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Social Studies Curriculum Guide Table of Contents River Valley Civilizations Unit Overview ............................................. 1 Unit Guide Essential Standards ......................... 1 Unit Web ......................................... 1 Generalizations and EQ’s ................ 3 Critical Content ................................ 4 I can ............................................... 4 Topic 3 – Indus River Valley Topic Guide .................................... 25 Topic Resources ............................. 27 Topic Performance Task ................ 28 Topic Assessment .......................... 30 Topic 1 – Mesopotamia Topic Guide ..................................... 5 Topic Resources ............................... 8 Topic Performance Task .................. 9 Topic Assessment .......................... 14 Topic 2 – Egypt Topic Guide ................................... 17 Topic Resources ............................. 18 Topic Performance Task ................ 20 Topic Assessment .......................... 22 CMS Social Studies – Revised 2013‐2014 Topic 4 – Ancient China Topic Guide .................................... 33 Topic Resources ............................. 36 Topic Performance Task ................ 37 Topic Assessment .......................... 39 Topic 5 – African Empires Topic Guide .................................... 41 Topic Resources ............................. 44 Topic Performance Task ................ 45 Topic Assessment .......................... 47 1 – Unit 3 ‐ River Valley Civilizations Unit 1 – River Valley Civilizations CONCEPTUAL LENSES: Growth, Culture and Government UNIT OVERVIEW STANDARDS ADDRESSED UNIT OUTLINE OF CONCEPTS Throughout this unit, students will study the emergence of the first river valley civilizations in order to understand how physical geography shaped the social, economic and political development of ancient civilizations. Ancient societies used technology to change their environment, which helped shaped the development of the civilization and their culture. In this unit, students should draw conclusions about ancient civilizations based upon patterns of migration and settlement. Geographical features, the development of agriculture, and resources influenced ancient river valley civilizations and were important for survival and expansion. H.1.1, H.1.3, H.2.1, H.2.3, H.2.4, C&G.1.4, E.1.1, E.1.2, G.1.1, G.1.2, G.1.4, G.2.1, C.1.3 History Civics & Government Economics & PFL Geography & Environmental Literacy 6.H.1.1 Construct charts, graphs and historical narratives to explain particular events or issues over time. 6.H.1.3 Use primary and secondary sources to interpret various historical perspectives. 6.H.2.1 Explain how invasions, conquests and migrations affected various civilizations, societies and regions (e.g., Mongol 6.C&G.1.4 Compare the role (e.g. maintain order and enforce societal values and beliefs) and evolution of laws and legal systems (e.g. need for and changing nature of codified system of laws and punishment) in various civilizations, societies and regions. Topics Hammurabi’s Code City‐States 6.E.1.1 Explain how conflict, compromise and negotiation over the availability of resources (i.e. natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks). 6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions (e.g., location near rivers and natural barriers, trading practices and spread of culture). 6.G.1.2 Explain the factors that influenced the movement of people, goods and ideas and the effects of that movement on societies and regions over time CMS Social Studies – Revised 2013‐2014 Culture 6.C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g., Roman class structure, Indian caste system and feudal, matrilineal and patrilineal societies). Topics Ziggurat Pyramids Slavery Polytheism 2 – Unit 3 ‐ River Valley Civilizations invasion, The Crusades, the Peopling of the Americas and Alexander the Great). 6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g., agricultural technology, weaponry, transportation and communication). 6.H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa Musa, Confucius, Charlemagne and Qin Shi Huangdi). Topics Sumerians Babylonians Ghana Mali Songhai Cuneiform Hieroglyphics Papyrus Mansa Musa Laozi CMS Social Studies – Revised 2013‐2014 6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions. Topics Trade Barter Resources (e.g., scarcity of resources, conquests, desire for wealth, disease and trade). 6.G.1.4 Explain how and why civilizations, societies and regions have used, modified and adapted to their environments (e.g., invention of tools, domestication of plants and animals, farming techniques and creation of dwellings). 6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions. Topics Fertile Crescent Nile River Valley Indus River Valley Yellow River Valley Migration 3 – Unit 3 ‐ River Valley Civilizations GENERALIZATIONS AND ESSENTIAL QUESTIONS Generalizations: Access to resources contributes to the success and/or failure of a civilization. Essential Questions: Why did settlement take place in river valleys? Did the success of each civilization depend of agriculture and farming? What factors made China a powerful and prosperous civilization? What helped trading centers to develop along the coast of the Indian Ocean in Africa? Why was the politics and culture of African Empires heavily influenced by trade? CMS Social Studies – Revised 2013‐2014 Generalizations: Leadership impacts the growth and/or decline of a civilization. The structures of both the government and the society play important roles in the rise and fall of a civilization. Essential Questions: How do a society’s governmental and social structures affect its development? Why was Egyptian government and religion closely connected during the Old Kingdom? How did the Chinese dynasties affect life throughout East Asia? Generalizations: With technological and agricultural advancements, ancient civilizations improved their economies through such techniques as irrigation, planting, surplus, domestication, travel, and trade. Essential Questions: How have competition, conflict and compromise over natural resources impacted development? How did the creation of a large trading network contribute to the development of an advanced civilization? Generalizations: Technological developments influence the development of a civilization. Essential Questions: Essential Questions: How did ancient civilizations use technology to change What geographical their environment? features are beneficial to the establishment of How did Mesopotamian a permanent technological and cultural civilization? innovations influence future What are the benefits to civilizations? settlement along a How did the development of river? writing impact the society? How did geographic What was the impact of the isolation and cultural lasting achievements of diffusion shape society Egyptians in writing, in South Asia and the architecture, and art? Indus River Valley? What contributed to the economic success of Ancient China? How did physical geography shape Indian civilization? How did the environment affect the economy of Africa? Generalizations: When geographical features change, the settled cultures must adapt or move. What effects did power and social class have on the lives of the ancient Indian people? How did contact with other religions change life in Africa? 4 – Unit 3 ‐ River Valley Civilizations CRITICAL CONTENT Students should know and do: List and describe major civilizations throughout the world and the characteristics of these civilizations. Analyze the construction of society through the development of language, religion, tradition, government and religion. Compare and contrast the impact of historical conflicts in shaping early civilizations Define civilization and the factors that advance society Understand the connection of geography and the rise of civilization Evaluate Hammurabi’s code and compare to current laws Understand the role of specialization and it’s relation to the advancement of economic practice Evaluate practices of ancient societies and trace the development of culture to present day Create maps of the river valley civilizations and compare to present day maps Read and/or explain select primary and secondary documents such as artifacts, architecture, and text I Can Statements… Students should be able to state I Can… Create maps of the river valley civilizations and compare to present day maps of the world Read and/or explain select primary and secondary documents such as artifacts, architecture, and text List and describe major civilizations throughout the world and the characteristics of these civilizations. Define civilization and the factors that advance society List all of the major river valley civilizations and understand their importance to the development of modern society Understand the development of government structure in ancient societies Understand the development of social classes in ancient societies Link the geography of river valleys to the rise of civilization through oral, written and graphic means CMS Social Studies – Revised 2013‐2014 5 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. CMS Social Studies – Revised 2013‐2014 Created by Katelyn Collishaw and John Nabors 6 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Unit–3RiverValleyCivilizationsTopicGuide– Mesopotamia ConceptualLens:ExpansionandCulturalIdentity EssentialQuestions: 1. HowdidMesopotamiantechnologicalandculturalinnovationsinfluencefuturecivilizations? 2. WhatimpactdidtheSumerianshaveonthedevelopmentofMesopotamia? 3. Whywerethevalleysandriversthesiteoftheworld’sfirstmajorcivilizations? 4. Didthesuccessofeachcivilizationdependofagricultureandfarming? 5. Howdidthedevelopmentofwritingimpactthesociety? 6. Whatarethebenefitstosettlementalongariver? 7. HowdidMesopotamiantechnologicalandculturalinnovationsinfluencefuturecivilizations? Overview: Mesopotamiawasthesiteoftheworld’sfirstsuccessfulcivilizationsduetoitslocationbetweenTigrisandEuphratesRivers.LocatedintheFertileCrescent,whichismodern dayIraq,threemajorcivilizationsemergedinthisregion:Sumer,Babylonia,andAssyria.Thismarksashiftwithinhistoryfromtheperiodofhuntersandgathersandnomads tosettlementandthedevelopmentofagriculture.Duringthistime,resourcesandthelocationoftherivervalleycivilizationgreatlyimpactedMesopotamia’sculture, government,andtechnologicaladvancement.Duetoitslocationbetweentherivers,Mesopotamiawasabletothriveandcreatetradenetworksandexpand.Ultimately,itwas aspringboardforallothercivilizations. Standards:6.C&G.1.1,6.E.1.2,6.G.1.1,6.G.1.2,6.G.1.3,6.G.1.4,6.G.2.1,6.G.2.2,6.H.2.3,6.C&G.1.2,6.C&G.1.4,6.C.1.1,6.C.1.2,6.C.1.3,6.E.1.2,6.G.2,6.H.1.1,6.H.1.2,6.H.1.3,6.H.2, 6.C&G.1.1,6.C&G.1.2,6.C&G.1.3,6.C&G.1.4,6.E.1.1,6.H.2.1,6.H.2.4 Timeframe:4500‐1700BCE KeyVocabulary: Tier1 Tier2 Tier3 Religion Settle Government Leader Economy Culture Education Trade Farming CMS Social Studies – Revised 2013‐2014 Created by Katelyn Collishaw and John Nabors MediterraneanSea TigrisRiver EuphratesRiver Peninsula Climate Agriculture Barter Irrigation Canals Empire Priest Dynasty Monarch Law City‐state FertileCrescent silt irrigation surplus divisionoflabor polytheism socialhierarchycuneiform pictographs epics ziggurat HammurabiCode jobspecializationnobles 7 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. KeyPeople: KingHammurabi,Nebuchadnezzar,Gilgamesh,SargonofAkkad Connections: BeforeTopicistaught(priorlearning): Studentsenteringthisunitshouldbeabletocompareandcontrastthe nomadiclifestylewiththatofanemergingadvancedsociety.Studentsshould alsohaveafirmunderstandingofthegeographyofrivervalleys(location, region,place,movementandHEI)andthereasonswhynomadssettledthose areas. CMS Social Studies – Revised 2013‐2014 Created by Katelyn Collishaw and John Nabors AfterTopicistaught(anticipatedlearning): StudentscompletingthisunitshouldbeabletotakethelessonsfromMesopotamia (innovation,classstructure,religion,communication,governmentandagriculture)andapply thoseprincipalstoothercivilizationssuchasEgyptians,Harappans,Chinese,African Empires).Studentsshouldalsobeabletomakeconnectionstomoderndaysocietyandmake connectionstotoday’ssocietalstructure.Connectionstothecastesystemandfeudal governmentsystemcanalsobemade. 