Download Lesson 8: The Human Story Outside of Afroeurasia

Seventh Grade Social Studies: Early World History
Unit 3: Early Civilizations and the Emergence of Pastoral Peoples (4000 - 1000 B.C.E.)
SS070308
Lesson 8
Lesson 8: The Human Story Outside of Afroeurasia - Historical Patterns in
Different World Zones
Big Ideas of the Lesson

During Era 2, most of the world’s population lived in Afroeurasia. The civilizations
developed in Afroeurasia earlier in Era 2 than did civilizations in other world zones.
Nevertheless, humans lived in every region of the world except Antarctica.

During Era 2, there were four world zones that developed quite independently from
each other: Afroeurasia, Sub-Saharan Africa, the Americas, and Oceania. People in
each zone had contact with each other, but the zones were generally isolated from
each other by geographic features (oceans, deserts, etc.).
 Humans in these world zones developed in some similar ways, although at different
paces. However, each zone was also different, being shaped by the interactions of
humans with the unique geographies and resources in each place.
Lesson Abstract:
In this lesson, students are introduced to the concept of world zones during Era 2 through a
PowerPoint presentation and connected discussion activities.
Students make predictions about the differences and similarities between these zones, and then
engage in group-based, guided-reading exercises about the three zones they have not yet studied:
Sub-Saharan Africa, the Americas, and Oceania.
Having looked at these three zones, and having already studied Afroeurasia in previous lessons, the
students focus on one of these four regions.
Two groups will be formed to discuss each region, and students will review what they have read in
order to generate lists of advantages and disadvantages to living in their assigned zone during Era 2.
Students present summaries of their lists and then carry out a Four Corners activity in which they
each select the zone they would have preferred to live and discuss their choice with students who
chose the same area.
The teacher closes out the lesson by reviewing what students found most interesting about each
zone. To extend the lesson, students write a one page essay providing a structured argument about
which zone they think would have been the best to live in during Era 2.
Key Concepts
cities
civilization
conflict and cooperation
cultural diffusion
intensification
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Seventh Grade Social Studies: Early World History
Unit 3: Early Civilizations and the Emergence of Pastoral Peoples (4000 - 1000 B.C.E.)
SS070308
Lesson 8
nomadic pastoralism
social hierarchy
technology
world zones
Lesson Sequence:
1. Begin this lesson by displaying Slide 1 of the PowerPoint for Lesson 8, “The Human Story
Outside of Afroeurasia - Historical Patterns in Different World Zones.” We have been focusing on
the story of human development in Afroeurasia during this unit, but now we will expand our focus
a bit.
2. Slide 2: Turn and Talk with the questions on the slide:
 If we have been focusing on Afroeurasia… what do you think are the other areas of the
world and what was happening in those places during Era 2?
 Do you think there were people living in these areas, and if so, how do you think they
lived?
Share ideas, and then two or three pairs will share their predictions. At this point in the lesson,
the idea is to activate prior knowledge and get you thinking about the topic, so don’t spend too
long in the process off sharing. The lesson will support, extend, and even challenge these ideas.
3. Advance now to Slide 3: a definition of the term “world zones.” Read the first definition out loud:
“Large regions within which there were connections
between human communities, but
between which connections
were so sporadic (didn’t happen a lot) that they don't really
count.”
Another student reads the paraphrasing out loud:
In other words, world zones are areas that have lots of
movement and interaction
among the people who live there,
but they are not connected to other world zones (the
people in
one zone generally did not have any contact with people in other
zones).
Keep this definition in mind as you view the next slides.
Read the second explanation out loud one more time, and then advance to Slide 4: shows a map
of the world with one representation of world zones.
This map shows one way to divide the world into historical world zones.
These world zones represent areas of the world that were isolated from each other at some point
in history.
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Seventh Grade Social Studies: Early World History
Unit 3: Early Civilizations and the Emergence of Pastoral Peoples (4000 - 1000 B.C.E.)
SS070308
Lesson 8
4. Proceed to Slide 5, which depicts another way to look at world zones in Era 2. Ask students to
silently study the map for several seconds. Explain to the students that this map represents a
different way of thinking about world zones, and that this particular idea of world zones is what
will be used in this lesson to help us think about how people were living in other parts of the
world. Explain to the students that world zones can be represented in different ways because
they are ideas that people have made up to help us think about history, and this particular way of
dividing up the world works well when studying life in Era 2.
