Download Honors History of Western Civilizations – The First Civilizations

Honors History of Western Civilizations – The First Civilizations
Chapter:
1
Essential Questions
1) How did humans become food producers rather than food gatherers?
2) Why was agriculture an essential step in the creation of river valley civilizations of Sumer & Babylon?
3) How did the Egyptians develop a prosperous, long-lasting, religious society along the Nile River from 3000 B.C. – 300 B.C.?
4) What did the Phoenicians and Israelites contribute to urban, religious, and cultural traditions?
5) How did the Assyrians & Persians establish powerful unifying empires in the Near East?
The Earliest Humans
Concepts
Paleolithicvs.Neolithic Age
Gender Roles
Positives/Negatives of
Agricultural Revolution
8 Features of Civilization
Terms/Events
Paleolithic Age
(Old Stone Age)
Nomadic
Neolithic Age
(New Stone Age)
Homo Sapiens
People
The First Civilizations in
Mesopotamia
Concepts
Positives/Negatives of
Geographic Area
Relationship with Gods
Trade, Math, & Writing
Epic of Gilgamesh vs.
Enuma Elish
Importance of
Hammurabi’s Code
Terms/Events
Mesopotamia
ziggurat
cuneiform
sexagesimal
Code of Hammurabi
Lex talionis
People
Gilgamesh
Sargon
Hammurabi
Egypt
Concepts
Old, Middle, New
Kingdoms – events,
achievements, decline
Egypt vs. Meso religions
Significance of
Mummification
Terms/Events
Pharaoh
Nile River
mummification
maat
hieroglyphics
Rosetta Stone
Tale of Isis & Osiris
People
Menes (Narmer)
Hatshepsut
Thutmose III
Amenhotep IV (Akhnaton)
Ramses II
Palestine
Concepts
Contributions of
Phoenicians
Bible as historic document
Importance of Hebrews
Terms/Events
Phoenicians
Indo-European
Semitic
Exodus
Covenant
Babylonian Captivity
Yahweh
Ten Commandments
People
Saul
Moses
Abraham
David
Solomon
The Near Eastern
Empires
Concepts
Importance of Assyrians
Significance of Persians
Dualism of Zoroasterianism
Terms/ Events
Assyrians
Neo-Babylonians
Persians
Zoroastrianism
dualism
People
Ashurbanipal
Nebuchadnezzar
Cyrus
Darius
Zoroaster
Ahura Mazda
“I Can” Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to
better prepare for unit assessments.
I CAN:
 _____Explain why the development of agriculture was so crucial for the establishment of civilization. (16.E.3a)(W)
 _____Describe the advantages & disadvantages of food producers over food gatherers. (17.A.4a)
 _____Analyze the gender roles during the Paleolithic & Neolithic Ages. (16.A.4a)
 _____Describe the characteristics of the Sumerian civilization as a significant development in Western history. (16.E.3a)(W)
 _____Analyze how cuneiform inscriptions and codes revealed much about Babylonian politics, society and culture. (16.B.2a)(W)
 _____Compare the Egyptian civilization to Mesopotamia in regards to the role their geography played in their development. (16.E.3a)(W)
 _____Connect Egyptian attitudes towards life after death to their religion and attitudes towards life in general. (16.A.4a)
 _____Explain the extraordinary influence of the Canaanites and Phoenicians. (16.E.4b)
 _____Decide how useful the Old Testament is a historical document. (16.A.4a)
 _____Describe the major innovations of the Hebrew religion and why they exert such an impact on Western civilization. (16.A.4a)
 _____Explain how Assyrian, Persian and other Near Eastern kings were able to hold their empires together. (16.B.2a)(W)
 _____List the tenets of Zoroastrianism and how it contributed to the Christian religion. (16.A.4a)
Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH)
Key Ideas and Details
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later
ones or simply preceded them.
Craft and Structure
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in
print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text
complexity band independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST)
Text Types and Purposes
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument
presented.
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create
cohesion, and clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic
and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued… (WHST)
Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Note
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narra tive
elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, stud ents must be
able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others
can replicate them and (possibly) reach the same results.