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Read the excerpts from the Florentine Chronicle and The Decameron and complete the relevant parts of the chart in the back of the packet.

Read the two Muslim accounts of the Black Death ("An Altered World" and "The Catastrophe of the 14th Century") and complete the relevant parts of the chart at the end of the packet distributed today.

For each source,

• record the effects of the plague and
• how people responded to it.

We will complete the chart tomorrow. For those of you interested in the spread of the plague, this map is useful. In addition, there is an excellent segment from the History of Britain series that documents the effects of the Black Death in England. It is available through YouTube, divided into six parts: part 1, part 2, part 3, part 4, part 5, part 6

You've read two prominent historians’ statements about the cumulative impact of the spread of Islam and its political, economic, and cultural dominance in Afroeurasia during the period from 632-1000 CE and beyond. Now you are going to take some notes on the evidence presented by ONE of the two authors (Remember: for Chaudhuri this means two short pieces) using one of the following methods:

Option A

• Divide a sheet of notebook paper into eight equal sections (two columns by four rows works well)
• Write a heading at the top of each box that reflects a realm of activity in which Islam had some impact, and quote segments from the ONE excerpt you've chosen in support of that type of impact. It might be easier to use short forms of the quotes and highlight the longer passages in your text.
• The eight example headings I presented in class are: urbanization, migration, growth of trade, spread of knowledge, language, law, technology, and governance. You may use these or identify other categories on your own.

Option B

• Rather than making the chart, prepare a list of headings and assign each one a unique highlighting or underlining characteristic (pink highlighter, yellow highlighter, underlined in pen, underlined in blue ink, etc.).
• Create a key on your handout matching categories to the highlighting or underlining.
• Identify and mark the quotes in the reading that provide evidence for the impact of Islam in the "realms of activity" you have chosen.

Alternatives to the collection of maps in ch. 11 of your textbook...

Islamic expansion to 750 CE

Islamic World to 1500 CE

If you find good ones, please add a link.

Here they are. Study well. Remember to support your answer with specific evidence from the handouts and/or textbook.

1. (from the unit Emergence of Complex Society in East Asia, 1200 – 200 BCE ) Why have most societies with resources for large-scale building constructed great public tombs for their rulers and other powerful women and men? What social and political purposes have monumental tombs served? Anchor your answer with our study of Shang tombs and any other relevant Big Era 4 examples. [note: It might be helpful for comparison to think about the purposes for which Americans have built large monuments or tombs dedicated to famous leaders such as Washington, Jefferson, Lincoln, or Grant? On the other hand, why are most American leaders of the past buried in relatively modest graves rather than ornate tombs? What might the style in which leaders are buried tell us about a society’s values?)
2. (from the unit An Age of Greek and Persian Power, 600 – 200 BCE) What means did emperors use to organize and control human populations within their empires? How did cultural diversity or lack of cultural diversity help or hinder their rule?
3. (from the unit Giant Empires of Afroeurasia, 300 BCE – 500 CE) How did the empires of the 300 BCE – 500 CE period contribute to or hinder the spread of Christianity and Buddhism?

• Read the Historical Context for the Han Empire (on the first sheet of today's handout) - this will provide a good background to what we will be doing over the next few days.
• Study the graphic organizer (handout 2.2) and complete one of the the following handouts. 2.3 is more challenging but more interesting.
• for 2.3 - write out answers to the Discussion Questions and consider the Challenge! (we will address this in class)
• for 2.4 - complete the handout

Using the 5 maps of empires and states in the Big Era 5 Powerpoint,

• locate 3 states for each map (Afroeurasia in 600 CE, Afroeurasia in 800 CE, Afroeurasia in 1237 CE, Afroeurasia in 1400 CE, and the Americas in 1500 CE) and enter the information on the chart I distributed on Friday;
• use your textbook or Wikipedia for the dates;
• remember to use narrow geographic regions (East Asia, Southwest Asia, South Asia, etc, rather than just Asia) in the last column.

Using the Big Era 5 Powerpoint below, complete the chart we started in class today. Remember, your Time Travel project must be emailed to me by the end of the day (3:45 PM).

The following are the categories for Athens Jeopardy, which we will play on Friday and Monday. Use the organization of the manual to focus your preparation.

1. FIRST ROUND

• "It's all Greek to Me" (Important Greek words to know)
• "Pericles' Rules of Order" (All about the procedures of the assembly)
• "When in Athens" (Places to go and things to see in Athens)
• "The School of Hellas" (Famous Athenian writers and artists)
• "Glory Days" (The good old days, before the war began)

1. DOUBLE JEOPARDY

• "The Longest War" (It goes without saying that this the Peloponnesian War)
• "Big Book, Big Problem" (Does this Greek proverb fit Plato's Republic?)
• "Beyond the Piraeus" (There is a whole wide world outside Athens)
• "Tell It To the Archon" (On rules related to lawsuits)
• "Of Course" (Critical information from the syllabus)

World History 9 Geography Test

I have attached below the PowerPoint presentation on Roman history we covered earlier. Remember, it might be a good place to look for ideas for your Annotated Bibliography. I have also attached the rubric we will be using to assess your Spartacus paper.

Attached below are the documents in the instruction packet I distributed today...just in case you lose them.

Read the attached for tomorrow. Write down any questions you may have and raise them in class.

Please review the section on Confucianism in the textbook (4.4) and read the short excerpt from the Analects
on p. 965. Be prepared to discuss the three questions at the bottom of p. 965.

Attached is the play you are to read for homework. Read the entire packet, including the introduction, and be prepared to answer the discussion questions. There will be a short quiz tomorrow on the reading. Remember, the Phoenicians map quiz is next Tuesday!

The requirements for the final project are in the handout I distributed earlier in the term. I've copied the text (with some of the modifications we made in class) below.

As an alternate to one of the unit papers, you may identify and prepare an alternate film for one of the three units in this class (Politics and Morality, Self-Love and Ambition, and Property, Commerce, and the Romantic Critique). This will entail selecting a film, identifying key scenes connected to the unit themes, and preparing discussion questions and paper topics linking the film to unit readings. Use the examples found on the website as a model for your work.

Requirements:

• The film must be full length (100+ mins.) and must be approved by me ahead of time. A 1-2 page, double-spaced synopsis of the film and its connection to the theme must be submitted. (You've written this part once; edit it and this part is done!)
• A minimum of four suggested scenes from the film must be identified and prepared. The write-up for each scene, which should be modeled on those already in the curriculum (see the website), includes:
1. title and time signature for the scene
2. brief (2-3 sentences) introduction to the setting of the scene
3. transcript of the dialog
4. 3-5 discussion questions that direct the viewer to think about the scene and the film in the context of the unit themes
5. 3-5 paper topics that in some way incorporate aspects of the film and the ideas of one or more unit author(s). A 1-2 paragraph synopsis of a possible answer to each paper topic must also be included.

This assignment will be graded on the degree to which they meet these objectives and according to the grading standards set out in the syllabus.

Any questions? Email me.

All groups should be prepared to discuss the three questions in part 2 of the Assyrians handout for the sources they were given. A digital copy of the sources is available below. Each person should also do the assignment in part 4, labeled "for homework," on the same page. Remember, you need only write a single diary entry.

In the middle of the packet I distributed today, right after the Phoenician/Greek trading zones map, is a handout that reads "Empire Building: The Assyrians." Complete #1 for tomorrow.

As we discussed briefly in class today, in 1200 BCE, there were approximately 16 cities with populations of 20,000 or more (14 of them in the Indo-Mediterranean region, 2 in China). In other words, the great majority of the world's largest cities at the beginning of Big Era Four were in Indo-Mediterranea. Has this pattern continued? Today, China has 11 cities which have populations of 2 million, and 159 cities with 200,000-500,000 inhabitants. Look up answers to the follwoing questions and we will discuss your findings tomorrow in class.

1. What are the 5 largest cities (by population) in the Indo-Mediterranean region today?
2. What are the 10 largest cities (by population) in the world? Did any of the top 5 Indo-Mediterranean cities make the list?

Write out in your own words a one paragraph summary of historians' views of the period 1400-1200 BCE in Indo-Mediterranea based on the reading you did in class today.