Transcript Slide 1
What looks familiar about Period 1? Technological and Environmental Transformations, to c. 600 B.C.E. Key Concept 1.1. Big Geography and the Peopling of the Earth Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies Unit 1: Technological and Environmental Transformations, to c. 600 BCE Cohen packet, p. 20 Outline for Two Week Unit: Week One: Big Geography: Early Human Migrations Agricultural Revolution Week Two: Earliest Civilizations Early Belief Systems Timed Writing: Comparative Essay on Civilizations Unit Test: 20 Multiple-Choice Questions Key Concept 1.1. Big Geography and the Peopling of the Earth “Maps are tools that help students investigate the past and the present as they explore historical connections. Additionally, maps can be used to uncover the worldview of both cartographers and societies of the past, as well as students themselves.” Deborah Smith Johnston, World History Matters Instructions for Mental Maps Cohen pkt, p. 29 Directions: 1. Sketch a map from memory to show the major continents and bodies of water. 2. Be sure to take into account the relative sizes of the continents to each other and to the bodies of water. 3. Some other factors to consider are that Asia is the largest and Africa the second largest continent. The major oceans comprise about 2/3 of the earth’s surface. The west coast of South America lines up with the east coast of North America. Canada is twice as big as the USA. Regions in World History Course Description – Tab 1, page 22 Used in both the multiple-choice and essay questions Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies, Cohen pkt, p. 18 In his book Guns, Germs, and Steel, Jared Diamond raises a series of questions about the disparity in economic development around the world. His answers highlight some key historiographical debates about the origins of different rates of economic development in the past. Reading Questions for Guns, Germs, and Steel by Jared Diamond. Limit your answers to key details. Prologue: “Yali’s Question” What is Yali’s question and why did it motivate Diamond to write this book? What are the other ways that Diamond asks or rephrases the same question? What answers to Yali’s question have some historians given in the past? What is wrong with those answers according to Diamond? What kind of evidence does Diamond use to prove those answers wrong? Seminar on “CIVILIZATION”, Cohen pkt, pp. 22-23 Directions for Socratic Seminars Understand the question(s) for the seminar. Read the source(s). Take notes from the sources to help you answer the question(s). Comment about one of the following (5 pts.) information in the sources. validity of evidence used by the author(s) the strength of the argument (thesis) to respond to a question asked by someone else to respond to a comment made by someone else Ask a question about one of the following (5 pts.) information in the sources, e.g. vocabulary validity of evidence used by the author(s) the strength of the argument (thesis) to respond to a question asked by someone else to respond to a comment made by someone else. Socratic Seminar on “Civilization?” Directions: Use the following quotes to discuss the diverse interpretations of the term “civilization”. What are the issues involved in using “civilization” as an organizing principle in world history? Now, read and discuss the Quotes on Civilization Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies Vocabulary, Cohen pkt p. 17 Civs chart, Cohen pkt, pp. 20-21 Study Card Terms -- The terms with an asterix (*) repeat for all six units. Study Card Terms Unit 1 & 2 Terms Unit 3 Terms Hunting-gathering (foraging) Domesticated plants and animals Sedentary, Nomadic, Pastoral Neolithic Deity, Pantheon, Pagan Caste System Priest, Nun Monotheism, Polytheism Celibacy, Monasticism Afterlife, Reincarnation Missionaries, Pilgrims Filial, Kinship groups Conversion, Priesthood Sacred Texts Imperial, Feudal The state*, Empire*, Ideology* Bureaucracy; civil service* Social hierarchy; stratification; inequality* Patriarchy Slavery Urban* Tax revenue* Technology*, Textiles* Schism/doctrinal differences Epidemic disease* Guilds, Tax-farming City-states, Sovereignty* Mercenaries, Diasporas* Syncretism*, Tribute system Infidel Unit 4 Terms Chartered cities Usury, Sacrament Caravel, Tariffs Conquistadors Absolutism Joint-stock companies Trade diasporas Excommunication Slave trade, Manumission Renaissance Protestant Coerced labor systems* Mercantilism Unit 5 Terms Revolution* Imperialism* Sepoys Monopoly Modernization* Political reforms* Capitulations Humanitarian values “Effective occupation” Concessions in colonies Colonialism* Cash crops* Business cycle* Extraterritoriality, Treaties* Abolition Industrialization* Social Darwinism* Sanitation Systems* Nation-State*, Liberalism Middle Class*, Victorian Indentured Servants Questions about Period 1: Technological and Environmental Transformations, to c. 600 B.C.E. Key Concept 1.1. Big Geography and the Peopling of the Earth Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies, Curriculum Module, p. 39 - 42 Intro to Curriculum Module and David Christian’s thesis Directions: Read pp. 39 – 42 to Identify types of evidence Record evidence on map Create a timeline of the Silk Roads Discuss Christian’s argument about Prehistory of the Silk Roads Models of Teaching World History in the United States, Cohen pkt, p. 5 Each group will discuss one of the models of teaching world history and then explain the goal of the model they discussed. : Zones of Interaction Curriculum Module 17 Intro to Curriculum Module and David Christian’s thesis Essay Writing in APWH Rubrics Charts for note-taking Practice parts of the essay