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Themes Belief Systems Change Culture and Intellectual Life Human and Physical Geography Movement of Peoples and Goods Science and Technology Unit Unit I: The Ancient World - Civilizations and Belief Systems (4000 BC – 500 AD) A. Methodology, Geography and Early Humans B. River Valley Civilizations and Early Empires C. Classical Civilizations Time Frame: 57-70 days Enduring Understandings Students will understand: • The tools/evidence historians use to study the past. • The similarities and differences of the Paleolithic and Neolithic periods. • The political, economic, geographic and social changes brought about as a result of the Neolithic Revolution. • The major characteristics of civilization. • The influence of geographic factors on the development of early civilizations. • The achievements of major early civilizations in science and technology, law and justice, and art and architecture. • Origins/basic beliefs/practices of the world’s major religions/ philosophies. Essential Questions: 1. Did humans shape their environment or did the environment shape the humans? 2. What does it mean to be civilized? 3. Why do we have belief systems? 4. Why are some places better to live than others? 5. What is justice? 6. Why do people trade? 7. Does cultural diffusion promote or destroy culture? 8. What causes a society to rise or fall? 9. How was this time period a major turning point in Global History? 10. Do the arts reflect society or does society influence the arts? Standards New York State Social Studies Standards: Standard 2, World History Standard 3, Geography Performance Indicators Students will know and be able to: 2.1 - define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices. 2.10 - investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long-term effects of these changes. 2.11 - analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities. 3.3 - investigate the characteristics, distribution, and migration of human populations on the Earth’s surface. 3.4 - understand the development and interactions of social/cultural, political, economic, and religious systems indifferent regions of the world. 3.6 - explain how technological change affects people, places, and regions. Targeted Skills Map Reading • Timelines – BC vs. AD • Vocabulary Development • Annotating • Essay Writing: o Thesis Statement o Introduction Paragraph o Paragraph Development Sub Unit A: Methodology, Geography and Early Humans Time Frame: 7-10 days Scope I) METHODOLOGY OF GLOBAL HISTORY AND GEOGRAPHY A) History 1) Skills of historical analysis (a) Investigate differing and competing interpretations of historical theories—multiple perspectives (b) Hypothesize about why interpretations change over time (c) Explain the importance of historical evidence 2) Understand the concepts of change and continuity over time 3) The connections and interactions of people across time and space 4) Time frames and periodization 5) Roles and contributions of individuals and groups 6) Oral histories B) Geography 1) Elements of geography (a) Human geography (b) Physical geography (c) Political geography (d) Migration (e) Trade (f) Environment and society (g) The uses of geography 2) Critical thinking skills (a) Asking and answering geographic questions (b) Analyzing theories of geography (c) Acquiring, organizing, and analyzing geographic information 3) Identifying and defining world regions C) Economics 1) Major economic concepts (scarcity, supply/demand, opportunity costs, production, resources) 2) Economic decision making 3) The interdependence of economics and economic systems throughout the world 4) Applying critical thinking skills in making informed and well-reasoned economic decisions D) Political science 1) The purposes of government Text Ch 1.1 2) 3) 4) 5) Political systems around the world Political concepts of power, authority, governance, and law Rights and responsibilities of citizenship across time and space\ Critical thinking skills (a) Probing ideas and assumptions (b) Posing and answering analytical questions (c) Assuming a skeptical attitude toward questionable political statements (d) Evaluating evidence and forming rational conclusions (e) Developing participatory skills E) Early peoples 1) Human and physical geography 2) Hunters and gatherers—nomadic groups 3) Relationship to the environment 4) Migration of early human populations (a) Out of Africa (b) Other theories 5) Early government (a) Purposes (b) Decision making (c) Move toward more complex government systems Themes Environment: How did the earliest people adapt to their environment? Government: What types of government and social structure were created by early civilization? Key Questions Essential Questions Does ongoing scholarship change our worldview? To what extent is life a constant struggle between continuity and change? What defines a turning point? Do belief systems unite or divide people? Are conflicts between nations and/or people inevitable? How do physical and human geography affect people, places and regions? How do the movements of people and ideas (cultural diffusion) affect world history? What impact do regional and global trade networks have on world cultures? How does the individual influence world events? How do