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Homework:

- study your notes and materials and prepare essay structure for these questions
- next lesson you can consult your plans with me
- I strongly recommend doing all three plans!

Question:

1) For what reasons and with what results were the crusades initiated?
2) Evaluate the impacts of the crusades on Christian Europe
3) "The Crusades were motivated mostly by religion" To what extent do you agree with this statement?

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pre-IB Essay:

Source III.

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pre-IB Essay:

Source II.

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47. LESSON:

pre-IB Essay:

Q: For what reasons and with what results were crusades initiated?

- read and use these primary and secondary sources

Source I.

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46. LESSON:

Crusade: Reasons and causes

Pre-reading:

- reasons
- causes
- impact

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45. LESSON:

Jihad or Holy War?

In class:

- Jihad and crusade - differences and similarities

- read these two text and complete the questions

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44. LESSON:

Crusade II.

In class:

Q: Why were the crusade the first European international enterprise?

Worksheet (page 2):

- decentralization (Holy Roman Empire, France)
- no central political authority
- large social and political transformation (England)
- war with Muslims out of the Holy Land (Spain)
- pope is the only universal moral authority (= main organizer)

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43. LESSON:

Crusade:

In Class:

What is crusade?

- rerligiously motivated campaign

- clash of civilizations (christian's perspective)

- first European international enterprise

- armed pilgrimage

- war against foreign invaders (muslim's perspective)

Worksheet (page 1):

- Christian physical world in 11th –16th century

Use specific details from all photos to support your answer:

- T-Maps

- not a geographical map, but physical map (= how the people saw the world)

- Jerusalem is a center of the world

- three continents (from Europe to India) = combination of ancient geographical knowledge with christian's ideology

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42. LESSON:

Women in Islam

In Class:

Self-study:

Use this link

+ read the main text

+ Extraordinary women of Al-Andalus

+ Women, Islam, and Abbasid Identity

+ make notes

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41. LESSON:

Women in Christianity

In Class:

- Rights of Women (did this concept exist in Middle Age?

- Social status of women

- Rights and opportunities in hight and lower class?

- Women and  Catholic Church (what role played religious ideology?)

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4. presentation:

Turkish / Seljuk Caliphate

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The Seljuk Empire (Turkish Caliphate).pptx

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4. presentation:

Fatimid Caliphate

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3. presentation:

Abbasid Caliphate

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2. presentation:

Umayyad Caliphate

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1. presentation:

Rashidun Caliphate

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39-40. LESSON:

Caliphate EXPO 2018

Following the attached planning document, you will present the information with your team about your assigned caliphate to the rest of the class. Points are rewarded for the accuracy and clarity of the required information.

Pay special attention to the political and economic structure of the empire, it's achievements, and why it rose and fell.

Outputs: Presentation + emblem (coat of arms - it can be a painting or animation, but it must cover all important key features of your caliphate)

Topics: Rashidun Caliphate, Umayyad Caliphate, Abbasid Caliphate, Fatimid Caliphate, Turkish Caliphate

Total Score: 21

/14 for all components on worksheet completed with accuracy and clarity
/3 teamwork: group members all clearly understand the topic and can answer questions, functions well together as a group, communication, equal participation
/3 IT presentation quality
/1 Time does not exceed 7 minutes.

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38. LESSON:

Rise and fall of caliphate

- pre-reading

- see this map of arabic expansion

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Pilar Meaning

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37. LESSON:

5 pilars of Islam

In class:

What are the five pilars of Islam, and how did they contribute to the development of the Arab Caliphate?

1) SHAHADA
2) SALAT
3) ZAKAT
4) SIYAM
5) HAJJ

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36. LESSON:

Islam - introduction

Pre-reading

In class:

Origin of Islam:

According your reading you should be able to answer these questions:

1) What is Ka´ba? Is there any link to Judaism?

2) Arabic Peninsula was complete isolated from the other parts of the civilized world due to local environmental conditions.

3) Explain the term hijra and its role in Islam

4) What was umma and how did it change the muslim society

5) What was the reason for the first islamic schism (called as Succession to Muhammad)?