Ask one or two students to describe what they are seeing on the map. Have them read the
names of these world zones. Then, have the whole class engage in a Turn and Talk with the
questions on the slide: What geographic features separate each world zone? What would have
prevented people from one zone from having contact with people in another zone?
Give the students a minute or two to talk, and then get their attention. Ask a couple of different
Turn and Talk teams share their ideas. Students should identify the oceans as one geographic
barrier between zones. If students don’t mention the Sahara Desert, direct their attention back to
the map on the slide, and ask them to guess what separates Afroeurasia from Sub-Saharan
Africa... emphasize the word “Sahara” when you read the name out loud. If students don’t pick
up on the clue, explain to them that the Sahara Desert began to really form at the beginning of
Era 2 and over time really divided these zones, although not completely (there was some travel
across the desert, but not by large groups of people.
5. Move on to Slide 6, and discuss the title of the slide. Explain to the students that they are going
to make their best guesses, or inferences, as to how people lived in each zone. They will turn
these in and at the end of the lesson, they will re-visit these guesses to see how their thinking
has changed (this isn’t about being right or wrong... it is about noticing where their thinking is at
one point and then tracking how their thinking changes). As directed on the slide, have students
make a simple table to record their thinking. They will be making their best guesses as to how
people in each zone got their food, what technologies they had, and what type of settlements or
groups they lived in. Have students engage in a Stop and Jot as instructed on Slide 6.
6. Have students turn in their work and ask two or three students who have not yet spoken during
this class to share their predictions. Don’t delve into their answers, but remind them that they will
re-visit these ideas later.
Teacher Note: These moments are about shifting students’ attention from finding the “right”
answer to getting them to take risks as they share their thinking. Over time, we want students to
learn that their thinking processes are more important than whether or not they immediately get
the “right” answer. Many students don’t participate in class discussions because they think they
don’t have the “right” answer, so we are trying to shake up that dynamic and turn classroom talk
into a space for trying out and evaluating different ideas as opposed to voicing one “correct”
answer.
7. Proceed to Slide 7, which introduces the next section of the lesson. Call students’ attention to
the question on the slide: Where would you have wanted to live? Direct students to keep this
question in mind as they go through the lesson, and let them know that they will have to write a
one page essay at the end of the lesson in which they select a world zone and offer logical,
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Seventh Grade Social Studies: Early World History
Unit 3: Early Civilizations and the Emergence of Pastoral Peoples (4000 - 1000 B.C.E.)
SS070308
Lesson 8
evidence-based reasons for this choice. Explain ahead of time that there are no wrong answers
to this question, only ones that aren’t well supported.
8. Distribute the handout “Student Handout 1: World Zone Checklist,” located in the
Supplemental Materials (Unit 3, Lesson 8) and display Slide 8, which shows the handout on the
slide. Tell the students that they will use this graphic organizer to help them think about life in
each region as you provide a mini-lecture and PowerPoint presentation on life in the world zones
during Era 2. Explain to the students that they will be getting an overview of life in each zone at
different times during Era 2 with the PowerPoint presentation. For each zone at each point in
time, they should check off the attributes (characteristics) that were present. Before moving on,
make sure the students understand each of the attributes they will be thinking about. Ask for
volunteers to quickly summarize what they think is meant by each of the following:
 Pastoral nomadism
 Small-scale farming / sedentism (small villages)
 Large-scale farming / cities
 Metallurgy
 Kingdoms / empires
9. Follow this up by reviewing definitions which are also on Slide 9. Have student volunteers read
each entry out loud for the class.
Pastoral nomadism
Small-scale Farming /
Sedentism (small villages)
Large-scale Farming / Cities
Metallurgy
Kingdoms/empires
People who live by herding larger mammals, moving from
place to place to find new pastures.
Small villages with some farming, but also some foraging.
They have enough food available so that they don’t have to
move around, but not enough to support a large population.
Cities with possibly thousands of people, made possible
because there is enough agriculture to allow for surpluses of
food. Not everyone has to farm and many people specialize
in other areas.
