Timed writing

Welcome to Day 2!
Questions about
Units 1 & 2?
Other Questions?
Word Bank:
divine right
feudal afterlife
sacred texts
missionaries (2) monks
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.”
2012 CCOT Question
Analyze continuities and changes
in trade networks between
Africa and Eurasia from circa
300 C.E. to 1450 C.E.
2012 CCOT Question: Analyze continuities and
changes in trade networks between
Africa and Eurasia from circa 300 C.E. to 1450 C.E.
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 Expansions
Week #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 Rpad
Timed 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
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 urbanization
Week #6: Ming Treasure Ships and Indian Ocean trade networks (Swahili
Map Quiz: CCOT in Trade Networks from the Classical to end of Post-Classical
Unit 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, Han
Shang, Zhou, Qin, Han
Sui, Tang, Song
Sui, Tang, Song
Yuan, Ming, Qing, The Republic
Yuan, Ming, Qing, The Republic
Mao Zedong
Deng 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.
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 MiniDBQ“, Cohen pkt, p. 44
Trade Simulation, Cohen pkt, p. 35
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
Process simulation.
Why focus on the Chinese Song
Empire (960-1279)? (Binder, p. 46)
Export economy
3.2 Continuity and Innovation of
State Forms and their Interactions
Comparing feudalisms, Cohen
binder, p. 49
Continuation of empires
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
Cohen pkt, p. 52
Evaluate theses on Mongols
[Cohen pkt, p. 57]
Review Unit 3: analyze these images
Korean Confucian
What else do you want
to know about Unit 3?
Skill Focus: Periodization
Historical 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
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