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Chapter: 2 Unit 2 : First Civilizations Africa and Asia Essential Questions 1) In what ways do civilizations better themselves? 2) What are possible results when civilizations come into contact with each other? 3) How does religion impact the development of a society? Ancient Kingdom of the Nile Egyptian Civilization City-States of Ancient Sumer Invaders, Traders, and Empire Builders Roots of Judaism Concepts Concepts Mummification Concepts Class Systems Concepts Civil Law Criminal Law Barter Economy Money Economy Concepts Terms/Events Satrap Alphabet Codify Covenant Patriarchal Sabbath Prophet Diaspora Torah Ten Commandments Polytheism Terms/Events Nile River Old, Middle, New Kingdoms Papyrus Silt Cataract Vizier Pharaoh Delta People Egyptians Menes Ptah-hotep Hatshepsut Ramses II Terms/Events Happy Fields of Food Hieroglyphics Rosetta Stone Scribe Demotic Ideogram People Amon-Re Osiris Isis Set Horus Akhenaton Jean Francois Champollion Howard Carter Terms/Events Epic of Gilgamesh Mesopotamia Fertile Crescent Ziggurats Hierarchy Cuneiform People Sumerian Gilgamesh Enkidu People Phoenicians Sargon the Great Hittites Lydians Persians Babylonians Nebuchadnezzar Zoroaster Darius the Great Xerxes Cyrus the Great Hammurabi Monotheism Fundamentals of Judaism Terms/ Events People Abraham Moses David Solomon Ramses II Sumerians “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 how geography influenced ancient Egypt.(16.E.3a)W List the main features and achievements of Egypt’s three kingdoms.(16.B.5c)W Compare how trade and warfare affected Egypt and Nubia. (16.B.5c)W Explain how religious beliefs shaped the lives of Egyptians. (16.E.5b)W Summarize how Egyptian society was organized. (16.E.5b)W List and explain the advances that the Egyptians made in learning and the arts. (16.E.5b)W Explain how geographic features influenced the civilization. (16.E.3a)W List the main features of the Sumerian civilization. (16.D.5)W Summarize the advances of the Sumerians in learning. (16.D.1)W Explain how early empires arose in Mesopotamia. (16.B.5c)W Explain how the Persians united a huge empire. (16.D.2)W State the contributions of the Phoenicians. (16.D.1)W Identify the main events in the early history of the Israelites. (16.E.5b)W Explain how the Jews viewed their relationship with God. (16.D.5)W Describe the moral and ethical ideas of the Jewish prophets. (16.D.5)W Define all the key terms and people/peoples. 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. And/or CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 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. CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 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 narrative 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, students 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.