The knowledge of how to mine, process, and use metals for
tools, weapons, and jewelry. Bronze was the first highly
useful metal for tools and weapons.
Societies with agricultural surpluses, cities, and centralized
governments ruled by some sort of king. They often
expanded and tried to rule other areas through force, but
also traded with other kingdoms.
10. Now advance to Slide 10, A Global Snapshot: 3500 BCE. Use this slide to walk students
through the graphic organizer and help them understand what they are to do with the checklist.
Read the first entry (on Afroeurasia) out loud. Ask students if the passage mentions pastoral
nomadism (it does). Have students then place a check mark in the box that corresponds to
Afroeurasia, pastoral nomadism and 3500 BCE. Go back to Slide 8 to demonstrate for students
where to put this check mark. Then repeat the instructions that for each zone in each time
period, the students are to check off which characteristics were present according to the
information on the slide.
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Seventh Grade Social Studies: Early World History
Unit 3: Early Civilizations and the Emergence of Pastoral Peoples (4000 - 1000 B.C.E.)
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Lesson 8
11. Proceed in a similar fashion through Slide 11 for 2500 BCE, Slide 12 for 1500 BCE, and Slide
13 for 1000 BCE. For each slide, alternate between reading passages yourself and asking
different students to read them out loud. After reading each passage, give students time to check
attributes off on their charts if necessary. If helpful, you can turn these moments into Turn and
Talks and allow students to collaborate in pairs.
Look for signs of confusion as you monitor student work. Direct students back to the information
on the slides instead of giving answers yourself when they ask for help. It may be helpful to run
through the chart after each era, having different students share their ideas, but only if time
allows and only if all students seem to be working independently (you want to avoid situations
where half of the students do the work while the other waits for them to share their answers out
loud so they can just copy).
12. Once you have worked through these slides and students have had enough time to think about
each zone during each time point in Era 2, advance to Slide 14. The questions on Slide 14
serve to help students think about the larger patterns demonstrated by the information on their
checklist. Direct students to compare what got checked off, and when it appeared if it did, for
each zone. Then have them Turn and Talk as directed on the slide:
• What seems to be the larger pattern of difference between the world zones? How are
they different from each other?
• What would a map of world zones look like for the world today?
• How has the world changed?
Once students have had enough time to talk about all three questions, have different teams
share their thinking about each question. Allow other students time to respond and add their own
thoughts. Advance to Slide 15 which shows the lesson graphic organizer; read the bullets on the
graphic organizer and ask students to respond to this summarization of the different patterns.
Ask them to think about whether or not the graphic organizer matches up with their conclusions
and have a few students share their thinking. A “Teacher Reference Sheet for Students
Handout 1: World Zone Checklist,” is located in the Supplemental Materials (Unit 3, Lesson 8)
for reference.
13. Explain to the students that they are now going to look more in-depth at the Americas, SubSaharan Africa, and Oceania. Distribute the “Student Handout 2 – World Zone Reading
Guide,” located in the Supplemental Materials (Unit 3, Lesson 8) to each student. Explain that
they will be working with a partner to read about each zone and then use the graphic organizer
on the “Student Handout 2 – World Zone Reading Guide” to take notes. Explain that they will
work with a partner to read a handout about each zone and use the graphic organizer to record
their notes. As students follow along on the handout, talk through each of the areas for which
they are to take notes :
 Lifeways – how did they support themselves?
 Important natural resources?
 How did they live (small bands of foragers, villages, cities, etc.)?
 Monumental architecture?
 Social hierarchy?
 Key technologies (i.e. bronze, wheels, weaving, etc.)?
 How is this different from Afroeurasian civilizations?
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Seventh Grade Social Studies: Early World History
Unit 3: Early Civilizations and the Emergence of Pastoral Peoples (4000 - 1000 B.C.E.)
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Lesson 8
Tell the students to write only words and short phrases, and to try and capture the important
information about each zone for each category. Quickly review each category to make sure that
students understand what they are looking for.
14. Pass out the “Student Handout 3 – World Zone Resources,” located in the Supplemental
Materials (Unit 3, Lesson 8) to students, which contains readings on each zone. Have the
students read the articles with their partners and take notes. One way to structure this is to have
one partner read while the other takes notes, and then have them switch roles with each article.