6) What is the main difference between Shi´ites and Sunnis?

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35. LESSON:

The Middle Ages introduction and overview

In class:

- Characteristic Features of the Middle Age are the logical consequences of the fall of the Roman empire:

1) sack of central authority
2) long-distance trade collapse
3) trade routes are not protected
3) decentralization of power and food production
4) self-sufficient farming

(make sure you are able to explain all this points and put them into historical context).

5) rise of Church (summary here)

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Fall of the Roman Empire - SOURCES

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34. LESSON:

Fall of the Roman Empire

- decline of roman power = slow process which last more than 200 years

Statement 1: The deposing of Romulus Augustulus, the last roman emperor on 4 September 476 AD meant the end of Roman empire!

- not valid - since 399 the empire was divided into two parts (Western and Eastern Empire)

- not valid - the roman empire survived in two ways:

1) Eastern Empire (Byzantine empire) - existed until 1453, use roman code of law, spoke Latin (later Greek), preserve roman culture (affected by Christianity)

2) source of inspiration on the West (laws, political structure, administration etc.) for new barbaric kingdoms

- two types of decline - physical and mental

Statement 2: The Roman empire fell apart only due to barbarians invasion in 5th century AC!

- not valid - long process which started in 3rd century

- see the spider-diagram

- read carefully the sources and use them as evidence for your statements

Homework - Read Document A, B, C, D, E

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33. LESSON:

Fall of the Roman Empire

Video: Barbarian at the Gate!

- watch this video and complete the worksheet

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32. LESSON:

Rome and Christianity

In class:

- read this text and complete the questions below

- describe the relationship between the Rome and Christianity between 250-380 AC

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31. LESSON:

Rise of Christianity II.

In class:

Question: What Jesus said and how his teaching was accepted? - part II.

3) All men are equal in the eyes of God

Example:

- you should not think you are more worthy of salvation (care only about your own acts (= Bible: Matthew 7: "Why, then, do you look at the straw in your brother’s eye but do not notice the rafter in your own eye?")

Text:

The Parable of the Workers in the Vineyard:  see the text

4) there is always hope for forgiveness (if you regret your mistakes and sins)

Example:

- the most important think is your self-reflection and

conscience

Text:

The Parable of the Lost Son: see the text

Question: Why the Christianity became so popular among the all nations in the Roman Empire?

1) new concept of spirituality (more internal and less external)

2) every soul could be saved (hope for slaves and lower classes)

3) God is not something what you can find in this world (God is not an Israel or Roman Empire)

4) there is always the way back (= forgiveness) - God never stops forgiving and loving his "children". (= hope for criminals, rich people who did something wrong in their past etc.).

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30. LESSON:

Rise of Christianity

In class:

Chronology:

- Romans: Early Empire (cca 31 BCE – 33. CE)

- Jews: Second temple period (530 BCE - 70 CE)

Situation:

- Judea under the Romans (cca from 6 BCE)

- local political and religious administration was preserved (= illusion of independence)

Society in Judea

- Roman governor (+ roman army + roman citizens in Judea)

- King of Judea (King of the Jews) - roman vassal

- Hight Priest + jewish clergy

- Zealots (= radical political party, against the roman occupation)

- Pharisees  (= were at various times a political party, a social movement, and a school of thought in the Holy Land during the time of Second Temple Judaism - teachers,

philosophers, etc..)

- Jewish population (high class)

- Jewish population (lower classes + slaves)

Question: What Jesus said and how his teaching was accepted?

1) God and Kingdom of Heaven (= paradise, salvation) is here for every humans (Jews, Romans, Egyptians etc..) and also for social classes (poor and wealth)

Example:

- Apostles = disciples of Jesus (they came from the different classes, they were a men of different professions - fishmen (Peter, Thomas, Philip, Andrew), tax collector (Matthew), zealots (Simon)

Text:

Jesus Talks With a Samaritan Woman: see the text

2) Your salvation depends only on your acts and inner spirituality (not on your social status, origin or wealth).

