Download Unit 2 : First Civilizations Africa and Asia

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.