However, depending upon classroom size and organization, you may choose to have the
students read silently and then work together to take the notes. Explain to the students that their
notes will be important in the next two activities as well.
15. Next, explain to the students that they will work in groups based upon where they are sitting, and
that each group will consider the advantages and disadvantages of living in one of these world
zones based upon the criteria of food production, technology, social organization and hierarchy,
and the size of the population.
Divide the room into four quadrants, and assign each of the quadrants one of the four world
zones (now adding Afroeurasia back into the mix). Have a large sheet of paper with each zone’s
name posted in the appropriate corner to help students remember their zone. This will be
important for the next activity as well. Next, divide each quadrant into two even groups of
students, and direct the students to work in these groups to create a T-chart for the advantages
and disadvantages of their region. Provide each group with a large sheet of newsprint or butcher
paper for their chart so they can share it with the class.
Remind them to look back at their graphic organizers and back at the article. They should think
about what would have made this zone a good place to live, and what would have made it a
difficult place to live. If they need help, use prompts to get them thinking. For example, you
could ask them if having bronze tools was a good thing, or if bronze made weapons and war
more common and dangerous. Stress to the students that they need to have logical ideas, but
that there are different ways of looking at this question, so they shouldn’t worry about being
“right.”
16. When their charts are complete, each group should then also select the top two advantages to
their zone and make a recommendation as to whether or not this would be the best zone to live in
during Era 2 along with reasons/evidence to support their recommendation. Each sub-group
then needs to pick a spokesperson to present their ideas to the other subgroup. Give the groups
in the quadrants time to share, and then direct them to prepare a brief summary of their
discussion to share with the whole class. Have each quadrant’s spokesperson share their ideas
then. Push them to explain their reasoning and allow other students to help their spokespeople.
17. Transition from the group presentations to a Four Corners activity. Remind students which
corner of the room stands for which zone (point to the labels you have posted up), and ask
students to get up and move to the corner which represents the zone they would have preferred
to live in during Era 2. Once all the students have moved to a corner (yes, they have to pick
one!) ask them to share their reasons for this choice with one or two other students in the corner.
After each pair or triad has shared, each small group shares their reasons with the larger group in
their zone’s corner. When the corner conversations begin to go off track or fade, then ask two or
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Seventh Grade Social Studies: Early World History
Unit 3: Early Civilizations and the Emergence of Pastoral Peoples (4000 - 1000 B.C.E.)
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Lesson 8
three people from each corner to summarize the reasons people chose that zone. Once each
corner has shared their ideas, have students return to their seats.
18. Advance to the final slide in the PowerPoint, Slide 16, and ask students to share something
interesting they learned about each zone. Allow each student to share only one idea, and call on
as many different students as you can, giving students who haven’t yet spoken the opportunity to
do so. As students share their ideas, type summarized ideas directly onto the slide to keep a
record of what students found interesting (or you could have students help you take notes on the
board).
19. To close out the lesson, assign the students a one page essay about which zone they would
prefer to live in if they could go back to Era 2. They need to explain their reasoning and discuss
how people got their food, what technologies they had access to, and how societies were
organized. Remind students that there are no right or wrong answers, only answers that are well
supported or not well supported. If they have trouble understanding the task, you might them help
out with an example of how you might use evidence from the lesson to support different views
(e.g. one student might want to live somewhere with bronze technology (better weapons and
tools) whereas another might prefer to live somewhere without bronze (safer, less warfare)).
Remind students about the framework of Claims, Evidence, and Reasoning that was introduced
in Unit 2 when they talked about children’s finger painting in prehistoric caves. A claim is a
conclusion, the evidence includes the examples and information that provide support the claim,
and the reasoning is the explanation of HOW the examples prove or support the claim.
20. Pass out “Student Handout 4 – World Zone Essay Outline” along with the “World Zone Essay
Rubric,” both of which are located in the Supplemental Materials (Unit 3, Lesson 8). Explain the
essay and review the directions, then have students read through the rubric so that they
understand how they will be assessed. Ask students what the difference between a 3 and a 2 is,
for example, and review the main criteria by having students explain what separates different
scores. Then have students work on the outline in class in order to get started and focused.
Depending upon your classroom, you may have students complete the essays in class or at
home. Depending upon your available time, you may choose to have students read each other’s
essays and use the rubric for peer editing before they turn it in to you.