8 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. RESOURCES UnitNumber‐3 RiverValleyCivilizations TopicGuide–Mesopotamia ResourceTitle Location TheBritishMuseum: http://www.mesopotamia.co.uk/ Mesopotamia InternetHistory Sourcebook http://www.fordham.edu/halsall/ancient/asbo ok03.asp#Sumeria Mr.Dowling.com http://www.mrdowling.com/603mesopotamia. html http://carlos.emory.edu/ODYSSEY/NEAREAST /people.html OdysseyOnline:NearEast BBCHistory:Mesopotamia HoughtonMifflinSocial Studies LearnNCEditions:Lawsand Government TeacherTube:Hammurabi’s Code VirtualMuseumofIraq http://www.bbc.co.uk/history/ancient/culture s/mesopotamia_gallery.shtml http://www.eduplace.com/ss/hmss/6/unit/act 3.1.html http://www.learnnc.org/lp/editions/careersta rt‐grade7/4442 http://www.teachertube.com/viewVideo.php?v ideo_id=250776 http://www.virtualmuseumiraq.cnr.it/homeEN G.htm CMS Social Studies – Revised 2013‐2014 Created by Katelyn Collishaw and John Nabors Summary Acompletelyinteractivesitethatincludesinformationoneachofthecivilizationsof Assyria,BabyloniaandSumer.Eachspecificlinkbringstheusertolinkstogeography, Religion,time,andwriting.Whileexploringfurther,theuserwillfindlinkstothe“back‐ story”,mapexplorationandagamethatwilldivedeeperintothecontent.Thiscouldbea greatspringboardforawebquestorextensionactivity. AcompletecollectionofprimarysourcesfromMesopotamia.Includestranslatedtext, maps,charts,graphsandphotographsofartifacts,allbrokendownbycivilization! Includestranslatedhymns,proverbsandshortstories.Thisisawonderfulaccesspoint forteacherstofindauthentictextforstudentstocloseread.Evenincludesconnectionsto AncientIndia! CollectionofMesopotamianresourcesandlessons availablefordownload Aninteractiveseriesofarticlesaboutthe“NearEast”allarrangedbytheme.Thiscould beagreatresourcetobreakout“expertgroups”tobecomeexpertsinonethemeand teachtheclasstheirspecificinformation.Includesprimaryandsecondaryresources. HighDefinitionimagesfreefordownloadofancientMesopotamianartifacts.Includes historicalconnectionsandbackinformationoneachartifact. UnderstandingHammurabi’scodeandmakeconnectionstotoday!Includes downloadablereadingexcerptsandgraphicorganizers.Acompletelessonthatmakes greatconnections! LearnNClessonthatanalyzesHammurabi’scodeandmakesgreatconnections.Includes downloadableresourcesthatyoucanuseintheclassroom. 3:30minutevideoonHammurabi’scodethatmakesgreatconnectionstotoday.Thisis anoldernewsreportbutprovidesexcellentconnections. AcompletelyinteractiveandengaginglookatIraqandthe“LandbetweentwoRivers”. Thissiteisrichwithinformation,artifactsandmusicputintoacompletelyengagingtool! 9 – Unit 3 – River Valley Civilizations Performance Task – Mesopotamia Unit 3 – River Valley Civilizations Topic Guide ‐ Mesopotamia Generalizations: ‐ Access to resources contributes to the success and/or failure of a civilization. ‐ Leadership impacts the growth and/or decline of a civilization. ‐ With technological and agricultural advancements, ancient civilizations improved their economies through such techniques as irrigation, planting, surplus, domestication, travel, and trade. ‐ When geographical features change, the settled cultures must adapt or move. What: Analyze primary sources, maps and charts to evaluate the connections between government, economy, culture, geography and history. Why: In order to understand the factors and motivations behind the rise of civilization How: Build a complete civilization with a code of laws, economy (specialization and trade), worship centers and resource access. Performance Task Summary: As a group of nomads, you are looking for a permanent settlement in the “land between two rivers”. Your task is for you and your traveling group to design a successful civilization. You will need to first analyze geography (find a location to build) that has access to all of the resources you will need such as water and fertile land. The location will also need to be easy to defend in the event of an invasion from another tribe. You will also need to develop laws for your people to follow, determine what 2‐3 products your people will specialize in, a formidable defense plan and a system of worship. Performance Task Criteria: In cooperative groups of 4 to 5, students will design a city‐state/civilization that contains all of the elements of a successful, advanced society. Students will include the following information and present it in a group poster, model and presentation – You will include a map of city, information on the climate, region of Mesopotamia, natural resources and rationale for all decisions you make. ‐ 10 City Laws (strict or laissez‐faire?) ‐ Government ‐ Example of civilizations currency and develop a trading system with another group(s)/allies (those with a different specialization) ‐ Economy ‐ Ziggurat location, type of religion, gods that are worshipped ‐ Culture ‐ Occupations for city state – Economy/specialization ‐ Agriculture plan (irrigation, types of food produced, where farms are located, plan for farms is city is attacked, food storage) ‐ Geography ‐ Plan of Government (who runs the city, military plan, city defense, social class system) – Government ‐ Map of Mesopotamia and location of the city‐state. Must include rationale for area chosen. – Geography ‐ Entire project must be rational and historically accurate, remembering this is a piece of historical fiction – History http://www.mesopotamia.co.uk/ (Comprehensive look at Mesopotamian Geography and culture) http://www.virtualmuseumiraq.cnr.it/homeENG.htm (Virtual Museum of Iraq) CMS Social Studies – Revised 2013‐2014 10 – Unit 3 – River Valley Civilizations Performance Task – Mesopotamia Student Sample: CMS Social Studies – Revised 2013‐2014 11 – Unit 3 – River Valley Civilizations Performance Task – Mesopotamia Process: Group Roles and Guided Questions: Geographical/Religious Expert‐ What is the environment like? What part of Mesopotamia will your city‐state be located? What will the weather/climate be like? Can plants and animals survive there? What water sources surround you? Why have you chosen this area over another? Where is your ziggurat located? What gods are worshiped? Job Specialist‐ What occupations will your city‐state offer? Will there be a wide variety of occupations? Now that we will not be nomads, what other career choices might we have? Describe your division of labor and social hierarchy. Will women and men have the same choices? Does location of your city‐state affect what jobs would be available? What are some of the inventions or products your city state uses? Why? Farmer‐ What is the agriculture like? Is there plenty of food? Do you have an extra amount (surplus) of anything? How could that be beneficial to you as a city? Where do you get your food? Do you hunt, gather, and produce? Do you have plenty of water? Where do you get your water? What are all of the things you need water for? Does the geography and location affect you as a farmer in any way? How and why? Government Official‐ What is the social class system like? Who will rule the city‐state? How will you protect your city‐state from invaders? What are 10 of your laws and punishments? Develop a money/currency system. 1. Now that you know the task, your role, and how I will be evaluating you, you are ready to research. Use your book, the internet and library books to help you (use a minimum of three sources.) 2. Before you all go much further, decide on a city name. 3. Be sure to take notes as you do your research, write down the source so you can go back to it. 4. Your poster should include a map of your city with major landmarks (rivers, religious monuments, farms etc.) located. Your map should also include the name of the city, a key and any other key information about your city. CMS Social Studies – Revised 2013‐2014 12 – Unit 3 – River Valley Civilizations Performance Task – Mesopotamia Performance Task Rubric: Data Gathering & Analysis 10 points Organization & Sequence 5 points Exemplary Accomplished Your information and evidence was gathered from a variety of relevant resources. You went above and beyond what was needed. You did a good job gathering It appears as if you still have your information and evidence some information and evidence to gather and from a variety of relevant resources. You accomplished analyze. You are on your way what you needed to in order to applying it to complete your task, but it needs more work! to complete your task! Your City Plans blew me out of the water! They were so solid and easy to follow! Fantastic organization and sequencing of ideas! Your city plans were very well done. They were nicely put together and well thought out in most areas. All you needed were a few finishing touches! You completed and organized a fairly nice set of city plans, You attempted to organize a part of a city plan, however, everything did not but numerous aspects were missing and/or flow perfectly and some was hard to understand. hard to understand. . The majority of spelling and grammar were correct. You are on your way, but need to work out just a few kinks!! Grammar and spelling need some improvement. Be more careful and more creative!! Aesthetics/Technical Quality & Grammar/Spelling 10 points Spelling and grammar looked superb! You are a technical expert! CMS Social Studies – Revised 2013‐2014 Developing Beginning Score You are at the very beginning level of gathering and analyzing inform at on. Your completed project is really lacking inform at on and evidence! Spelling and grammar needs a lot of improvement. Did not follow directions, not typed or written in ink. 13 – Unit 3 – River Valley Civilizations Performance Task – Mesopotamia Data Gathering & Analysis Collaboration Exemplary 5 Accomplished 4 Developing 3 Your information and evidence was gathered from a variety of relevant resources. You went above and beyond what was needed. You did a good job gathering It appears as if you still have your information and evidence some information and evidence to gather and from a variety of relevant resources. You accomplished analyze. You are on your way what you needed to in order to applying it to complete your task, but it needs more work! to complete your task! Beginning 2 Score You are at the very beginning level of gathering and analyzing inform at on. Your completed project is really lacking inform at on and evidence! You did not work very well as a group. Your city does not blend together. 5 or more reminders to be on task. You are an awesome group of city planners and you should stick together for more creative projects. You have great potential for being an awesome group of city planners. No warnings to be on task. 1 or 2 warnings to be on task. 3‐4 warnings to be on task. Your City Plans blew me out of the water! They were so solid and easy to follow! Fantastic organization and sequencing of ideas! Your city plans were very well done. They were nicely put together and well thought out in most areas. All you needed were a few finishing touches! You completed and organized a fairly nice set of city plans, You attempted to organize a part of a city plan, however, everything did not but numerous aspects were missing and/or flow perfectly and some was hard to understand. hard to understand. Appealing graphic/text elements were included. Differences in type size/color were used. The majority of spelling and grammar were correct. You are on your way, but need to work out just a few kinks!! There were a few appealing graphic/text elements. Differences in type size/color were somewhat attempted. Grammar and spelling need some improvement. Be more careful and more creative!! Your group skills are developing, but need more work. Use of class time. Organization & Sequence Aesthetics/Technical Appealing graphic/text elements were Quality included appropriately. Differences in & type size/color were used very well. Grammar/Spelling Spelling and grammar looked superb! You are a technical expert! CMS Social Studies – Revised 2013‐2014 There were very little attempts at adding a few appealing graphic/text elements. Differences in type size/color were barely attempted. Spelling and grammar needs a lot of improvement. 14–Unit3–RiverValleyCivilizations Assessment‐Mesopotamia 1. 2. Why did ancient civilizations develop in Mesopotamia along the rivers of Tigris and Euphrates? A. The rivers aided in the exploration of new territories. B. The rivers provided power for industries C. The river valleys provided areas for recreation D. The rivers provided a source of fresh water and good farmland. Which feature of geography was the most important in the development of early river valley civilizations? A. B. C. D. 3. fertile soil from the rivers high mountains vast deserts smooth coastlines How did calendars contribute to growth in cities and agriculture in ancient Mesopotamia? A. They notified more people of important feast days, which brought visitors and increased wealth to the cities. B. They helped farmers plan their crops to avoid floods, which allowed them to grow more food and to feed more people in the cities. C. They caused people who believed that the astronomers who created calendars could predict the future to move closer to the cities to hear the predictions. D. They helped leaders to predict when neighboring armies would attack, and defend the cities, allowing them to grow 4. Cuneiform writing provided the basis for the development of what? A. B. C. D. subsistence farming painting and sculpture oral traditions recorded history CMSSocialStudies–Revised2013‐2014 5. Which is the best explanation for why Mesopotamians built canals? A. They needed a way to control the river’s flow to prevent flooding and increase farming. B. They needed a way to control water so people could wash their clothes. C. They needed a way to control low water levels. D. They needed a way to control the surplus. 6. How did the metal plow help to increase Mesopotamian trade with other civilizations? A. Many farmers who had learned metalworking to make plows also made other metal goods for traders to sell. B. Farmers could plant faster, so they had more free time to go to markets and buy from traders. C. Farmers could plant faster, helping them plant larger areas and grow extra grain for traders to sell. D. Farmers who bought plows from traders found their new tools so helpful that they later bought many other goods from trade 7. Which statement describes a cause of the fall of the Assyrian Empire? A. The empire’s army was poorly trained and not ready for warfare. B. The Persian Empire was a constant military and economic threat. C. Nebuchadnezzar invested all of the empire’s resources in large building projects. D. The empire became too large for the military to protect. 8. Which of the following facts serves as evidence that the Mesopotamians were polytheists? A. Mesopotamian government was centered on the city‐state. B. Goods made in India and Egypt were brought to Mesopotamia by traders. C. The Sumerian story of the Great Flood is similar to the Bible story about Noah’s Ark. D. The city of Ur had temples dedicated to worshipping the goddess Ishtar and the god Enki. 15–Unit3–RiverValleyCivilizations Assessment‐Mesopotamia 9. Mesopotamia’s location made which farming practice unnecessary? A. irrigating crops during periods of dry weather B. harvesting crops before the rainy season C. fertilizing crops to increase production D. planting crops in curved lines to prevent erosion 10. Who was the ancient Babylonian king who created the earliest known code of laws which focused on harsh punishments to keep order in society? A. Sargon B. Hammurabi C. Eannatum D. Nebuchadnezzar 11. High crop yields in ancient Mesopotamia contributed most directly to the development of what? A. metal tools B. irrigation systems C. a division of labor D. a network of roads 12. Ancient Mesopotamian traders had connections with traders in what other civilizations? A. India and Egypt B. Russia and China C. Japan and Australia D. Greece and West Africa CMSSocialStudies–Revised2013‐2014 Writing Some of the first writing was developed in Mesopotamia. Many social scientists credit the Sumerian people for this writing. The writing looked like symbols and was called cuneiform. The Sumerians wrote on clay tablets. Later, the Phoenicians, while still using cuneiform, began to produce their own 22‐letter alphabet. This development made it easier for people of the ancient world to learn to read and write. In some ways, their alphabet looked like Egyptian hieroglyphics. The Greeks and Romans adapted the Phoenician writing form to create their own alphabet. Writing was used in commerce. It was especially important communicating the history of people. It was also a powerful way of letting people know the laws. The first written set of laws was called the Code of Hammurabi. 13. What is the name of the Sumerian writing system? A. hieroglyphics B. cuneiform C. Roman numerals D. Hammurabi's Code 14. The reading discusses that writing was used in commerce. In this passage, what does the word commerce refer to? A. Agriculture B. Trading C. Building D. Religious ceremonies 15. What was a result of the development of an alphabet in ancient times? A. It was easier for people to read and write. B. Trade routes opened up from Rome to the cities of China. C. The Code of Hammurabi Code was declared useless for the average person. D. No one ever used cuneiform again. 16–Unit3–RiverValleyCivilizations Assessment‐Mesopotamia Constructed Response 1. Two of the most important inventions that we still use today, writing and the wheel, both came from the Ancient Civilizations that we just studied. Explain which tool you feel was the most important invention. You must defend your opinion in three reasons and give one reason why the other tool is not as important. Think about the significance of these two tools for our society today. 2. How were Mesopotamia’s religious and political systems related? Is this something that you see in the United States now? Provide examples to support your claim. 3. The society of ancient Mesopotamia was divided into several classes, with each class taking on a specific role. Does social class create order or society or lead to rebellion? 4. Which social group in Mesopotamian society was the most important to the strength and prosperity of the civilization? Defend your answer with specific evidence. CMSSocialStudies–Revised2013‐2014 17 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors 18 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Unit – 3 River Valley Civilizations Topic Guide – Egypt Conceptual Lens: Expansion and Cultural Identity Essential Questions: 1. How did the water, fertile soil, and protected setting of the Nile Valley allow a great civilization to arise in Egypt? 2. Why was Egyptian government and religion closely connected during the Old Kingdom? 3. What was the impact of the lasting achievements of Egyptians in writing, architecture, and art? 4. How did the creation of a large trading network contribute to the development of an advanced civilization? Overview: Located in Northern Africa, Egyptian settlement and culture is based on the Nile River, which is often referred to as the lifeblood of Egypt. Similar to Mesopotamia, Ancient Egypt relied on the river for resources, trade, transportation, and expansion. The geography of Egypt was the driving force for the culture and nearly all aspects of life was centered on the Nile River. Protected by the desert that surrounded Ancient Egypt, they were able to prevent invasion for many years. The location bordering the Mediterranean Sea allowed for trade networks to develop between Mesopotamia, Greece, and Rome and cultures to share ideas and spread. The government of Egypt, which was ruled by pharaohs and dynasties, placed a heavy emphasis on social hierarchy. Organization and job specialization allowed for Egyptian society to thrive and be successful traders and become economic giants for this time period. Standards: 6.C&G.1.1, 6.C.1.1, 6.C.1.2, 6.E.1.1, 6.G.1.3, 6.G.2.1, 6.G.2.2, 6.H.2.3, 6.H.2.4, 6.C.1.3, 6.E.1.2, 6.G.2.1, 6.H.1.2, 6.H.1.3, 6.C&G.1.2, 6.H.1.1, 6.H.2.2, 6.C&G.1.1, 6.G.1.1, 6.G.1.4 Timeframe: 3000‐ 800 BCE Key Vocabulary: Tier 1 Tier 2 Tier 3 Religion Settle Government Leader Economy Culture Education Trade Farming slaves Silt Mediterranean Sea Nile River Peninsula North Africa Climate Agriculture Barter Irrigation Canals Empire Priest Dynasty Delta Key People: King Tutankhamen “King Tut”, Ramses II, Cleopatra, Queen Hatshepsut, Khufu, the Nubians CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors Surplus division of labor polytheism social hierarchy hieroglyphics scribe pyramids Pharaoh job specialization kingdoms afterlife mummification Rosetta Stone Sphinx 19 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Connections: Before Topic is taught (prior learning): Students need to enter this unit understanding the basic structure of a civilization (what is a government, economy and social structure) and the parameters for migration from Mesopotamia. A knowledge of basic geography is necessary (location, place, region, movement and HEI), specifically surrounding the region of North Africa, the Nile River and the Arabian peninsula. After Topic is taught (anticipated learning): Students will leave this unit being able to compare and contrast Egyptian society with Mesopotamia and be able to trace the lineage of the civilization from rise to fall. Students will apply their knowledge and understanding of Egyptian culture to subsequent civilizations of study such as Indus River Valley, Chinese, Greece, Rome and Feudal Western Europe. Students should be able to connect to the study of archeology and the research of ancient architecture and religious practice. RESOURCES Unit Number ‐ 3 River Valley Civilizations Topic Guide – Egypt Resource Title Scholastic Lessons NEA Ancient Egypt PBS: Ancient Egypt Mummy Maker Children’s University of Manchester: Ancient Egypt The pyramids and temples of Egypt Theban Mapping Project The British Museum: Ancient Egypt Location http://teacher.scholastic.com/lessonrepro/less onplans/theme/egypt.htm http://www.nea.org/tools/lessons/studying‐ ancient‐egypt‐6‐8.html http://www.pbs.org/empires/egypt/educators / http://kids.discovery.com/games/just‐for‐ fun/mummy‐maker http://www.childrensuniversity.manchester.ac .uk/interactives/history/egypt/egyptianmap/ http://www.discoveringegypt.com/Egyptian‐ Pyramids‐Temples.html http://www.thebanmappingproject.com/ http://www.ancientegypt.co.uk/menu.html CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors Summary Collection of lessons that surround the teaching of Ancient Egypt (includes hieroglyphics, pyramids, mummies and religion. AWESOME collection of lessons and materials to support teaching Ancient Egypt. Complete guides and resources are available for download. Collection of Lessons on teaching ancient Egypt. Complete with resources and videos. “Game” that looks at making a virtual mummy. Appropriate for middle school (not graphic). Great way to incorporate technology with creating a how to guide for making a mummy! Collection of virtual resources, including an interactive map, appropriate for introducing or teaching ancient Egypt. Complete with links to religion, architecture and education of ancient Egyptians. Links to information on all of the known pyramids of Ancient Egypt. Includes information movies and interactive tours of each. Includes connections to restoration and rebuilding projects Interactive tours of all major pyramids and temples of ancient Egypt. Includes written transcripts of all videos and historical background. A completely interactive site that includes information on Ancient Egypt. Each specific link brings the user to links to geography, Religion, time, and writing. While exploring further, the user will find links to the “back‐story”, map exploration and a game that will dive deeper into the content. This could be a great springboard for a webquest or extension activity. 20 – Unit 3 – River Valley Civilizations Performance Task – Mesopotamia Unit 3 – River Valley Civilizations Topic Guide ‐ Egypt Generalizations: ‐ Access to resources contributes to the success and/or failure of a civilization. ‐ Leadership impacts the growth and/or decline of a civilization. ‐ With technological and agricultural advancements, ancient civilizations improved their economies through such techniques as irrigation, planting, surplus, domestication, travel, and trade. ‐ When geographical features change, the settled cultures must adapt or move. What: Analyze primary sources, maps and charts to evaluate the connections between government, economy, culture, geography and history. Why: In order to understand the factors and motivations behind the rise of civilization How: Build a complete civilization with a code of laws, economy (specialization and trade), worship centers and resource access. Performance Task Summary: After Menes unites Upper and Lower Egypt he announces that he would like a scribe to go on a fact‐finding mission to determine how the Nile River is being used by the people. He wants to make sure that his subjects are making maximum use of its vital resources. He will choose the scribe that makes the most convincing presentation for this important position. As a scribe, you are tasked with created a strong presentation on the “gifts” of the Nile and how they will impact the growth of a united Egypt. Performance Task Criteria: 1. Individually or in teams, students will use technology to research the “gifts of the Nile” and evaluate the impact they have on Egyptian Society. 2. The individual or team will create a presentation to deliver to the teacher (playing the pharaoh) and the class (playing as Egyptian citizens) 3. The presentation and poster should include a comprehensive list of the “gifts” that the Nile provides and connections/impact that they have on the future of Egyptian Society. 4. Group Poster and presentation – Include a Map of City, climate, region of Mesopotamia, natural resources and rationale for all decisions. http://egypt.mrdonn.org/geography.html (a look at the gifts of the Nile and connections to geography) http://www.eduplace.com/ss/socsci/ca/books/bkf3/reviews/pdfs/LS_6_05_01.pdf (Teacher lesson on the gifts of the Nile) http://www.archaeologychannel.org/video‐guide/video‐guide‐menu/video‐guide‐summary/233‐egypt‐gift‐of‐the‐nile (22 minute video on gifts of the Nile) http://www.meisoc.com/j_stel/Social%20Studies/Egypt/Assignments/gift_of_the_nile.pdf (geographical and organizational resources for task) CMS Social Studies – Revised 2013‐2014 21 – Unit 3 – River Valley Civilizations Performance Task – Mesopotamia Process: 1. Individually or in teams, students will use technology to research the “gifts of the Nile” and evaluate the impact they have on Egyptian Society. 2. The individual or team will create a presentation to deliver to the teacher (playing the pharaoh) and the class (playing as Egyptian citizens) 3. The presentation and poster should include a comprehensive list of the “gifts” that the Nile provides and connections/impact that they have on the future of Egyptian Society. 4. Group Poster and presentation – Include a Map of City, climate, region of Mesopotamia, natural resources and rationale for all decisions. 5. Prepare a report brief for the Pharaoh to evaluate your research Performance Task Rubric: ‐ Report Brief Graphic Organizer‐ 20 points o All components completed in details (10 points) o Sources cited (10 points) ‐ Report Brief Text‐ 40 points o Includes a clearly stated stance on the topics (10 points) o Use of valid and valuable data and evidence (10 points) o Written clearly for all other participants to understand (10 points) o Correct use of MLA format and grammar (10 points) ‐ Participation in Debate‐ 20 points o Student speakers used proper grammar, historical evidence and followed debate procedures ‐ Use of data and evidence‐ 20 points o Data and evidence is valid (10 points) o Data and evidence is used properly and is cited in the Report Brief and debate (10 points) CMS Social Studies – Revised 2013‐2014 22 – Unit 3 – River Valley Civilizations Assessment ‐ Egypt 1. What effect did the invention of irrigation systems have on ancient Egypt? A. It reduced farmers’ dependence on aid from the pharaoh. B. It brought fresh‐water supplies to far‐off desert settlements. C. It helped protect crops from damage caused by seasonal flooding. 2. Which statement best explains why the ancient Egyptians were buried with their prized possessions? A. They wanted their possessions to be preserved for centuries. B. They wanted their possessions to help identify them. C. They wanted their possessions to be available to them in the afterlife. 3. A pharaoh named Akhenaton forced his subjects to worship only the sun god Aton. Which statement best explains why Akhenaton’s religious policy caused conflict throughout Egypt? A. Most ancient Egyptians preferred worshiping the god Seth. B. Many ancient Egyptians viewed the sun god as a lesser god. C. Most ancient Egyptians were polytheistic and believed in worshiping many gods. D. Many ancient Egyptians did not believe in worshiping gods associated with forces of nature. 4. Which of these contributes most to the fertility of the land in the Nile Delta? A. heavy tropical storms in Ethiopia B. rich sediment deposits from upriver in Africa C. abundant rainfall near the Mediterranean Sea D. irrigation systems developed by the ancient Egyptians 5. Which two activities were most important to the strength of the ancient Egyptian economy? A. farming and trade B. mining and tool‐making C. shipbuilding and fishing D. conquest and construction CMS Social Studies – Revised 2013‐2014 6. Which factor contributed most to the development of towns and cities in ancient Egypt? A. the threat of foreign enemies that made it necessary to improve defenses B. the surplus food supply that allowed some people to work non‐ farming jobs C. the need for people to live close to the few fresh‐water supplies that existed D. the need for people to live close to the few fresh‐water supplies that existed 7. What Egyptian belief influenced the European idea of the divine right of kings? A. The pharaoh was a god. B. The afterlife was similar to life on Earth. C. Gods controlled almost every aspect of life. D. Society should be divided into different classes. 8. What did the tradition of mummifying the dead give ancient Egyptian doctors? A. a wide knowledge of medicinal plants and herbs B. the ability to fix broken bones and cure unhealthy teeth C. thorough understanding of the anatomy of the human body D. the chance to use trial and error to test out new methods of curing the sick 9. Which statement best explains why ancient Egypt was ruled by 31 different dynasties? A. Most ancient Egyptian rulers did not live very long. B. The Egyptian people treated pharaohs like gods. C. There was frequent warfare between Egypt’s social classes. D. Ancient Egyptians often fought over who would be their ruler. 23 – Unit 3 – River Valley Civilizations Assessment ‐ Egypt 10. Which statement describes the major difference between peasants and other farmers in ancient Egypt? A. Peasants were not allowed to participate in the same religious rituals. B. Peasants did not own the land that they farmed and worked on. C. Peasants lived in remote villages in houses made of mud‐bricks. D. Peasants were required to work on the pharaoh’s building projects such as the pyramids. 11. Which resident of ancient Egypt would most likely have been enslaved? A. a craftsperson who carves a statue that insults the pharaoh B. a foreign diplomat who brings news that displeases the pharaoh C. a government official who is caught stealing money from a temple D. an enemy soldier who is captured in a battle with the army 12. What geographic feature surrounded the Nile River that offered protection from invasion? A. Mountains B. Lake C. Desert D. Ocean CMS Social Studies – Revised 2013‐2014 Egyptian Innovations and Trading Technological and cultural advances meant Egyptians had a high standard of living. Egyptians could sell or trade their innovations to other societies, which made Egypt a powerful and influential nation. Many societies adopted and adapted the cultural and technological innovations of the Egypt. Trading meant that Egyptian innovations and technology were used around the world. People in other countries were able to improve their lives. They adapted the Egyptian products to fit their needs. They added to the knowledge they learned from the Egyptians and invented new technology. Those new innovations traveled to even more places and changed even more lives. Some of their innovations are still used today. 13. According to the passage, what is one reason Egypt was able to become powerful? A. They invented gun powder B. They were able to sell or trade with other civilizations C. They had bronze weaponry D. The Pharaoh was able to unite all the people under his rule 14. According to the passage, how did trading with Egypt positively effect other civilizations? A. Trading made the lives of the other civilizations worse B. They were in debt to Egyptians and had to pay it back by surrendering land C. It improved their quality of life by adapting and adopting what they needed D. Competition for resources caused alliances. 15. What does it mean in the passage by, “new technology?” A. The Egyptians had advanced developments such as tools and techniques for their time period B. Technology, such as phones and tablets was available in Egypt before anywhere else C. The Egyptians used out dated methods for farming D. There were not innovations or advancements during this time 24 – Unit 3 – River Valley Civilizations Assessment ‐ Egypt Constructed Response 1. In class we have talked about the geography of Ancient Egypt, and how it affected the agriculture, protection, and success of the civilization. Describe three ways that the geography of Ancient Egypt allowed the civilization to thrive and succeed. Be sure to include specific examples. 2. How did the innovations of Ancient Egypt impact neighbors and future civilizations? 3. In what was could Ancient Egypt be considered a cultural hearth? What evidence exists that supports Egyptian society traded with other civilizations? CMS Social Studies – Revised 2013‐2014 25 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors 26 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Unit – 3 River Valley Civilizations Topic Guide – Indus River Valley Conceptual Lens: Expansion, Migration and Specialization Essential Questions: 1. How did geographic isolation and cultural diffusion shape society in South Asia and the Indus River Valley? 2. How did physical geography shape Indian civilization? 3. What effects did power and social class have on the lives of the ancient Indian people? 4. What role did the unique religions play in Indian society? Overview: Developing after Ancient Egypt and Mesopotamia, the people of the Indus River valley settled in this region due to the location of rivers, which provided resources and opportunities. The Indus River Valley Civilization started about 2500 B.C.E. along the southwestern part of the Indus River. The largest city was Mohenjo‐Daro, which is in present day Pakistan. Natural borders consisted of mountains and the Arabian Sea that sheltered the civilization from attack. Fresh water from the river fertilized and irrigated crops and the river also allowed boats to become a viable transportation option to expand trade networks and the civilization. The religions, Hinduism and Buddhism that developed within this region greatly impacted the culture. Coinciding with the government structure, the culture within the Indus River Valley was centered on the rigid caste system. Standards: 6.E.1, 6.G.1.1, 6.G.1.2, 6.G.1.4, 6.G.2.1, 6.G.2.2, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.C&G.1.1, 6.C&G.1.2, 6.C.1.1, 6.C.1.2, 6.C.1.3, 6.H.1.1, 6.H.2.2, 6.H.2.3, 6.H.2.4, 6.C&G.1.2, 6.C&G.1.4, 6.C.1.1, 6.C.1.2, 6.C.1.3 Timeframe: 2300 BCE‐ 1300BCE Key Vocabulary: Tier 1 Tier 2 Tier 3 Religion Settle Government Leader Economy Culture Education Trade Farming CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors Ganges River, Indus River, Arabian Sea, Peninsula Climate Agriculture Barter Irrigation Canals Empire Priest Dynasty Delta Subcontinent Monsoons Sanskrit caste system nonviolence missionary astronomy inoculation fasting alloys metallurgy Buddhism Hinduism Brahmans Kshatriyas Vaisyas subcontinent 27 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Key People: Dravidians, Aryans, Harappan, Mohenjodaro Connections: Before Topic is taught (prior learning): Students need to enter this unit understanding the basic structure of a civilization (what is a government, economy and social structure) and the parameters for migration from Mesopotamia. A knowledge of basic geography is necessary (location, place, region, movement and HEI), specifically surrounding the region of South Asia, the Ganges and Indus Rivers as well as the Indian subcontinent. Teachers who chose to teach major religions in unit 1 should be able to make those connections as you teach this topic. After Topic is taught (anticipated learning): Students should know the Hindu caste system and its impact on the civilizations of the Indus river valley. This will connect to understanding the development of Hinduism and Buddhism, as well as connections to feudal systems later in the curriculum. Students will also make connections to the development of trade routes much later in the curriculum in topics such as the silk road and linking Europe with Marco Polo. RESOURCES Unit Number ‐ 3 River Valley Civilizations Topic Guide – Indus River Valley BBC: Primary http://www.bbc.co.uk/schools/primaryhistor History y/indus_valley/ Time Maps http://www.timemaps.com/civilization/Indus ‐Valley‐civilization Crash Course https://www.youtube.com/watch?v=n7ndRw World History qJYDM Teach India http://www.teachindiaproject.org/Indus_Vall ey_Civilization.htm Project Harappa.com http://www.harappa.com/indus/indus0.html The British Museum: Indus Valley http://www.ancientindia.co.uk/indus/home_ set.html CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors Collections of articles, pictures and primary sources surrounding the Indus River Valley civilization. Look at geography, trade, discovery and culture as part of this exploration. Maps and content on the Indus river valley civilizations. Resource correlates maps with a time line from rise to fall of the civilization. 10 minute video that is fast pasted and traces the rise and fall of the Indus River Valley civilizations Collection of lessons and resources for teaching the Indus River Valley civilizations A geographical and cultural look at the region surrounding the Indus river valley. Includes photographs and background information. There is also a slide index to a teacher is able to sort thought specific slides fit for their lesson. An interactive site complete with back knowledge resources, exploration opportunity as well as challenge games for students. 28 – Unit 3 – River Valley Civilizations Performance Task – Indus River Valley Unit 3 – River Valley Civilizations Topic Guide – Indus River Valley Generalizations: ‐ Access to resources contributes to the success and/or failure of a civilization. ‐ Leadership impacts the growth and/or decline of a civilization. ‐ With technological and agricultural advancements, ancient civilizations improved their economies through such techniques as irrigation, planting, surplus, domestication, travel, and trade. ‐ When geographical features change, the settled cultures must adapt or move. What: Analyze primary sources, maps and charts to evaluate the collapse of the Indus River Valley civilization. Why: In order to understand the factors that led to collapse of a civilization and to prevent the same mistakes from happening. How: Create a report for the United Nations General Assembly to evaluate the factors that led to the Indus River Valley civilization collapse. Performance Task Summary: The United Nations has asked a committee of you and your classmates to present a report on the failure of ancient civilizations in order to compile a list of possible connections to present day society and prevent another civilization collapse. Your team has been assigned the Indus River Valley civilization. As a team, research the factors that led to the collapse of the civilization. Performance Task Criteria: The team will put together a report for the United Nations General Assembly (class) and the President of the General Assembly (teacher) that looks at the factors that led to the collapse of the civilization. Each group will need to form an assessment to present at the next meeting Most UN bodies, such as committees, commissions, boards, councils, and conferences, report on their work. These reports include summaries of the work of the body for a given time period or session. In general, UN bodies report to their parent organ on the work of a session or year and include: Summaries of discussions held Full text of resolutions or decisions adopted by the body Recommended actions to be taken by parent organ, including draft resolutions for consideration by parent organ. http://research.un.org/en/docs/reports#9619343 (United Nations Report Templates) http://www.harappa.com/script/maha1.html (Intro to the Rise and Fall of the Indus) http://www.bbc.co.uk/schools/primaryhistory/indus_valley/the_end_of_the_indus/ (Interactive maps and charts on the fall of the Indus) http://timesofindia.indiatimes.com/home/science/Climate‐change‐caused‐Indus‐Valley‐civilization‐collapse/articleshow/31133369.cms (argumentative article) CMS Social Studies – Revised 2013‐2014 29 – Unit 3 – River Valley Civilizations Performance Task – Indus River Valley Process: 1. In teams, students will use technology to research the “fall of the Indus civilization” and evaluate the impact of the lessons learned on modern society. 2. The team will create a presentation to deliver to the United Nations General Assembly (class) and the President of the General Assembly (Teacher) 3. The presentation and report should include a comprehensive list of the factors that contributed to the rise and fall of the society, as well as the important inventions that were made. 4. A written text version of the report must be presented to the teacher for credit Performance Task Rubric: ‐ Report Brief Text‐ 40 points o Includes a clearly stated stance on the topics (10 points) o Use of valid and valuable data and evidence (10 points) o Written clearly for all other participants to understand (10 points) o Correct use of MLA format and grammar (10 points) ‐ Participation in Presentation ‐ 40 points o Student speakers used proper grammar, historical evidence and followed debate procedures ‐ Use of data and evidence ‐ 20 points o Data and evidence is valid (10 points) o Data and evidence is used properly and is cited in the Report Brief and debate (10 points) CMS Social Studies – Revised 2013‐2014 30 – Unit 3 – River Valley Civilizations Assessment ‐ Indus River Valley How did the invasion of the Aryans change the Indus River Valley? A. Equality spread in society B. People started to marry outside of caste C. The Caste System formed D. Trading with other civilizations began The number system developed by Gupta mathematicians spread around the world largely as a result of Middle Eastern traders. 1. 2. Which factor contributed most to the spread of the mathematical system developed in India during the Gupta Empire? A. the travels of foreign merchants B. the construction of universities C. the spread of Buddhism by missionaries D. the conquest of the empire by outside invaders 3. Which physical feature assisted Ancient Indians in trading? A. Desert B. Plateau C. Grasslands D. Rivers and Oceans 4. What were the two major cities that developed in the Indus River Valley? A. Harappa and Mohenjo‐Daro B. Mecca and Jerusalem C. Sumer and Babylonia D. Egypt and Kush 5. Why might ancient cultures have been more likely to settle in northern India than southern India? A. Northern India contained two major rivers. B. The mountains prevented rain from reaching the southern portion of India. C. Northern India provided better access to the sea. D. The southern climate was not as temperate as the northern climate. CMS Social Studies – Revised 2013‐2014 6. Which statement explains why the development of a mathematical system occurred? A. The Gupta number system was based on the system of weights and measures that the Phoenicians had developed. B. The Gupta number system was extremely similar to the one in common use throughout the Middle East. C. Traders, who frequently calculate the supply and value of their goods, made use of the best mathematical system available. D. Traders would frequently purchase slaves who were scholars because many of their customers desired a trade in ideas as well as goods 7. Which of these is the best argument against using a caste system to organize a modern society? A. The caste system prevents a nation from using people’s skills efficiently. B. The caste system increases the level of corruption in the economic system. C. The caste system restricts trade and contact with people in other countries. D. The caste system undermines incentives for people to obey their political leaders. 8. Which statement best explains how the monsoons affected the development of early Indian civilizations? A. The flooding caused by monsoons slowed the growth of the population in early Indian civilizations. B. The water brought by monsoon rains allowed agriculture to develop away from India’s major rivers. C. The wetness from the monsoons pushed many to migrate farther south in search of a better climate. D. The harsh winters caused by strong monsoon winds blowing in from Central Asia made life more difficult. 31 – Unit 3 – River Valley Civilizations Assessment ‐ Indus River Valley 9. How did Hinduism develop as a religion? A. Indian leaders were considered to be gods, and they established Hinduism. B. Aryan invaders brought their religion to India, and it combined with other local religions to form Hinduism. C. A prophet lived among the people and taught them the basic beliefs of Hinduism. D. The first people to settle in India had a creation story that developed into Hinduism. 10. What similarity did the Indus and Ganges Rivers share? A. They provided water that made the monsoons stronger. B. They created canyons that protected the Indian subcontinent. C. They added important nutrients to the soil that improved farming. D. They provided transportation routes that connected distant peoples. 11.Which factor most contributed to the improvement of trade in India during the period of Gupta rule? A. the development of better ships B. the rapid growth of the population C. the construction of a network of roads D. the establishment of colleges and universities 12. Which statement best explains this feature of the caste system? The Indian caste system places warriors and soldiers at a higher level than merchants and farmers. A. The priests who occupy the highest caste are first trained as soldiers. B. Security was a concern in ancient India because of its vulnerability to invasion. C. There were fewer merchants and farmers in ancient India than warriors and soldiers. D. Military strength and security were important to the Aryans when they were nomads. CMS Social Studies – Revised 2013‐2014 The Caste System The caste system developed during the Gupta period in India, about 400 AD. Castes created social and political order. People could not rise to another caste or change caste by marriage. A person could fall to a lower caste by behaving badly. The rules of the caste system covered marriage, jobs and social habits, such as the way someone ate or drank. There was little need to have powerful local leaders because the strict rules of the caste system kept order 13. What did the caste system create? A. a set of rules for the Brahmin B. social and political order C. fairness and equality for all people D. chaos and disorder 14. The reason local leaders (a government) were unnecessary in villages was probably due to A. B. C. D. No one would listen to the leaders the lack of a written language people did not want to become politicians the existence of a caste system kept order on its own 15. The caste system developed in what region of the world? A. B. C. D. India South America Australia African sub‐continent 32 – Unit 3 – River Valley Civilizations Assessment ‐ Indus River Valley Constructed Response 1. What impact did the caste system have on India’s society? Are their remnants of this in modern Indian culture? 2. How do the physical features in the Indus River Valley compare to another civilization we have studied? 3. Was the geographic isolation of the Indus River Valley positive or negative for the development of the civilization? Explain using specific historical evidence you learned throughout this unit. 4. Historians do not know why the Indus River Civilization ended around 1700 BC. Some believe it disappeared because the Indus River may have flooded. This could have destroyed crops needed for survival. Others think that farmers weakened the soil by over planting or over grazing. Some also think it collapsed from an invasion or a natural disaster. Adding to the mystery is the fact that historians find it hard to translate their written language. Based upon this passage and your knowledge of the Indus River Valley civilization, what do you believe happened? CMS Social Studies – Revised 2013‐2014 33 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors 34 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Unit – 3 River Valley Civilizations Topic Guide – Ancient China Conceptual Lens: Expansion, Movement, Needs and Wants, Migration, Job and Economic Specialization, Religion, Political Systems, Human Environment Interaction, Conflict Essential Questions: 1. What factors made China a powerful and prosperous civilization? 2. Why did the location of China impact its development? 3. How did the physical features of Chinas landscape both benefit and restrict the civilization? 4. What impact did geography have on the interactions, both culturally and economically, with other civilizations and China? 5. Why did the three major philosophies of China, Confucianism, Daoism, and Legalism, all develop during the same era and how did they influence society in Ancient China? 6. How did the Chinese dynasties affect life throughout East Asia? 7. Why were some dynasties more successful than others in Ancient China? 8. What contributed to the economic success of Ancient China? Overview: Ancient China’s unique history was influenced by the geographical features that both helped and hindered their ability to be economically prosperous; the unique philosophies created that greatly influenced the government and culture of the time period, and the inventions that allowed for China to establish a strong trade network with other civilizations. China’s unique geography isolated the country from much of the world and limited its trading partners. Geographical barriers, which offered natural protection, allowed for most of the development to take place along the Eastern portion of the country. The civilization initially depended on the rivers, which provided natural resources, protection, transportation, trade, and the development of agriculture. Due to the sheer size of the land the natural barriers and the rise and fall of ruling dynasties with drastically different political philosophies, The Warring States period, a time when China’s rulers lost centralized control, divided China into many smaller states that were continually at war with each other for land, resources, and people. During this time, China’s intellectuals searched for a solution to this problem and came up with three very different solutions. Political instability postponed much of China’s initial success; however, during the Han Dynasty the Chinese economy grew and prospered due to the many innovations made by the people of China and the development of the Silk Road trading routes. The Silk Road connected people and cultures, allowing for the exchange of goods and ideas among many civilizations of the ancient world. Standards: 6.C&G.1.1, 6.E.1.2, 6.G.1.1, 6.G.1.2, 6.G.1.3, 6.G.1.4, 6.G.2.1, 6.G.2.2, 6.H.2.3, 6.C&G.1.2, 6.C&G.1.4, 6.C.1.1, 6.C.1.2, 6.C.1.3, 6.E.1.2, 6.G.2, 6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2, 6.C&G.1.1, 6.C&G.1.2, 6.C&G.1.3, 6.C&G.1.4, 6.E.1.1, 6.H.2.1, 6.H.2.4 Timeframe: 1600 BCE‐ 1CE CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors 35 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Key Vocabulary: Tier 1 Tier 2 Tier 3 Religion Settle Government Leader Economy Culture Education Trade Farming Goods Import Export artifact China Climate Markets Black Sea Indian Ocean Persian Gulf Red Sea Merchants Mediterranean Sea Agriculture Barter Irrigation Canals Empire Priest Dynasty Delta Technology Chang Jiang River Huang He River Nomads compass gunpowder monopoly Silk Road Great Wall of China Shang dynasty Zhou dynasty Buddhism Daoism Han dynasty feudalism legalism Warring States period Qin dynasty Confucianism Mandate of Heaven Key People: Confucius, Qin Shi Huangdi, Han Feizi, Lao Tzu, Buddha Connections: Before Topic is taught (prior learning): Students need to enter this unit understanding the basic structure of a civilization (what is a government, economy and social structure) and the parameters for migration from Mesopotamia. A knowledge of basic geography is necessary (location, place, region, movement and HEI), specifically surrounding the region of East Asia and the Huang He (Yellow) River. Teachers who chose to teach major religions in unit 1 should be able to make those connections as you teach this topic (Buddhism/ Daoism). CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors After Topic is taught (anticipated learning): Students should know the geography of the region and how it applies to the growth of society across the world at that time. Students will also make connections to the development of trade routes much later in the curriculum in topics such as the silk road and linking Europe with Marco Polo. Students should also have a firm understanding of Chinese inventions and their impact on the advancement of war, exploration and society. 36 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. RESOURCES Unit Number ‐ 3 River Valley Civilizations Topic Guide – Ancient China Resource Title Location River Valley http://www.rivervalleycivilizations.com/yello Civilization Guide w.php PBS Teachers http://www.pbs.org/teachers/thismonth/chin a/index1.html 360 China http://visit360.net/en/asia/china/great‐wall‐ of‐china‐in‐360 China’s Terracotta http://education.asianart.org/explore‐ Warriors resources/lesson‐or‐activity/chinas‐terracotta‐ Summary Collection of back knowledge short articles on Ancient Yellow River Valley of China. Collection of lessons and resource for teaching ancient China. Virtual tours of the Great Wall of China and the Ming Tombs. This is a great interactive resource! A complete lesson and resource pack for teaching about the Qin dynasty and the Terracotta warriors. Includes graphic organizers. Ducksters: Ancient China warriors‐exhibition‐asian‐art‐museum‐lesson http://www.asianart.org/exhibitions_index/ap p http://www.britishmuseum.org/PDF/Teachers _resource_pack_30_8a.pdf http://afe.easia.columbia.edu/main_pop/ps/p s_china.htm http://www.ducksters.com/history/china/inve ntions_technology.php Contributions in Ancient China http://www.bcps.org/offices/lis/models/china hist/dynasties.html A chronological look at the contributions of different dynasties of ancient China. Chinese Inventions http://asiasociety.org/chinese‐inventions A great lesson with resources on teaching students about Chinese inventions! Asian Exhibition The British Museum Asia for Educators CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors Access to an APP that allows the student to scan pictures and interact with artifacts! You can also interact with the terracotta warriors! A complete resource pack on “The First Emperor”. Includes activities and organizers for the teacher to use in the classroom. Comprehensive list of primary sources from ancient china with document based questions. This is separated and arranged by chronological order. Great resource for incorporating literacy! Links to tons of information on Ancient China, including inventions. Includes maps, charts and graphs! 39–Unit3–RiverValleyCivilizations Assessment‐AncientChina 1. What was Shi Huangdi’s major accomplishment? A. He developed an important belief system B. He wrote the exams that scholar‐officials had to pass C. He was the first emperor to unify much of China during the Qin Dynasty D. He was the Communist leader of China from 1949‐1976 2. Which factor restricted trade between China and civilizations to its west and southwest? A. shortages of natural resources B. significant geographic obstacles C. constant fighting among local rulers D. conflict over a limited number of customers 3. Which statement best demonstrates how the structure of the government in ancient China was similar to the structure of the traditional Chinese family? A. Women and men both contributed to the state but served in separate types of jobs. B. Moving up the ranks of government service was directly tied to age and family status. _ C. The emperor was given the same respect by citizens as fathers were by their children. D. Government officials were expected to live in dormitories with others in their ministry 4. The concept of the “Mandate of Heaven” was used to justify A. the existence of slavery B. the takeover of foreign peoples C. the right of the father to rule the family D. the emperor's control over the government 5. Which problem contributed most to the construction of the Great Wall during the Qin dynasty? A. civil war B. foreign invasion C. trade competition D. high unemployment CMSSocialStudies–Revised2013‐2014 6. What was the main difference between the Qin dynasty and the Zhou dynasty? A. The Qin dynasty made alliances with other Asian nations while the Zhou dynasty remained isolated. B. The Qin dynasty created a power‐sharing arrangement that allowed it to last much longer than the Zhou dynasty. C. The Qin dynasty relied on a centralized system of control while the Zhou dynasty relied on a decentralized system. D. The Qin dynasty set up a professional bureaucracy while the Zhou dynasty relied on hereditary succession. 7. Why did the ideals of Confucianism appeal to Han rulers? A. They wanted to eliminate superstition in order to modernize Chinese society. B. They hoped to advance scientific progress in order to promote rapid economic growth. C. They wanted to promote artistic and intellectual achievement among the Chinese people. D. They hoped to create a well‐run system of rule over a large territory and diverse population. 8. Which factor contributed most to the limited size of the Chinese empire? A. geographic barriers B. inferior weapons C. slow population growth D. lack of natural resources 9. Which statement best explains how the ancient Chinese civilization was similar to other early human civilizations? A. Chinese civilization united a diverse set of populations. B. Chinese civilization first developed in a fertile river valley. C. Chinese civilization was originally centered around trading posts. D. Chinese civilization was brought by nomadic peoples from the Middle East. 40–Unit3–RiverValleyCivilizations Assessment‐AncientChina 10. Which statement explains why the development of the Silk Road benefited the Chinese economy? A. It decreased the cost of exporting goods. B. It enabled Chinese workers to migrate to job locations. C. It created access to an abundant supply of raw materials. D. It opened new markets for Chinese producers. 11. Which factor contributed most to the spread of Buddhism from India to China? A. trade connections B. forced migrations C. military conquests D. religious intolerance 12. Which factor contributed most to the decline of the Zhou dynasty? A. corruption in the government B. invasion by Central Asian nomads C. power struggles among feudal lords D. destruction caused by natural disasters CMSSocialStudies–Revised2013‐2014 The Silk Road The Silk Road connected China with far‐off lands. It was the first major trade system of its kind. Trade became a major part of the early Chinese economy. The Silk Road was a series of trade routes that connected China with markets in Europe, Central Asia, South Asia, North Africa, and the Middle East. The Silk Road was not a continuous road but rather a series of trade routes that connected China with Europe, India, the Middle East, and northern Africa. One of the main routes to the West extended about 4,000 miles. The sea routes of the Silk Road traveled via the South China Sea and the Indian Ocean to Iraq or Egypt. On the other side, merchants brought the goods to Alexandria, Egypt, and other places Europeans used for trade. 13. According to the passage, what was the Silk Road? A. One paved road that people in Ancient China used to travel to work B. A series of trade routes that connected China with other parts of the world. C. A place to worship and celebrate culture D. A series roads that connected North and South America 14. According to the passage, how long did one of the trade routes located in the West extend? A. 25,000 km B. 1,300 m C. 4,000 m D. 10,200 km 15. According to the passage, what were two water ways used for trading along the sea routes of the Silk Road? A. Yellow River and Nile River B. Arabian Sea and Atlantic Ocean C. Southern Ocean and Ganges River D. South China Sea and Indian Ocean 41–Unit3–RiverValleyCivilizations Assessment‐AncientChina Constructed Response 1. 2. 3. The Chinese had a monopoly on silk. It was not made anywhere else in the world. China chose to keep silk making a secret from other civilizations. Do you think China should have done this? Why or why not? What were the benefits and risks of this decision? The Silk Road brought people from many different cultures together to trade ideas and goods. China's monopoly on silk helped its economy thrive. Provide examples of how cultural diffusion took place along the Silk Road. Confucius said, “Our greatest glory is not in never falling, but in rising every time we fall.” Explain how this relates to the history of Ancient China. CMSSocialStudies–Revised2013‐2014 37 – Unit 3 – River Valley Civilizations Performance Task – Ancient China Unit 3 – River Valley Civilizations Topic Guide – Ancient China Generalizations: ‐ Access to resources contributes to the success and/or failure of a civilization. ‐ Leadership impacts the growth and/or decline of a civilization. ‐ With technological and agricultural advancements, ancient civilizations improved their economies through such techniques as irrigation, planting, surplus, domestication, travel, and trade. ‐ When geographical features change, the settled cultures must adapt or move. What: Analyze primary sources, maps and charts to evaluate and anticipate the contributions of Ancient Chinese society. Why: In order to understand the factors in the worlds desire to trade with the Chinese as well as the factors that impacted innovation at that time through today. How: Create a commentary of an interview with a historical figure to identify and measure the impacts of Ancient China. Performance Task Summary: The year is 2032, society presents itself as peaceful, innovative and advanced. A time machine has been invented and reporters from around the world have been given an opportunity to interview historical figures! The network you work for has chosen to compile an exposé on Emperors of Ancient China. You will team with a network team (producer and two reporters) to host a historical figure to talk about the contributions of their society. Luckily, new technology has also been invented that allows automatic translation of audio and video so language barriers are no longer an issue! Choose from: An Emperor from the Shang Dynasty Emperor Qin Shi Huangdi An Emperor from the Han Dynasty A worker on the Great Wall of China An Emperor from the Tang Dynasty An Emperor from the Song or Sung Dynasty Genghis Khan (Mongol Dynasty) A worker on the Terracotta Warrior Army CMS Social Studies – Revised 2013‐2014 38 – Unit 3 – River Valley Civilizations Performance Task – Ancient China Performance Task Criteria: The team (producer, two reporters and a historical figure) will put together a commentary that looks at the contributions of ancient Chinese society by dynasty. Each group will be assigned/choose from different historical figures. http://www.bcps.org/offices/lis/models/chinahist/dynasties.html (contributions of different Chinese Dynasties) http://www.preceden.com/timelines/4222‐china‐dynasties (Chinese Dynasties Timeline) Process: 1. In network teams, students will use technology to research the “contributions of Chinese dynasties” and evaluate the impact of the lessons learned on modern society. 2. The team will create a presentation to deliver to the class (playing other reporters taking notes on this new figure, never before interviewed) 3. The presentation and report should include a comprehensive list of the factors that contributed to the rise and fall of the dynasty, as well as the important inventions that were made. Since this is a modern day network, connections/impact that they these people had on modern society should be made. 4. Students will take notes on each other in a graphic organizer to evaluate the important contributions. This presentation should be intended to teach the class the highlights of their dynasty. 5. A written text version of the script must be presented to the teacher for credit Performance Task Rubric: ‐ Report Brief Script‐ 40 points o Includes a clearly stated stance on the topics (10 points) o Use of valid and valuable data and evidence (10 points) o Written clearly for all other participants to understand (10 points) o Correct use of MLA format and grammar (10 points) ‐ Participation in Presentation ‐ 40 points o Student speakers used proper grammar, historical evidence and followed debate procedures ‐ Use of data and evidence ‐ 20 points o Data and evidence is valid (10 points) o Data and evidence is used properly and is cited in the Report Brief and debate (10 points) CMS Social Studies – Revised 2013‐2014 41 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors 42 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Unit – 3 River Valley Civilizations Topic Guide – African Empires Conceptual Lens: Expansion and Cultural Identity Essential Questions: 1. What role did the geography of Africa have on its settlement patterns and commerce? 2. How did geography and trade influence the development of empires in Africa? 3. How did the environment affect the economy of Africa? 4. Why was the politics and culture of African Empires heavily influenced by trade? 5. How did contact with other religions change life in Africa? 6. Why did trade routes run north and south in Sub‐Saharan Africa? 7. What differences exist between traditional African religions and those of the countries they traded with? 8. What helped trading centers to develop along the coast of the Indian Ocean in Africa? 9. How did trade impact religion, culture, and politics of Africa? Overview: African history was greatly impacted by its rivers, which carry much needed water inland, vital to the growth of agriculture and civilization. Although Africa is best known as home to the Nile River, the longest river on the globe, the Niger, Congo, and Zambezi river systems, as well as many smaller rivers, have also helped shaped the land and its peoples. Three great African empires grew and flourished between about 800 and 1800. Their strength was founded on controlling trade for the valuable natural resources of salt and gold. Trade brought gold from southern Africa to northern Africa to trade for salt. By taxing this trade and benefiting from it directly, Ghana became the first great African empire, followed by Mali and Songhai. During this time, traders from the north brought Islam to areas in West and Southern Africa. The great African empires were strongly influenced by the introduction of Islam there around 1000. Muslim Arabs brought Muslim culture and learning to North Africa, which included advances in math, science, medicine, literature, and architecture. During the 800s, Muslim merchants began to trade on a regular basis with parts of West Africa. Because of this trade, many of the merchants and rulers of West Africa converted to Islam. The pilgrimage of Mansa Musa, the great Muslim leader of the Mali Empire, to Mecca showed the countries of North Africa and the Arabian Peninsula the empire’s great wealth. While Christianity remained a minority religion on the continent, practiced mostly in small, coastal regions where European traders lived, Islam became a powerful force in Africa. Standards: 6.C&G.1.1, 6.E.1.2, 6.G.1.1, 6.G.1.2, 6.G.1.3, 6.G.1.4, 6.G.2.1, 6.G.2.2, 6.H.2.3, 6.C&G.1.2, 6.C&G.1.4, 6.C.1.1, 6.C.1.2, 6.C.1.3, 6.E.1.2, 6.G.2, 6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2, 6.C&G.1.1, 6.C&G.1.2, 6.C&G.1.3, 6.C&G.1.4, 6.E.1.1, 6.H.2.1, 6.H.2.4 CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors 43 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Timeframe: 500 CE‐ 1800 CE Key Vocabulary: Tier 1 Tier 2 Tier 3 Religion Settle Government Leader Economy Culture Education Trade Farming Worship Wealth Priest Water Movement Mediterranean Sea Congo River Peninsula North Africa Climate Agriculture Barter Irrigation Canals Empire Dynasty Delta Atlantic Ocean Desert Indian Ocean Kalahari Desert Niger River Nile River Sahara Desert Sahel savanna Sub‐Saharan Africa Zambezi River Migration Aksum Bantu Bantu migrations Kingdom of Benin Djenne Great Zimbabwe Ile‐Ife Kilwa nomadic Timbuktu pilgrimage evangelization polytheism monotheism Mali Empire Key People: Mansa Musa, Ibn Battuta, Sundiata Connections: Before Topic is taught (prior learning): Students need to enter this unit understanding the basic structure of a civilization (what is a government, economy and social structure) and the parameters for migration from around Africa and the Middle East. A knowledge of basic geography is necessary (location, place, region, movement and HEI), specifically surrounding the region West Africa. Teachers who chose to teach major religions in unit 1 should be able to make those connections as you teach this topic (Islam in North Africa) CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors After Topic is taught (anticipated learning): Students should reinforce the ideas of Cultural Diffusion from the expansion of Islam throughout North Africa. Students should also be able to make connections through the collapse of these empires with geography (climate), war and cultural conflicts. Students will use the knowledge from this topic to expand on exploration and migration in the world, as well as in 7th grade and when students will learn of the European “Scramble for Africa”. 44 – Unit 3 – River Valley Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. RESOURCES Unit Number ‐ 3 River Valley Civilizations Topic Guide – African Empires Resource Title Location GHANA http://chnm.gmu.edu/fairfaxtah/lessons/documen ts/africaPOSinfo.pdf Time Maps http://www.timemaps.com/civilization/african‐ kingdoms The Story of Africa http://www.bbc.co.uk/worldservice/africa/feature s/storyofafrica/index_section4.shtml Internet History http://www.fordham.edu/halsall/africa/africasboo Sourcebook k.asp#African Societies The British Museum: http://www.britishmuseum.org/learning/schools_a nd_teachers/resources/all_resources‐ African Civilizations 1/wealth_of_africa/african_civilisations.aspx Unearthing Ancient http://www.scholastic.com/browse/article.jsp?id= Africa 3758044 Mr.Dowling.com http://www.mrdowling.com/609‐trade.html Assenberg Learner http://www.learner.org/interactives/collapse/mali. html West African Kingdom https://phs‐ sources.wikispaces.com/file/view/DBQ‐ DBQ +Kingdoms+of+West+Africa.pdf Crash Course in World https://www.youtube.com/watch?v=jvnU0v6hcUo History The Empire of Mali http://www.teachertube.com/viewVideo.php?vide o_id=115409 Series: Trades and Traditions Mansa Musa http://www.idealnet.org/Articles/Mansa%20Musa' s%20Great%20Pilgramage.pdf CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors Summary Informational text article on the rise and fall of the Ghana empire. Informational maps and content on the rise and fall of the Ancient African Kingdoms. A comprehensive look at West African History. Includes pictures and maps of the kingdoms. Collection of West African primary documents from each of the Ancient African Kingdoms. Great lessons with resources for teaching about Ancient Africa! Short Read article on preserving artifacts from Africa. Collection of lessons and resources you can use in the classroom! A simple DBQ to help with the teaching of the Ancient African Kingdoms. 10 minute fast paced video on Mansa Musa and his pilgrimage to Mecca. 6:34 video from a American student perspective on the ancient kingdoms of Africa. A great article with comprehension questions on the affects of Mansa Musa’s pilgrimage to Mecca. 45 – Unit 3 – River Valley Civilizations Performance Task – Ancient Africa Unit 3 – River Valley Civilizations Topic Guide – Ancient Africa Generalizations: ‐ Access to resources contributes to the success and/or failure of a civilization. ‐ Leadership impacts the growth and/or decline of a civilization. ‐ With technological and agricultural advancements, ancient civilizations improved their economies through such techniques as irrigation, planting, surplus, domestication, travel, and trade. ‐ When geographical features change, the settled cultures must adapt or move. What: Analyze primary sources, maps and charts to create a connection between Cultural Diffusion and Geography. Why: In order to understand the connections between Cultural Diffusion and Geography. How: Create a map tracing cultural movements and geographical regions for the National Geographic Council. Performance Task Summary: You have just been assigned a project by the National Geographic Council to bring together information from multiple maps and sources to explain to the general public the development of West African Kingdoms. Your report should include the three major Kingdoms of the Ghana, Mali and Songhay. You will create a map that shows how the environment, climate, trans‐Saharan trade, Islam, and cultural diffusion influenced the Kingdoms of Ghana, Mali, and Songhai. You will use various maps and sources to create a visual representation and written narrative. Performance Task Criteria: STEP 1 Write a title at the top of the page that says “The Kingdoms of West Africa” Draw and label the following places: Sahara desert, Atlantic Ocean, Indian Ocean, Mediterranean sea, Niger River. Color in the three climate zones using a different color for each area (desert = yellow; savannah/ semi‐desert = orange; forest = green) Draw and label the location of the Kingdoms of Ghana, Mali, and Songhai Use red arrows to show the trans‐Saharan trade routes between West Africa, North Africa, and the Middle East. Use blue arrows to trace Mansa Musa’s pilgrimage to Mecca, plotting the stops along the way. Draw symbols along the trade routes that represent gold, salt, and camel caravans Use black arrows to show the spread of Islam from the Middle East to North Africa and West Africa Create a key that shows the meaning of all the colors and symbols of your map. CMS Social Studies – Revised 2013‐2014 46 – Unit 3 – River Valley Civilizations Performance Task – Ancient Africa STEP 2 Write a 5‐paragrah narrative that explains how geography/ environment/ climate, trade routes, and Islam affected the development of West African Kingdoms. Your narrative should use examples from the map and course readings to explain your answers to the following questions: How did the climate and environment affect the development of West African Kingdoms? How did the trade affect the development of West African Kingdoms? How did the spread of Islam affect the development of West African Kingdoms? https://geography.byu.edu/SiteAssets/Pages/Resources/outlineMaps/Africa.pdf (outline map of Africa and Middle East) http://www.pbs.org/wgbh/globalconnections/mideast/educators/nations/lesson1.html (Mapping lesson for teachers) http://www.yourchildlearns.com/megamaps.htm (print large 1x1 up to 8x8 foot maps) Process: 1. Individually or as a team, students will use technology to research the “Western African Kingdoms” and evaluate the impact that cultural diffusion had on their rise, development and eventual collapse. 2. The individual or team will create a map to explain cultural diffusion in geographic terms. 3. The map should follow the bulleted checklist and make connections/impact that geography has on the diffusion of culture. 4. Written report should follow from each individual student explaining the historical connections and culture of the West African Kingdoms. Performance Task Rubric: ‐ Written Report ‐ 40 points o Includes a clearly stated stance on the topics (10 points) o Use of valid and valuable data and evidence (10 points) o Written clearly for all other participants to understand (10 points) o Correct use of MLA format and grammar (10 points) ‐ Completed Map ‐ 40 points o Student individuals or groups completed all components that were required o Map is neat and organized, using all proper map elements. ‐ Use of data and evidence ‐ 20 points o Data and evidence is valid (10 points) o Data and evidence is used properly and is cited in the Report Brief and debate (10 points) CMS Social Studies – Revised 2013‐2014 47–Unit3–RiverValleyCivilizations Assessment‐AfricanEmpires 1. Mansa Musa made Timbuktu a cultural center by supporting the arts and learning. He established mosques as centers of learning and hired an Egyptian architect to design mosques in two of the empire’s major cities. Based on this information, the reforms of Mansa Musa suggest that, for him, Islam was largely a matter of what? A. education and culture B. making a pilgrimage to Mecca C. conquest and conversion of non‐Muslim peoples D. the political advantage of being part of the Caliphate 2. Which factor most contributed to the development of trade among the different peoples of Africa? A. climatic diversity B. animal migrations C. military conquest D. cultural similarities 3. Which factor most contributed to the spread of the Bantu languages? A. trade B. migration C. cultural diffusion D. religious conversion 4. Which physical feature divides Africa into two distinct regions? A. the Atlas Mountains B. the Nile River C. the Persian Gulf D. the Sahara Desert CMS Social Studies – Revised 2013‐2014 5. Which factor had the greatest influence over the type of agriculture that developed in the forest regions of Africa? A. poor quality of the soil B. mildness of the climate C. lack of water for irrigation D. abundance of game animals 6. Which factor most contributed to the spread of the Bantu languages? A. trade B. migration C. cultural diffusion D. religious conversion 7. What contribution did Mansa Musa make to the religion of the Mali Empire? A. He used customs and beliefs from the many local religions in the empire to create a new religion. B. He established laws to create religious tolerance throughout the empire, which led to the introduction of Islam. C. He converted to Islam and made it the official religion of the empire. D. He used the empire’s vast trade routes and its conquests to increase the spread of local religions. 8. How are most indigenous African religions similar? A. They are practiced across large areas of the continent. B. They center on prayers and sacrifices to a supreme being. C. They involve worship of devotion to a “mother goddess.” D. They involve the belief in and worship of many gods 9. In which region are Bantu languages the primary spoken languages? A. southern Africa B. the sub‐Saharan region C. the Mediterranean coast 48–Unit3–RiverValleyCivilizations Assessment‐AfricanEmpires 10. What is the main difference between the savannas and the semiarid regions of Africa? A. the abundance of salt B. the type of grain crops grown C. the elevation above sea level D. the amount of water available 11. Which medieval African city had the strongest trade connections with the Arabian Peninsula? A. Aksum B. Benin C. Ile‐Ife 12. Which characteristic did Aksum and Timbuktu have in common? A. They were both near rich gold mines. B. They both grew wealthy through trade. C. They were both central to the slave trade. D. They both developed as iron‐making centers. Rulers of West African Empires Tenkamenin King of Ghana 1037‐1075 A.D. The country of Ghana reached the height of its greatness during the reign of Tenkamenin. Through his careful management of the gold trade across the Sahara Desert into West Africa, Tenkamenin’s empire flourished economically. But his greatest strength was in government. Each day he would ride out on horseback and listen to the problems and concerns of his people. He insisted that no one be denied an audience and that they be allowed to remain in his presence until satisfied that justice had been done. His principles of democratic monarchy and religious tolerance made Tenkamenin’s reign one of the greatest examples of African rule. Mansa Kankan Musa King of Mali 1306 – 1332 A.D. A leader and world figure, Mansa Musa distinguished himself as a man who did everything on a grand scale. An accomplished businessman, he managed vast resources to benefit his entire kingdom. He was also a scholar, and imported noteworthy artists to heighten the cultural awareness of his people. In 1324 he led his people on the hadj, a holy pilgrimage from Timbuktu to Mecca. His caravan consisted of 60,000 people whom he led safely across the Sahara Desert and back, a total distance of 6,496 miles. So spectacular was this event that CMS Social Studies – Revised 2013‐2014 Mansa Musa gained the respect of scholars and traders throughout Europe, and won international prestige for Mali as one of the world’s largest and wealthiest kingdoms. 13. How did Tenkamenin help Ghana reach the height of their greatness? A. He led them into battle against Macedonia B. His careful management of the gold trade C. His agricultural skills that helped create a surplus D. His strict code of laws that focused on social structure 14. According to the passage, how can you infer why Tenkamenin was respected by his people? A. He listened to the problems of his people and made them feel valued B. He used force and strict punishments to make examples of people who disobeyed him C. He gave money to his people to help them survive D. He required that all men join the military 15. From the reading passage, what do you think the word hadj means? A. Holy war B. The language of Mali C. A holy pilgrimage D. The resource most traded by Mansa Musa Constructed Response 1. 2. Based on the climate and geography of Africa, why do you think the African Empires relied more on trading than agriculture? Choose two African trading Empires and compare and contrast them including at least two similarities and differences. 3. How were African Empires politically, culturally, and economically influenced by the civilizations they traded with?
