Download Unit - mrsommerglobal10

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?
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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?
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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)
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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
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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?
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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
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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
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Tigris & Euphrates
urban planning
ziggurat
People:
o Abraham
o David
o Hammurabi
o Moses
o Queen Hatshepsut
o Solomon
Belief System Terms
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Brahma
caste system
covenant
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Israel
Judaism
karma
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Mosaic Law
Palestine
prophet
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synagogue
Ten Commandments
Torah
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dharma
Diaspora
Exodus
famine
Hinduism
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kosher
migration
moksha
monotheism
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rabbi
reincarnation
Rig Veda
Solomon’s Temple
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untouchables (harijans)
Upanishads
Vedas
Yahweh
Focus Questions
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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
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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
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Polis
Athens
Sparta
comedy
tragedy
drama
Hellenistic
Vocabulary and Key People
 codified laws
 Pax Romana
 aqueduct
 arch
 dome
 mosaic
 empire
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Germanic tribes
Fall of Roman Empire (476
AD)
Greco-Roman
Silk Roads
silk
caravan
Han Dynasty
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monarchy
aristocracy
tyrant
oligarchy
direct democracy
Parthenon
Pantheon
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apostles and disciples
Buddha
Buddhism
bureaucracy
Christianity
civil service system
Confucianism
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Asia Minor
Alexandria
Republic
plebeians
patricians
senate
Twelve Tables
 dictator
 bureaucracy
 Roman Roads
 Golden Age
 eastern & western Roman
 Empires
 barbarians
Belief system Terms
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Daoism
Eightfold Path
fasting
filial piety
five basic relationships
Four Noble Truths
Golden Rule
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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
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Rome
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India
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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
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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: