Final version: week of 10/26/15
FALL 2015 SYLLABUS
Weekly Lesson Plans for Dr. Schiller
Week of October 26–October 30, 2015
____________________________________________________________
Monday, October 26, 2015 :
“B” DAY SCHEDULE
Period 1B:
8:00 - 9:38 am
Nutrition:
9:38 - 9:48 am
Period 2B:
9:54 - 11:24 am
Period 3B:
11:30 - 1:00 pm
Lunch:
1:00 - 1:30 PM
Period 4B:
1:36 - 3:06 pm
AP History of Art:
HOMEWORK ASSIGNED TODAY
★ Fill out the Study Guide for Photography handed out in class. Due Wednesday.
★ Photography content packet will also be due on Wednesday, even though originally due
today
IN-CLASS TODAY:
WARMUP: Tell students to meet by flag at 8:30 am on Wednesday morning with lunch and drink.
We will be returning to school at 2 and you must go back to your Period 4B class.
Discuss the methods I learned at the AP History of Art workshop on Saturday. New ways of doing
things. More in class writing, but no tests!!!
We’ll go over the test on Friday
Hand out definitions sheet of form, function, content, and context
Go over this with students
Hand out daily notes sample
Show and discuss photography ppt and students use the daily notes format for required works
AP Macroeconomics: Period 3B
Standards:
Economic Indicators and how they work
Measuring Economic Performance
HOMEWORK ASSIGNED TODAY:
★ Watch and take notes on Khan Academy video: https://www.khanacademy.org/economicsfinance-domain/core-finance/inflation-tutorial/inflation-basics-tutorial/v/what-isinflation
IN-CLASS TODAY:
WARMUP: Tell students to meet by flag at 8:30 am on Wednesday morning with lunch and drink.
We will be returning to school at 2 and you must go back to your Period 4B class.
Daily quiz
Grade and go over quiz; then collect
Final version: week of 10/26/15
Finish going over test
Honors World History:
Standards:
10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the
following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the
Philippines.
1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the
role played by national security and strategic advantage; moral issues raised by the search for national
hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and
technology).
2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy,
Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
3. Explain imperialism from the perspective of the colonizers and the colonized and the varied
immediate and long-term responses by the people under colonial rule.
HOMEWORK ASSIGNED TODAY:
★ None, but make sure to bring textbook and binder to class on Wednesday
IN-CLASS TODAY:
WARMUP: Turn in homework
Take out “Gandhi” video questions
Students finish watching “Gandhi” and answer the questions
Class discussion of the movie and the questions and answers
____________________________________________________________
Tuesday, October 27, 2015: shortened day
“A” Schedule/SHORTENED DAY
Period 1A:
8:00 - 9:18 am
Nutrition:
9:18 - 9:23 am
Period 2A:
9:29 - 10:36 am
Period 3A:
10:42 - 11:49 am
Lunch:
11:49 - 12:19 pm
Period 4A:
12:25 - 1:32 pm
AP Macroeconomics: Periods 2A and 3A
Standards:
Economic Indicators and how they work
Measuring Economic Performance
HOMEWORK ASSIGNED TODAY:
★ Watch and take notes on Khan Academy video: https://www.khanacademy.org/economicsfinance-domain/core-finance/inflation-tutorial/inflation-basics-tutorial/v/what-isinflation
IN-CLASS TODAY:
WARMUP:
Final version: week of 10/26/15
★ Period 2A: Finish going over test and tell students going on tomorrow’s field trip to meet at 8:30
am inside front gate; bring lunch and drink; back at 2 pm
★ Period 3A: Finish “Capitalism: A Love Story” and turn in notes
Daily quiz
Grade and go over quiz; then collect
Honors World History:
Standards:
10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the
following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the
Philippines.
1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the
role played by national security and strategic advantage; moral issues raised by the search for national
hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and
technology).
2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy,
Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
3. Explain imperialism from the perspective of the colonizers and the colonized and the varied
immediate and long-term responses by the people under colonial rule.
HOMEWORK ASSIGNED TODAY:
★ None, but make sure to bring textbook and binder to class on Wednesday
IN-CLASS TODAY:
WARMUP: Take out “Gandhi” video questions
Students finish watching “Gandhi” and answer the questions
Turn in Gandhi questions and answers
____________________________________________________________
Wednesday, October 28, 2015 :
“B” DAY SCHEDULE
Period 1B:
8:00 - 9:38 am
Nutrition:
9:38 - 9:48 am
Period 2B:
9:54 - 11:24 am
Period 3B:
11:30 - 1:00 pm
Lunch:
1:00 - 1:30 PM
Period 4B:
1:36 - 3:06 pm
AP History of Art: on field trip to Skirball Museum for the Ansel Adams photography and
Manzanar exhibits
For students not on field trip:
CLASSWORK ASSIGNED TODAY:
WARMUP: Take a copy of the following article:
Grave of ‘Griffin Warrior’ at Pylos Could Be a Gateway to Civilizations
By NICHOLAS WADEOCT. 26, 2015
New York times.com
Final version: week of 10/26/15
Archaeologists digging at Pylos, an ancient city on the southwest coast of Greece, have discovered the
rich grave of a warrior who was buried at the dawn of European civilization.
Stories from Our Advertisers
He lies with a yardlong bronze sword and a remarkable collection of gold rings, precious jewels and
beautifully carved seals. Archaeologists expressed astonishment at the richness of the find and its
potential for shedding light on the emergence of the Mycenaean civilization, the lost world of
Agamemnon, Nestor, Odysseus and other heroes described in the epics of Homer.
“Probably not since the 1950s have we found such a rich tomb,” said James C. Wright, the director of
the American School of Classical Studies at Athens. Seeing the tomb “was a real highlight of my
archaeological career,” said Thomas M. Brogan, the director of the Institute for Aegean Prehistory
Study Center for East Crete, noting that “you can count on one hand the number of tombs as wealthy
as this one.”
The warrior’s grave belongs to a time and place that give it special significance. He was buried around
1500 B.C., next to the site on Pylos on which, many years later, arose the palace of Nestor, a large
administrative center that was destroyed in 1180 B.C., about the same time as Homer’s Troy. The
palace was part of the Mycenaean civilization; from its ashes, classical Greek culture arose several
centuries later.
The palaces found at Mycene, Pylos and elsewhere on the Greek mainland have a common
inspiration: All borrowed heavily from the Minoan civilization that arose on the large island of Crete,
southeast of Pylos. The Minoans were culturally dominant to the Mycenaeans but were later overrun
by them.
How, then, did Minoan culture pass to the Mycenaeans? The warrior’s grave may hold many answers.
He died before the palaces began to be built, and his grave is full of artifacts made in Crete. “This is a
transformative moment in the Bronze Age,” Dr. Brogan said.
The grave, in Dr. Wright’s view, lies “at the date at the heart of the relationship of the mainland culture
to the higher culture of Crete” and will help scholars understand how the state cultures that developed
in Crete were adopted into what became the Mycenaean palace culture on the mainland.
Warriors probably competed for status as stratified societies formed on the mainland. This developing
warrior society liked to show off its power through high-quality goods, like Cretan seal stones and
gold cups — “lots of bling,” as Dr. Wright put it. “Perhaps we can theorize that this site was that of a
rising chiefdom,” he said.
The grave was discovered this spring, on May 18, by Jack L. Davis and Sharon R. Stocker, a husbandand-wife team at the University of Cincinnati who have been excavating at Pylos for 25 years.
The top of the warrior’s shaft grave lies at ground level, seemingly so easy to find that it is quite
surprising the tomb lay intact for 35 centuries.
Final version: week of 10/26/15
“It is indeed mind boggling that we were first,” Dr. Davis wrote in an email. “I’m still shaking my
head in disbelief. So many walked over it so many times, including our own team.”
The palace at Pylos was first excavated by Carl Blegen, also of the University of Cincinnati, who on
his first day of digging in 1939 discovered a large cache of tablets written in the script known as
Linear B, later deciphered as the earliest written form of Greek.
Whether or not Blegen’s luck was on their mind, Dr. Davis and Dr. Stocker started this season to
excavate outside the palace in hope of hitting the dwellings that may have surrounded it and learning
how ordinary citizens lived. On their first day of digging, they struck two walls at right angles. First
they assumed the structure was a house, then a room, and finally a grave.
“I was very pessimistic about this,” Dr. Davis said, thinking that the grave was probably some
medieval construction, or that even if it was prehistoric it would almost certainly have been robbed.
But a few days later, he received a text message from the supervising archaeologist saying, “I hit
bronze.”
What he and Dr. Stocker had stumbled on was a very rare shaft grave, 5 feet deep, 4 feet wide and 8
long. Remarkably, the burial was intact apart from a one-ton stone, probably once the lid of the grave,
which had fallen in and crushed the wooden coffin beneath.