Example:

- The first Christians were recruited mostly from the lower classes.

Text:

The Rich and the Kingdom of God (only verse 16-26): see the text

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29. LESSON:

Self-study - Fall of the Roman republic

- read this text
- you don´t have to make a notes
- use this text and prepare arguments for this questions:

Analyse the main reasons for the fall of the Roman republic

- make a short notes on some separate peace of paper (you must support your statements by some specific example)

Discuss points:

- corruption
- ambition leaders
- negative impact of Marian Reforms
- civil war
- dictatores (Sula, Pompey, Caesar, Augustus)

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28. LESSON:

Pre-reading - Expansion in Italy

- explain why Romans were able to take more casualties than their opponents?

- what was the roman attitude to their allies

- what guaranteed the loyalty of the roman allies?

- what was the main point of Marian Reforms? (= short summary)

- explain the positive and negative impact of Marian Reforms

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27. LESSON:

Rise of Rome

In class:

- geographical conditions - see this map

- compare the geographical conditions in Greece and Italy - how did it affect the local population?

- roman myth - Romulus and Remus (= connection to Trojan War and gods)

- three main periods - see this timeline (= Kingdom, Republic, Imperium - there are not a separate periods. Rome was not a complete change in each period - it was more a transformation where the leading authority/institution was replaced - king for senate / senate for emperor.)

- roman society (social and political position based on the land ownership)

- two groups - Patricians and Plebeians (describe the patron and client system)

- describe the democratic principles in roman political system (see the picture)

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26. LESSON:

Self-Study - Alexander the Great

Homework: Alexander´s CV

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25. LESSON:

Peloponesian War

In class:

- Peloponnesian League and Delian League (difference and similarities, military strength)

- why did the war break up?

- Athenian Problems

- Why Athens lose the war?

- Consequences = Macedonian invasion (Philip II.)

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SELF STUDY

23.-24. LESSON:

SEE  Managebac!

Outputs

- pre-reading

- worksheet (Sparta and Athens)

- essay structure - Compare and contrast the social and political systems in ancient Athens and Sparta

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Worksheet - two theories about the fall of Minoan civilisation.

- what is primary and secondary source?

- what is the point of each theory?

- do these two articles have a same values for the historians?

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The Thera Volcano that erupted on Santorini changed the course of ancient history

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22. LESSON:

Cycladic and Minoan Culture

In class:

- timeline - make sure you understand the chronology of our topics

- location

- what kind of sources can be used by historian for studying the Cycladic and Minoan culture?

- what made the "cities" on the Crete so special?

- what are the limitations and the values of Homer´s text about Crete (slide 10)?

- for Minoan culture see the summary (slide 8)

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21. LESSON:

The Rise of Greece

In class:

Self-study - pre-reading

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20. LESSON:

History of Israel in the Bible

In class:

- how the historians can use the Bible for studying the history of Israel and Judaism

- for the important information about the history of the First and Second Kingdom in Israel see the after-reading on MB

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19. LESSON:

Israel and Judaism

In class:

- funny introduction - This land is mine!

- What is Palestine? (different meaning during the time - how can this fact affected the future conflicts in this region?)

- Geography of Holy Land (Israeli coastal plain = most fertile land in Israel and core of the first Kingdom)

- Timeline of the Land - see the presentation (most important period - 1st Temple period and 2nd Temple period)

History of the nation and the land couldn´t be connected necessarily (see the story of Abraham next lesson) - demonstrate this statement on the Jewish people and the Israel.

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Persian Empire - presentation

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18. LESSON:

After-reading (see Managebac - you don´t have to read Diversity + Dominace)

Persian Empire and its society

In class:

To your notebooks:

- politics and Society of Ancient Persia

- two founders  Cyrus and Darius I.

- two centers of the empire - Susa and Persepolis

- position of the king (comparison with Egypt and China - see the text Persian and Greek Perception of Kingship)

- religion (Zoroastrianism) - how did it influence Judaism and Christianity, dualism, Ahuramazda (monotheistic religion) etc..

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Persian and Greek Perceptions of Kingship

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17. LESSON:

In class:

Persian Empire

1) See this map
(location of original Persian homeland - harsh conditions for survival, why the Persians were forced to expand, agriculture, metal or bronze)

2) What sources are available to tell us about the Persians? (how did this fact affect the image of Persians in historiography?)

3) one of the first multi ethnic empire (see text from Herodotus in the presentation)

Homework:

Complete this worksheet and than compare your answers with your after-reading.

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Persia How would you manage such a vast empire

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16. LESSON:

Pre-reading (see managebac - read only p. 61,64 and 65)

In class:

Confucianism, Daoism and Legalism (basic intro).

What have these three religions/philosophies in common? (= peace, stability, order, family etc..)

Reading - Handout

- Education and society in Confucianism and Daoism

- What did Confucius believe?

-  Five Key Relationships in Confucianism

-  What role does Confucianism play today?

Complete your notes and add new information to your notebooks.

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15. LESSON:

In class:

See this picture and estimate, where the ancient Chinese civilisation arose and explain your choice.

Timeline of Chinese history - we will cover: Warring States period, Qin dynasty and Han dynasty.

Reading activity - Art of War
(how this text refers about Warring States period?)

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14. LESSON:

In class:

Essay structure:

Question: Compare and contrast the key features of civilizations in Mesopotamia and Egypt

"Opener": You should put your topic into historical context or define time period you will examine.

Linking statement: sends signals to your readers, highlighting the next point in your argument, linking to earlier ideas or clarifying the stage you have reached in your argument overall. (In IB History - Linking statement can be incorporated into the thesis statement)

Thesis statement:  A thesis statement is an interpretation of a question or subject - in IB History it also specifies categories you will examine in your essay (Support A, B, C).

Conclusion: The best way to end an essay is to restate your thesis and summarize your main points. Avoid including new information or minor details.

TRY TO AVOID:

- writing in first person

- using  “fluffy” language (this is not Creative Writing Course!)

- using informal language

-  irrelevant information (answer only the question - this is not Debate Club!)

Homework:

- use your notes and in class-reading and finish your own essay structure

- complete Support B, C (Support A must be about the agriculture)

- write conclusion

- don´t forget to bring evidence for both sides in PEE format (see padlet)

SEE MANAGEBAC

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How to write PEE - presentation

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13. LESSON:

In class:

Our first Pre-IB essay

An exam essay is really no different from a class or a homework essay, except that you have to write it without access to sources and within a given time period.

At the start of each question, there will be a "command term". Make sure you understand them properly.

For your preparation is required to understand how to write PEE

Point - makes a general argument

Evidence - a specific fact or evidence from history that supports the point

Explanation - explain the significance of the evidence and how it proves your point

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12. LESSON:

In class:

Reading activity - Environment and nature in ancient Egypt

- Read the text, use the color and draw your own Environmental map

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11. LESSON:

In class:

Ancient Egypt - introduction

To your notebook:

- Location

- Periodization - 3500 BC - 31 BC (three main period - Old, Middle and New Kingdom)

- Text and worksheet Hymnus to the Nile

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10. LESSON:

In class:

Archeology

- what is archeology
- what methods are used in archeology

IT-Activity

In the computer lab, you will go to this link, click "Go to Dig Site," then follow the instructions.

By the end you should have an aritifact catalog with explanations of your items based on what you learned from class or outside research. Explanations should be written in your own words.

http://mesopotamia.lib.uchicago.edu/interactives/DigIntoHistory.html

At the end, print to PDF and upload it to MB dropbox!

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9. LESSON:

In class:

Mesopotamia

To your worksheet:

- social hierarchical structure (3 classes)
- Why slavery was not prevalent and fundamental to the economy as it would be in the later societies

of Greece and Rome?
- law Code of Hammurabi (What is the most basic concept of law?)

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8. LESSON:

Mesopotamia

In class:

To your notebook:

- What is civilization and culture
- indicators of civilization?

To your worksheet:

- How did climate affect the rise of civilisation?
- city as  administrative centre (city-state)
- Irrigation canals in Mesopotamia (see this video)

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Mesopotamia And The First Civilisations (1)

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UNIT 1. First Human Civilizations (Paleolithic, Neolithic)

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UNIT 1. First Human Civilizations (Paleolithic, Neolithic)

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7. LESSON:

Presentation - Paleolith vs Neolith

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UNIT 1. First Human Civilizations (Paleolithic, Neolithic)

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UNIT 1. First Human Civilizations (Paleolithic, Neolithic)

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6. LESSON:

In class:

Using the unit knowledge and the information from the materials you have received, create a marketing and PR strategy to convince other people to live either in Paleolithic style or in Neolithic style.

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Rubric-PR The difference between the Paleolithic and Neolithic

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UNIT I. First Human Civilizations (Paleolithic, Neolithic)

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UNIT I. First Human Civilizations (Paleolithic, Neolithic)

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5. LESSON:

pre-reading p. 17-24 (SEE MANAGEBAC)

In class:

- summary (make sure, you are able to answer these questions):

How was society structured?

matrilineality vs matriarchy
religion and mysticism
families

In what ways were these societies advanced?

agricultural revolution
settlement
animal husbandry
pastoralism

Holocene and what effect did it have on food practices?

How do we know? (What kind of sources are available?)

Activity: Mozabook presentation Çatal Hüyük

- compare the paleolithic and neolithic settlement

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UNIT I. First Human Civilizations (Paleolithic, Neolithic)

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UNIT I. First Human Civilizations (Paleolithic, Neolithic)

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4. LESSON:

pre-reading p. 11–16 except case study Cave Art! - will be done in class (SEE MANAGEBAC)

In class:

- short summary (make sure, you are able to answer these questions):

What are the main features of the Paleolithic society?

How was society structured?

In what ways were these societies advanced?

How did they pass on their knowledge?

How we can recognize, if the society was matriarchal or patriarchal? Why do you think this is the case?

Brainstorming: How do we know something about this era? (What kind of sources are available?)

Discussion: What makes us human (Science? Art?)

Case study: textbook p. 12-13 (Cave Art + questions)

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3. LESSON:

Evolution - you should be able to explain what are the main points of these theory.

- what are the four psychological or anatomical traits distinguish humans from apes and other primates.
- migrations from Africa

Discussion: Could this traits somehow affect the life of the first humans?

Reading in class: Book of Genessis

Why do you think the ‘theory of evolution’ upset so many people in 19. century? Use the text (Book of Genesis) and try to find out some arguments to support your claims.

- What is Theistic evolution

Discussion: Worksheet (see under) + is the conflict between the religion and science really inevitable?

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2. LESSON:

pre-reading p. 5-11 (SEE MANAGEBAC)

Students will be able to distinguish between mythological/religious stories and scientific theories on the origin of life.

In class:

- How did life begin on Earth? Two theories

- You should be able to define the terms creationism and evolution, which give you the knowledge to explain, how the traits, that distinguish humans from apes, affected the life of the first humans.

- Creationism - Do you know some other non-christian stories of a first humans or life's beginnings?
-What is myth?
- See this two videos (ZULU and INKAS)  and answer these questions to your notebook:

1) What are key features of myths?
2) Myth as historical source?

Discussion: Do we realy need myths? (How would our modern myth looks like?)

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1. LESSON:

What you will need:

- gmail account
- create a folder with your name (in this folder there should be two another GEOGRAPHY and HISTORY) - Share with me johanesthomasculus@gmail.com

- log in:
https://padlet.com

Introduction to citation forms and academic ethic.

In class:

PP presentation:
- What are citations?
- What is plagiarism?
- What is academic ethic?
- Chicago Style
- Harward Reference Style
- Choose one of these types and be consistent!

Guidebooks for Chicago-Style:

https://www.ivcc.edu/uploadedFiles/emed/writingcenter/Stylebook/ChicagoFormulas.pdf

Guidebooks for Harward Reference Style:

http://guides.library.uwa.edu.au/ld.php?content_id=15709737