can change a historical narrative. Moreover, the particular circumstances and contexts in which individual historians work and write shape their interpretation and modeling of past events. > > > 3. Comparison and Contextualization > Historical thinking involves the ability to describe, compare, and evaluate multiple historical developments within one society, one or more developments across or between different societies, and in various chronological and geographical contexts. It also involves the ability to identify, compare, and evaluate multiple perspectives on a given historical experience. > Historical thinking involves the ability to connect historical developments to specific circumstances of time and place, and to broader regional, national, or global processes. > > > 4. Historical Interpretation and Synthesis > Historical thinking involves the ability to describe, analyze, evaluate, and create diverse interpretations of the past — as revealed through primary and secondary historical sources — through analysis of evidence, reasoning, contexts, points of view, and frames of reference. > Historical thinking involves the ability to arrive at meaningful and persuasive understandings of the past by applying all of the other historical thinking skills, by drawing appropriately on ideas from different fields of inquiry or disciplines and by creatively fusing disparate, relevant (and perhaps contradictory) evidence from primary sources and secondary works. Additionally, synthesis may involve applying insights about the past to other historical contexts or circumstances, including the present.
 * Chapter 1 and 2 questions and discussion
 * [[file:bentley4_ppt_ch01.key]][[file:bentley4_ppt_ch02.key]]
 * __Historical Thinking Skills__
 * Historical Argumentation
 * Appropriate Use of Relevant Historical Evidence
 * Historical Causation
 * Patterns of Continuity and Change Over Time
 * Periodization
 * Comparison (similarities and differences)
 * Contextualization
 * Interpretation
 * Synthesis

=Class 0 8/8=
 * Introductions
 * Photo I.D.s and [|Student Information]
 * WHAP Syllabus (College Board and KIS)
 * Textbook
 * Collect summer reading assignment
 * Homework reading assignment: [[file:Why Study World History.pdf]]I am going to ask you to read this article from the 14th paragraph, which begins, "So my first claim holds that world history is essential as a mode of study..." In the preceding paragraphs, the author has presented several reasons traditionally given by historians for studying world history, which I have summarized for you:
 * 1) It helps us see changes which have occurred over time;
 * 2) It allows us to see how ideas and ideals have influenced human affairs;
 * 3) It offers the best vantage point for study of the impact of agriculture, science, and mechanized industry;
 * 4) It forces us to recognize the "modern" phenomenon of globalization is not so new;
 * 5) As the field of study that deals most directly with the whole record of human achievements, world history is essential as the enterprise that enables human beings to understand themselves and their place in the world.

The author then points out that these reasons are rather abstract, so he offers 3 more specific reasons why you are not wasting your time when studying world history. His first claim is that "world history is the best scholarly approach for the analysis, understanding, and explanation of the world and its development through time" -- better that national or regional history -- because without a global context, these national and regional histories, while no doubt important, at best offer only a limited explanation of why things happened as they did and what it means.

So pick up your reading, and note-taking, from the 14th paragraph. As a university student, you will often be asked to read academic articles just like this one, and be able to summarize the key arguments later as part of classroom discussions or seminars. You need to become comfortable with paraphrasing the ideas of scholars in your field, acknowledging the source ("Joe Blogs argues...." or "Jane Smith says...") in much the same way that you have learned to cite sources for an essay. Your task, therefore, is to be able to summarize and paraphrase the key arguments being made in this article so that next class you can use them in a mock mini-debate.

__UNIT 1 - FOUNDATIONS OF SOCIETIES (APPROX. 8,000 BCE - 600 BCE)__

The first chapter of //Traditions and Encounters// sets the stage for the drama of world history by presenting the major milestones in the development of humans from their earliest appearance on earth to the dawn of civilization. This chapter addresses the physical evolution of the species and their migrations throughout the globe as well as the revolutionary transformation from all humans surviving by hunting and gathering to the majority living in agricultural societies. The results of this remarkable transformation include
 * An unprecedented population explosion due to the increase in the food supply
 * Permanent settlement in villages and, later, in cities
 * The specialization of labor, which led to the development of craft industries and other professions
 * The opportunity to accumulate wealth and the resulting emergence of social class differences
 * The development of fertility-based religions and the increasing elaboration of religious institutions

==__Unit Essential Questions__ - After reading about and discussing this time period, you should be able to analytically answer these questions: [|Unit 1 essential questions.pages]==

==Unit Overview (Key Concepts) [|Unit 1 overview.pages]==