Teacher Note: If your students tend to struggle with writing, you can build in some workshop
time in which students focus on different parts of the essay. They can write their thesis
statements first, and share them with each other, and then move on the next section, etc.
Another option is to have students self-edit by highlighting or color coding different parts of a
rough draft of the essay. For example, after students have produced a rough draft, you can ask
them to highlight their thesis statement, and then have them underline their references to
technology, food production, and social organization. Having students look for and highlight key
elements in their own writing makes them more aware of what they might have left out BEFORE
they turn it in.
Reference Section
Content Expectations
6 and 7
Explain why and how historians use eras and periods as constructs to organize and
H1.1.1:
explain human activity over time.
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Seventh Grade Social Studies: Early World History
Unit 3: Early Civilizations and the Emergence of Pastoral Peoples (4000 - 1000 B.C.E.)
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Lesson 8
6 and 7
H1.2.1:
Explain how historians use a variety of sources to explore the past (e.g., artifacts,
primary and secondary sources including narratives, technology, historical maps,
visual/mathematical quantitative data, radiocarbon dating, DNA analysis).
6 and 7
H1.2.2:
Read and comprehend a historical passage to identify basic factual knowledge and the
literal meaning by indicating who was involved, what happened, where it happened,
what events led to the development, and what consequences or outcomes followed.
6 and 7
H1.4.1:
Describe and use cultural institutions to study an era and a region (political, economic,
religion/belief, science/technology, written language, education, family).
7 – W1.1.1: Explain how and when human communities populated major regions of the Eastern
Hemisphere (Africa, Australia, Europe, and Asia) and adapted to a variety of
environments.
6 – W2.1.1: Explain how the environment favored hunter gatherer, pastoral, and small scale
agricultural ways of life in different parts of the Western Hemisphere.
6 – W2.1.3: Use multiple sources of evidence to describe how the cultures of early peoples of North
America reflected the geography and natural resources available.1
7 - W2.1.3:
Examine early civilizations to describe their common features (ways of
governing, stable food supply, economic and social structures, use of resources
and technology, division of labor and forms of communication).
6 – W2.1.4: Use evidence to identify defining characteristics of early civilizations and early pastoral
nomads (government, language, religion, social structure, technology, and division of
labor).
7 – W2.1.4: Define the concept of cultural diffusion and how it resulted in the spread of ideas
and technology from one region to another (e.g., plants, crops, plow, wheel,
bronze metallurgy).
6 – W3.1.1: Analyze the role of environment in the development of early empires, referencing both
useful environmental features and those that presented obstacles.2
6 – W3.1.2: Explain the role of economics in shaping the development of early civilizations (trade
routes and their significance – Inca Road, supply and demand for products).
This expectation includes the following examples: “(e.g., Inuit of the Arctic, Kwakiutl of the Northwest Coast; Anasazi
and Apache of the Southwest).” Since this unit addresses an earlier time period than the civilizations noted in the
examples, earlier civilizations of the Americas are highlighted.
1
This expectation is under the standard that addresses not only at empires, but also at “agrarian civilizations in
Mesoamerica and South America.” Thus, we have included in this unit.
2
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Seventh Grade Social Studies: Early World History
Unit 3: Early Civilizations and the Emergence of Pastoral Peoples (4000 - 1000 B.C.E.)
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Lesson 8
7 – G1.1.1: Explain and use a variety of maps, globes, and web based geography technology to `
study the world, including global, interregional, regional, and local scales.
6 and 7
G1.2.6:
Apply the skills of geographic inquiry (asking geographic questions, acquiring
geographic information, organizing geographic information, analyzing geographic
information, and answering geographic questions) to analyze a problem or issue of
importance to a region of the Western Hemisphere.
6 and 7
G1.3.2:
Explain the locations and distributions of physical and human characteristics of Earth
by using knowledge of spatial patterns.
6 and 7
G1.3.3:
Explain the different ways in which places are connected and how those connections
demonstrate interdependence and accessibility.
6 and 7
G2.1.1:
Describe the landform features and the climate of the region under study.3
6 and 7
G2.2.1:
Describe the human characteristics of the region under study (including languages,
religion, economic systems, governmental systems, cultural traditions).
6 and 7
G2.2.2:
Explain that communities are affected positively or negatively by changes in –
technology.4
6 – G3.2.2:
Identify ecosystems and explain why some are more attractive for humans to use than
are others (e.g., mid-latitude forest in North America, high latitude of Peru, tropical
forests in Honduras, fish or marine vegetation in coastal zones).
6 and 7
G4.1.1:
Identify and explain examples of cultural diffusion.5
6 and 7
G4.4.1:
Identify factors that contribute to conflict and cooperation between and among cultural
groups (control/use of natural resources, power, wealth, and cultural diversity). 6
3
While the expectation identifies both Western and Eastern Hemispheres, we have excluded these distinctions because
they add no value to the content of the expectation. We assume students are studying their world.
The sixth grade expectation includes the following modern day example: “(Canada with regard to mining, forestry,
hydroelectric power generation, agriculture, snowmobiles, cell phones, air travel).” The seventh grade expectation
includes the following examples “(e.g., increased manufacturing resulting in rural to urban migration in China, increased
farming of fish, hydroelectric power generation at Three Gorges, pollution resulting from increased manufacturing and
automobiles).” Since these examples unnecessary limit the scope of the concept contained in the expectation, we have
not included them above. Moreover, this unit addresses early human history and thus these examples are not relevant.
This curriculum focuses on the bigger conceptual understandings of the expectation so it is appropriately placed in this
unit sans the examples.
4
5
The sixth grade expectation limits cultural diffusion to the Americas, while the seventh grade expectation references the
Eastern Hemisphere. For both grade levels, the examples of cultural diffusion are contemporary in nature. Because this
unit focuses on ancient history, we have not included the examples.
The sixth grade expectation is substantially similar. It reads, “Identify factors that contribute to conflict and cooperation
between and among cultural groups (control/use of natural resources, power, wealth, and cultural diversity).”
6
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Seventh Grade Social Studies: Early World History
Unit 3: Early Civilizations and the Emergence of Pastoral Peoples (4000 - 1000 B.C.E.)
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Lesson 8
Common Core State Standards for Literacy in History and Social Studies:
RH.6-8.1:
Cite specific textual evidence to support analysis of primary and secondary sources
RH.6-8.2:
Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of the source distinct from prior knowledge or opinions.
RH. 6-8. 4:
Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
RH.6-8.7:
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
RH.6-8.10:
By the end 8, read and comprehend history/social studies texts in the grades 6-8 text
complexity band independently and proficiently.
WHST.6-8.1: Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issues, acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence
that demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.
WHST.6-8.10: 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.
Instructional Resources
Equipment/Manipulative
Computer with Internet Access and PowerPoint
LCD/Overhead Projector/Smartboard
Teacher Resource
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Lesson 8
“Big Era 3.” World History for Us All. San Diego State University. 18 December 2012
<http://worldhistoryforusall.sdsu.edu/eras/era3.php>
Christian, David. Maps of Time: An Introduction to Big History. Berkeley: University of California
Press, 2004.
- - - . This Fleeting World. Great Barrington, MA: Berkshire Publishing Group, 2008.
“The Early Formative, 2000 BC – 1200 BC.” Interamericana. 18 December
2012<http://interamericana.co.uk/2009/08/the-early-formative-2000bc-1200bc/>.
Gugliotta, Guy. “Earliest Urban Society in America Found at Peruvian Sites…. Cities Occupied By
3000 BC. ” Washington Post. Thursday, December 23, 2004; Page A08.
“History of Africa – 1500 BC.” Time Maps. 18 December 2012
<http://www.timemaps.com/history/africa-1500bc/>.
Stockdill, Darin and Stacie Woodward. “The Human Story Outside of Afroeurasia – Historical
Patterns in Different World Zones.” PowerPoint (Unit 3, Lesson 8). Teacher made materials.
Oakland Schools, 2012.
- - - . Supplemental Materials (Unit 3, Lesson 8). Teacher-made materials. Oakland Schools, 2012.
“Story: Pacific Migrations.” Encyclopedia of New Zealand. 18 December 2012
<http://www.teara.govt.nz/en/pacific-migrations/3>.
Michigan Citizenship Collaborative Curriculum
Oakland Schools
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December 19, 2012