The coffin has long since decayed, but still remaining are the bones of a man about 30 to 35 years old
and lying on his back. Placed to his left were weapons, including a long bronze sword with an ivory
hilt clad in gold and a gold-hilted dagger. On his right side were four gold rings with fine Minoan
carvings and some 50 Minoan seal stones carved with imagery of goddesses and bull jumpers. “I was
just stunned by the quality of the carving,” Dr. Wright said, noting that the objects “must have come
out of the best workshops of the palaces of Crete.”
An ivory plaque carved with a griffin, a mythical animal that protected goddesses and kings, lay
between the warrior’s legs. The grave contained gold, silver and bronze cups.
The warrior seems to have been something of a dandy. Among the objects accompanying him to the
netherworld were a bronze mirror with an ivory handle and six ivory combs.
Photo
An ivory comb from the site. Credit Department of Classics/University of Cincinnati
Because of the griffins depicted in the grave, Dr. Davis and Dr. Stocker refer to the man informally as
the “griffin warrior.” He was certainly a prominent leader in his community, they say, maybe the preeminent one. The palace at Pylos had a king or “wanax,” a title mentioned in the Linear B tablets, but
it’s not known if this position existed in the griffin warrior’s society.
Ancient Greek graves can be dated by their pottery, but the griffin warrior’s grave had none: His
vessels are made of silver or gold, not humble clay. From shards found above and below the grave,
however, Dr. Davis believes it was dug in the period known as Late Helladic II, a pottery-related
chronology that corresponds to 1600 B.C. to 1400 B.C., in the view of some authorities, or 1550 B.C.
to 1420 B.C., in the view of others.
Final version: week of 10/26/15
If the earliest European civilization is that of Crete, the first on the European mainland is the
Mycenaean culture to which the griffin warrior belongs. It is not entirely clear why civilization began
on Crete, but the island’s population size and favorable position for sea trade between Egypt and
Greece may have been factors. “Crete is ideally situated between mainland Greece and the east, and it
had enough of a population to resist raids,” said Malcolm H. Wiener, an investment manager and
expert on Aegean prehistory.
The Minoan culture on Crete exerted a strong influence on the people of southern Greece. Copying
and adapting Minoan technologies, they developed the palace cultures such as those of Pylos and
Mycene. But as the Mycenaeans grew in strength and confidence, they were eventually able to invade
the land of their tutors. Notably, they then adapted Linear A, the script in which the Cretans wrote
their own language, into Linear B, a script for writing Greek.
Linear B tablets were preserved in the fiery destruction of palaces when the soft clay on which they
were written was baked into permanent form. Caches of tablets have been found in Knossos, the main
palace of Crete, and in Pylos and other mainland palaces. Linear B, a script in which each symbol
stands for a syllable, was later succeeded by the familiar Greek alphabet in which each symbol
represents a single vowel or consonant.
The griffin warrior, whose grave objects are culturally Minoan but whose place of burial is
Mycenaean, lies at the center of this cultural transfer. The palace of Pylos had yet to arise, and he
could have been part of the cultural transition that made it possible. The transfer was not entirely
peaceful: At some point, the Mycenaeans invaded Crete, and in 1450 B.C., the palace of Knossos was
burned, perhaps by Mycenaeans. It is not yet clear whether the objects in the griffin warrior’s tomb
were significant in his own culture or just plunder.
“I think these objects were not just loot but had a meaning already for the guy buried in this grave,”
Dr. Davis said. “This is the critical period when religious ideas were being transferred from Crete to
the mainland.”
The Mycenaeans used the Minoan sacred symbol of bull’s horns on their buildings and frescoes, and
their religious practices seem to have been a mix of Minoan concepts with those of mainland Greece.
Archaeologists are looking forward to studying a major unlooted tomb with modern techniques like
DNA analysis, which may shed light on the warrior’s origin. DNA, if extractable from the warrior’s
teeth, may tell where in Greece he was born. Suitable plant material, if found in the tomb, could yield
a radiocarbon date for the burial.
This and other techniques allow far more information to be extracted from a rich grave site than was
possible with the picks and shovels used by earlier excavators. “We’ve come a long way from
Heinrich Schliemann,” said Mr. Wiener, referring to the efforts of the 19th-century German
businessman who excavated Troy and Mycene to support his view that the events described by Homer
were based on historical fact.
Final version: week of 10/26/15
Read and take notes on the article
Turn in the notes
AP Macroeconomics: Periods 3B (for those not on field trip)
CLASSWORK ASSIGNED TODAY:
In your manual, read and answer the following:
★ Unit 3 Key Ideas
★ Activity 3-1
★ Activity 3-2
★ Activity 3-3
Honors World History: SUB (WHILE ON FIELD TRIP)
HOMEWORK ASSIGNED TODAY:
★ None, but make sure to bring textbook and binder to class on Thursday
CLASSWORK ASSIGNED TODAY:
Take a Sepoy Rebellion Document packets and put your name on it, because it will be collected at
the end of the period.
Read each of the 5 documents carefully. You may underline or highlight important items in the
documents.
Then answer the questions for each document that are in the packet. The answers should be as
detailed as possible and include everything which answers the question, not just one thing.
After you have finished with the questions fro all the documents, write an answer to the freeresponse question on the last page. Remember to support what you say with evidence from all the
documents. If a document contradicts what their conclusion is, you must explain why that document
is not trustworthy. Write your answers directly on that piece of paper, and continue on the back if
necessary.
At the end of the period, turn in your packet to the sub.
____________________________________________________________
Thursday, October 29, 2015 : PHBAO MEETINGS FROM 3:30 TO 5:30
“A” DAY SCHEDULE
Period 1A:
8:00 - 9:38 am
Nutrition:
9:38 - 9:48 am
Period 2A:
9:54 - 11:24 am
Period 3A:
11:30 - 1:00 pm
Lunch:
1:00 - 1:30 PM
Period 4A:
1:36 - 3:06 pm
AP Macroeconomics: Periods 2A and 3A
Standards:
Economic Indicators and how they work
Measuring Economic Performance
HOMEWORK ASSIGNED TODAY:
★ If you went on the field trip, type a thank you note to the Docents of the Skirball Cultural Center,
(1) thanking them for the bus and field trip, (2)what school you are with, (3) at least one thing you
Final version: week of 10/26/15
learned, and (4) either one suggestion for improvement with the docent tour or one thing that you
are going to do now as a result of what you learned during the tour.
IN-CLASS TODAY:
WARMUP: Turn in notes on the Khan Academy Inflation video
Announcement about Halloween, etc.
Daily quiz: The price of a gallon of gas is $1.10 per gallon. If the price changes to $2.00 per
gallon, show me graphically what happens? Answer: at price increase, movement along both curves,
QS greater than QD.
Grade and go over quiz; then collect
Go over Activity 2-2
Exports minus imports equals Net Exports
real interest rate plus expected (anticipated) inflation equals nominal interest rate
“unanticipated inflation” always means MORE inflation than the lender and borrower guessed their
would be. With unanticipated inflation, the borrower wins and the lender loses
Begin to go over Activity 2-3
Went over how to construct a market basket
Example:
year 2010 (let’s assume this is the base year)
Item
# of items
gal. of milk
7
2010 price/item
$1.00/gal
Total price/item
$7.00
toilet paper
(4-pack)
$2.00/pack
$6.00
3
loaf of bread
2
$3.00/loaf
$6.00
_________________________________________________________
Total basket
$19,00
cost in 2010
CPI = basket price in the current year
X 100
basket price in the base year
So if the base year is the year you are looking at, i.e. the current year, then the CPI will
ALWAYS be 100 [because the numerator and the denominator will be the same number]
Honors World History:
HOMEWORK ASSIGNED TODAY:
★ Due tomorrow if you have not already finished it or turned it in: the Sepoy Rebellion documents
and free-response packets
★ Due Monday: read and take outline notes on Chapter 9, section 3, “European Claims in Muslim
Regions”, p.298 - 302 and also write down the key terms, people,and places on p. 298 plus their
definitions
IN-CLASS TODAY:
WARMUP: Hand back Gandhi questions and answers
Daily quiz:
1. How old were Gandhi and his wife when they were married? 13
2. What is Gandhi’s philosophy: Active, nonviolent, noncooperation
Final version: week of 10/26/15
3. What happened at Amritsar? massacre
4. What were the Indians protesting when violence by Indians broke out? boycotting British cloth
5. How did Gandhi stop the violence? by fasting
e.c. What are the two main religions in India? Hinduism and Islam
Grade and go over quizzes
Hand back incomplete Sepoy Rebellion document and free-response packets from yesterday, and
give the absent people the packets
Once the packets are complete, work on the homework
___________________________________________________________
Friday, October 30, 2015 :
“B” DAY SCHEDULE
Period 1B:
8:00 - 9:38 am
Nutrition:
9:38 - 9:48 am
Period 2B:
9:54 - 11:24 am
Period 3B:
11:30 - 1:00 pm
Lunch:
1:00 - 1:30 PM
Period 4B:
1:36 - 3:06 pm
AP History of Art:
HOMEWORK ASSIGNED TODAY
★ If you went on the field trip, type a thank you note "To the Docents of the Skirball Cultural
Center", (1) thanking them for the bus and field trip, (2)what school you are with, (3) at least one
thing you learned, and (4) either one suggestion for improvement with the docent tour or one
thing that you are going to do now as a result of what you learned during the tour
★ Type and answer to the following essay question:
The work on the left is the Anavysos Kouros, 530 BCE, made of marble. Both works are from
ancient Greece. The work on the left is older than the work on the right (Late Classical Style).
Fully identify the work on the right.
Final version: week of 10/26/15
Both works express idealization. Discuss how the concept of the ideal has changed from the
work on the left to the work on the right.
Discuss how the concept of the ideal has remained the same from the work on the left to the
work on the right.
IN-CLASS TODAY:
WARMUP: Go over upcoming homework with class.
Brief discussion of the field trip.
Get into pairs and discuss the following essay question:
Cultures often have burial traditions that are represented in works of art. This work is Tutankhamen’s
Tomb and innermost coffin from the New Kingdom of ancient Egypt. It is dated from c. 1323 BCE
and is made of gold with inlays of enamel and semiprecious stones.
•
•
•
•
•
•
Show how this work represents a burial tradition associated with ancient Egypt.
Discuss specific elements of the work that reflect this burial tradition.
Select and completely identify another work of art that represents a burial tradition.
Show how this second work represents a burial tradition associated with its culture.
Discuss specific elements of the work that reflect this burial tradition.
You may either select a work form the list below or select one of your own choosing. You are not
limited to the works in the official image set.
Catacomb of Priscilla
Etruscan, Sarcophagus of the Spouses
Stele of Hegeso
Taj Mahal
After you and your partner have selected the second work, and made notes or an outline together,
separate and write an essay that answers all of the bullet points. This is meant to be a 30-minute essay
eventually.
Turn in essay or take it home to finish.
Final version: week of 10/26/15
AP Macroeconomics: Period 3B
Standards:
Economic Indicators and how they work
Measuring Economic Performance
HOMEWORK ASSIGNED TODAY:
★ If you went on the field trip, type a thank you note to the Docents of the Skirball Cultural Center,
(1) thanking them for the bus and field trip, (2)what school you are with, (3) at least one thing you
learned, and (4) either one suggestion for improvement with the docent tour or one thing that you
are going to do now as a result of what you learned during the tour.
IN-CLASS TODAY:
WARMUP: Turn in notes on the Khan Academy Inflation video
Daily quiz: The price of a gallon of gas is $1.10 per gallon. If the price changes to $2.00 per
gallon, show me graphically what happens? Answer: at price increase, movement along both curves,
QS greater than QD.
Grade and go over quiz; then collect
Go over Activity 2-2
Exports minus imports equals Net Exports
real interest rate plus expected (anticipated) inflation equals nominal interest rate
“unanticipated inflation” always means MORE inflation than the lender and borrower guessed their
would be. With unanticipated inflation, the borrower wins and the lender loses
Begin to go over Activity 2-3
Went over how to construct a market basket
Example:
year 2010 (let’s assume this is the base year)
Item
# of items
gal. of milk
7
2010 price/item
$1.00/gal
Total price/item
$7.00
toilet paper
(4-pack)
$2.00/pack
$6.00
3
loaf of bread
2
$3.00/loaf
$6.00
_________________________________________________________
Total basket
$19,00
cost in 2010
CPI = basket price in the current year
X 100
basket price in the base year
So if the base year is the year you are looking at, i.e. the current year, then the CPI will
ALWAYS be 100 [because the numerator and the denominator will be the same number]
Honors World History:
HOMEWORK ASSIGNED TODAY:
★ Due Monday: read and take outline notes on Chapter 9, section 3, “European Claims in Muslim
Regions”, p.298 - 302 and also write down the key terms, people,and places on p. 298 plus their
definitions
Final version: week of 10/26/15
IN-CLASS TODAY:
WARMUP: Turn in Sepoy Rebellion documents
For Halloween and history, watch “The History of the Guillotine”
Hand back papers