physical and human geography affect people, places and regions? How does technological change affect people, places, and regions? How are economic systems structured to meet the needs and wants of different societies? What assumptions do different groups hold about power, authority, governance, and law? To what extent do the concepts of justice and human rights differ across time and place? What was the relationship between early peoples and their environment? Why did early peoples migrate from place to place? What does the use of tools tell us about early peoples? How did complex government systems, such as multi-regional empires and parliamentary democracies, evolve from early societies? Vocabulary and Key People Terms: continents Neolithic Revolution specialization agriculture culture nomad / nomadic subsistence farming animism domestication Paleolithic surplus anthropologist economist political scientist topography archeologist geography primary source traditional economy artifact historian scarcity People: barter system hunter gatherer secondary source o Louis & Mary Leakey basic economic questions migration self sufficiency o Donald Johanson, Lucy cartographer mixed economy slash and burn farming Focus Questions Should gender be an inherent (rather than an add-on) component of the "regular" world history narrative? Why do historians often provide differing and competing theories? Why should issues be examined at from multiple perspectives? What is an historical theory? What does the term periodization mean? Why are turning points important in teaching world history? Why do geographers divide their discipline into physical, human, and political geography? Why are trade networks like the Silk Road, the Trans Sahara Trade Routes, and the Indian Ocean Trade networks important to geographers? What forces impel human beings to migrate? What were some of the world's great migrations? How do societies determine how goods and services should be produced? What forces determine for whom goods and services be produced? Why do different societies answer the three basic economic questions differently? Primary Sources/Resources The History Cooperative (online resource of scholarly journals in history) o http://www.historycooperative.org The History Teacher (journal of the Society for History Education) o http://www.jstor.org/journals/history.html Journal of World History (journal of the World History Association) o http://muse.jhu.edu/journals/journal_of_world_history Theory and Research in Social Education (journal of the College and University Faculty Assembly of the National Council for the Social Studies) o http://www.socialstudies.org/cufa/trse World History Connected: The E-Journal of Learning and Teaching o http://worldhistoryconnected.press.uiuc.edu Migration Out of Africa http://www.progonos.com/furuti/MapProj/Normal/ProjAppl/Img/ooa.png Comparison tracing the development of society and government http://www.mc.maricopa.edu/dept/d10/asb/anthro2003/readings/prestates_states.html Migration patterns of early humans http://www.utexas.edu/features/2007/ancestry/graphics/ancestry5_medium.jpg The Metropolitan Museum of Art: Timeline of Art History http://www.metmuseum.org/toah/splash.htm?HomePagLink=toah_1 Teacher Created Lesson Plans/Lesson Ideas Cultural Icons: Voices of Their Nations Cultural Characteristics Influence a Region's Character Assessments NYS Thematic: Thematic Essay – Change: Turning Points 08.01 – Neolithic Revolution Thematic Essay – Science and Technology 08.00 – Neolithic Revolution NYS DBQ: Document Based Question – Revolutions: Non-Political 01.04 – Neolithic Revolution (3 Documents) Document Based Question – Turning Points 06.03 – Neolithic Revolution (3 Documents) Other: Sub Unit: Sub Unit B: River Valley Civilizations and Early Empires Time Frame: 30-35 days Time Frame: II) Neolithic Revolution and early river civilizations A) Compare and contrast (Mesopotamia, Egypt, the Indus Valley, and Yellow River civilizations) 1) Human and physical geography of early river civilizations 2) Traditional economies 3) Political systems 4) Social structures and urbanization 5) Contributions (a) Writing systems (b) Belief systems (i) Judaism in Middle East (ii) Hinduism in India (c) Early technology—irrigation, tools, weapons (d) Architecture (e) Legal systems—Code of Hammurabi B) Identify demographic patterns of early civilizations and movement of people—Bantu migration (500 BC - 1500 AD) 1) Human and physical geography 2) Causes of migration 3) Impact on other areas of Africa Text Ch 1.2, 1.3 2.1, 2.2, 2.3, 2.4, 2.5 3.1,3.2 3.4 11.1 Theme Environment: How did the earliest people adapt to their environment? Government: What types of government and social structure were created by early civilization? Urbanization: How did the development of agriculture change the way early people lived? Culture and Intellectual Life: What contributions did early people make to later civilizations? How did major religions affect culture? Movement of people and goods: How did trade, migration and warfare spread ideas among early civilizations? How did belief systems spread over a large are? Belief Systems: What are the characteristics of the major religions? Key Questions What defines a turning point? To what extent is life a constant struggle between continuity and change? How does technological change affect people, places, and regions? Do belief systems unite or divide people? Aryans cataract city-state cultural diffusion cuneiform Deccan Plateau delta dynastic cycle elements of a civilization empire Fertile Crescent flood plain Gobi desert Hammurabi’s Code Vocabulary and Key People Harappa monsoon Hieroglyphics natural barriers Himalayas Nile Huang He & Yangtze oasis Indo-European Migrations Old & Middle Kingdoms Indus papyrus irrigation pharaoh isolation Phoenicians loess pictograph mandate of heaven polytheism Mesopotamia scribe Middle East subcontinent Mohenjo-Daro theocracy Tigris & Euphrates urban planning ziggurat People: o Abraham o David o Hammurabi o Moses o Queen Hatshepsut o Solomon Belief System Terms Brahma caste system covenant Israel Judaism karma Mosaic Law Palestine prophet synagogue Ten Commandments Torah dharma Diaspora Exodus famine Hinduism kosher migration moksha monotheism rabbi reincarnation Rig Veda Solomon’s Temple untouchables (harijans) Upanishads Vedas Yahweh Focus Questions Why is the Neolithic Revolution considered a turning point in human history? What was the relationship between the Neolithic Revolution and the development of early civilizations? What led to the rise of cities? What political systems developed in early river civilizations? What is a traditional economy? How have science and technology helped humans meet their basic needs and wants? What caused the Bantu to migrate south and east from their west African origins? How did this migration change subSaharan Africa? How did the shift from hunting/gathering to sedentary agricultural societies affect gender roles? Primary Sources/Resources Mesopotamia Sumerians: Advice of an Akkadian Father - Jason Gianotti (Olympia High School) Sumerians: Sumerian Proverbs - Jason Gianotti (Olympia High School) Sumerians: Epic of Gilgamesh - Jason Gianotti (Olympia High School) Sumerians: Creation of the Pickax - Jason Gianotti (Olympia High School) Babylonians: Code of Hammurabi - Jason Gianotti (Olympia High School) Judaism: Book of Genesis - Jason Gianotti (Olympia High School) Zoroastrian: Sayings of Adhurbadh - Jason Gianotti (Olympia High School) Egypt Egyptians: Hymn to the Nile - Jason Gianotti (Olympia High School) Egyptians: The Book of the Dead - Jason Gianotti (Olympia High School) Egyptians: Great Hymn to the Aten - Jason Gianotti (Olympia High School) Egyptians: Precepts of Lord Ptah-Hotep - Jason Gianotti (Olympia High School) Egyptians: Instructions on Letter Writing - Jason Gianotti (Olympia High School) Egyptians: Book of Exodus - Jason Gianotti (Olympia High School) Egyptians: The Rosetta Stone - Jason Gianotti (Olympia High School) India India: Hindu Proverbs - Jason Gianotti (Olympia High School) India: Rig Vedas - Jason Gianotti (Olympia High School) India: Various Hindu Tales - Jason Gianotti (Olympia High School) India: Code of Manu - Jason Gianotti (Olympia High School) China China: Mandate of Heaven - Jason Gianotti (Olympia High School) China: Chinese Proverbs - Jason Gianotti (Olympia High School) China: The Great Learning - Jason Gianotti (Olympia High School) Teacher Created Lesson Plans/Lesson Ideas The Eight Features of Civilization The Dig: Exploring the Indus River Valley Civilization Hammurabi’s Code: What Does It Tell Us About Old Babylonia? The Emergence and Evolution of the Cuneiform Writing System in Ancient Mesopotamia Assessments NYS Thematic: Thematic Essay – Geography 01.09 – Geographic Feature & Cultural Diffusion Thematic Essay – Geography 08.08 – How Humans Changed Their Environment Thematic Essay – Belief Systems 06.08 – Practices & Influences Thematic Essay – Change 01.08 – Nonpolitical Revolutions Thematic Essay – Change 06.04 – Turning Points Thematic Essay – Change: Individuals Who Have Changed History 01.04 – Hammurabi Thematic Essay – Human & Physical Geography 08.03 – Nile River Thematic Essay – Geography & Society 06.02 – Irrigation Systems Thematic Essay – Geography 01.02 – Deserts and River Valleys Thematic Essay – Geography: Positive or Negative Effect 06.01 – River Valley, Mountains, Deserts Thematic Essay – Science and Technology 08.00 – Irrigation Systems Thematic Essay – Justice and Human Rights 06.00 – Caste System NYS DBQ: Other: Sub Unit: Sub Unit C: Classical Civilizations Time frame: 20-25 days Scope III) Classical civilizations A) Chinese civilization 1) Human and physical geography 2) Chinese contributions (engineering, tools, writing, silk, bronzes, government system) 3) Dynastic cycles 4) Mandate of Heaven B) Greek civilization 1) Human and physical geography 2) The rise of city-states— Athens/Sparta 3) Contributions: art, architecture, philosophy, science—Plato, Socrates, Aristotle 4) Growth of democracy in Athens versus the Spartan political system 5) Alexander the Great and Hellenistic culture—cultural diffusion C) Roman Republic 1) Human and physical geography 2) Contributions—law (Twelve Tables), architecture, literature, roads, bridges D) Indian (Maurya) Empire 1) Human and physical geography (monsoons) 2) Contributions—government system E) The status and role of women in classical civilizations F) The growth of global trade routes in classical civilizations 1) Phoenician trade routes 2) Silk Road 3) Maritime and overland trade routes (a) Linking Africa and Eurasia (b) Linking China, Korea, and Japan IV) The rise and fall of great empires A) Han Dynasty 1) Human and physical geography 2) Factors leading to growth 3) Contributions 4) Causes of decline Text 3.4, 3.5 4.1, 4.2, 4.3, 4.4, 4.5 5.1, 5.2, 5.3, 5.4, 5.5 5) Role of migrating nomadic groups from Central Asia B) Roman Empire 1) Human and physical geography 2) Factors leading to growth (engineering, empire building, trade) 3) Contributions 4) Causes of decline 5) Role of migrating nomadic groups from Central Asia 6) Pax Romana Theme Geography: How did geographic conditions influence the development of classical civilizations? Government: What features of government allowed the classical civilizations of India, China, Greece and Rome to remain strong? Culture and Intellectual Life: What contributions have the classical civilizations of India, China, Greece and Rome made to later civilizations? How did major religions affect culture? Movement of People and Goods: How did trade routes link civilizations and lead to cultural diffusion? How did belief systems spread over a large are? Political Systems: What factors contributed to the rise of both the Han and the Roman empire? Economic System: What was the importance of trade to the Han and the Roman empire? Change: What factors contributed to the decline of both the Han and Roman empire? Belief Systems: What are the characteristics of the major religions? Key Questions Why do civilizations rise and fall? After it falls, what impact does a civilization have on history? How do physical and human geography affect people, places and regions? Are conflicts between nations and/or people inevitable? Do belief systems unite or divide people? Terms: climate irregular coastline seaports seafaring trade natural resources Polis Athens Sparta comedy tragedy drama Hellenistic Vocabulary and Key People codified laws Pax Romana aqueduct arch dome mosaic empire Germanic tribes Fall of Roman Empire (476 AD) Greco-Roman Silk Roads silk caravan Han Dynasty monarchy aristocracy tyrant oligarchy direct democracy Parthenon Pantheon apostles and disciples Buddha Buddhism bureaucracy Christianity civil service system Confucianism Asia Minor Alexandria Republic plebeians patricians senate Twelve Tables dictator bureaucracy Roman Roads Golden Age eastern & western Roman Empires barbarians Belief system Terms Daoism Eightfold Path fasting filial piety five basic relationships Four Noble Truths Golden Rule ethnocentrism Q’in Dynasty Great Wall of China Maurya Gupta concept of zero Gospels Nirvana Judeo-Christian proselytize Lao-tzu Roman Catholicism Legalism stuppa meditation the Analects messiah yin-yang New Testament Focus Questions What makes a civilization “classical?” What were the contributions of classical civilizations to human history? What was the status and role of women in the classical civilizations? How do the geography and climate of an area influence the success or failure of a civilization? How did geography affect the rise of city-states in Greece and the rise of the Roman Empire? What impact did the monsoons have on the historic and economic development of the Sub-Continent? How did the institution of slavery fit within the Athenian concept of democracy? What forces caused the rise and fall of these classical civilizations? How are contemporary democratic governments rooted in classical traditions? What impact did Greek civilization have over time? Why did the Chinese define their history in terms of dynastic cycles? How did agriculture begin in the Americas? What were the earliest crops? How did the Mayan civilization and its subsequent decline compare to the river valley and classical civilizations of Afro-Eurasia? Primary Sources/Resources Greece Constitution of the Lacedaemonians Elements Rome India Hippocratic Oath Letter to Dositheus Pericles Funeral Oration Politics Polity of the Athenians Spartan Discipline for Youths Spartan War Machine Speech of Alexander the Great Zeno's Paradoxes Assassination of Caesar Deeds of Augustus End of the Republic Grandeur of Rome Letters from Roman Soldiers Slavery in Rome Twelve Tables Analects of Confucius Biography of Budhayana Buddha's First Sermon Duties of a King Duties of a Wife Legalism Legalist Policies Lessons for Women Mathematics Recognition of Sakuntala Rock Edicts Slaves and Labor Sushruta Samita Tao Te Ching The Art of War Woman Yellow Emperor's Classic of Medicine Teacher Created Lesson Plans/Lesson Ideas NYS Thematic: Change: Ideas 6.10 - Confucius Belief Systems 06.08 – Practices & Influences Change: Individuals Who Have Changed History 01.04 – Confucius, Aristotle, Alexander Change: Philosophers and Leaders 01.06 – Confucius Change: Turning Points 08.01 – Fall of Rome Geography & Society 06.02 – Roman Roads Geography 01.02 – Coastline & Climate of Greece Geography 01.09 – Geographic Feature & Cultural Diffusion Geography 08.08 – How Humans Changed Their Environment Geography: Positive or Negative Effect 06.01 – Climate of Greece Movement of People & Goods: Trade 08.06 – Silk Roads Political Systems 08.07 – Direct Democracy Science and Technology 08.00 – Roman Aqueducts Assessments NYS DBQ: Document Based Question – Women’s Roles 08.01 – Han Women (1 Document) Other: