Transcript Human Origins in Africa - School District of Mishicot

Welcome to A.P. World History
Class Rules…
1. No cell phones…..you should not be using or
looking at your cell phone during class.
2. Be respectful to your teacher, your classmates,
and yourself.
3. Be on time in your seat before the bell rings.
4. PARTICIPATE in class discussions.
5. Ask for help and use SNAP opportunities if you
are struggling.
6. DO YOUR HOMEWORK
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AP World History Expectations
1. This is a college level course…..expectations will
be high.
2. You are in high school. Homework is practice to
be done in preparation for exams.
3. Be mature and ask for help.
4. Listen and respect your classmates and teacher
5. It will be hard…..you will need to do homework
outside of class……you will need to study for
tests.
6. Work hard and never give up.
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Binder
Section One:
Section Two:
Section Three:
Section Four:
Section Five:
Section Six:
Dictionary
Maps
Smart Starts
Notes/Note-taking Organizers and
Worksheets
Tests/Essays/Project Based
Assessments
Writing
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Course Description
• In A.P. World History we will explore key
themes of world history, including
interaction with the environment, cultures,
state-building, economic systems, and
social structures, from approximately 8000
B.C.E. to the present.
The A.P. Exam
• Exam is Thursday, May
12th
• Graded on scale 1 to 5
• 3, 4, or 5 = college credit
• 1,2 = no college credit
The A.P. Exam Format
Question Type
Number of
Questions
Timing
Multiple-choice
70 questions
55 minutes
Document-based
question
1 question
50 minutes
Continuity and
change-over time
essay
1 question
40 minutes
Comparative
essay
1 question
40 minutes
THE DBQ
• 10 Documents
• Must use all 10
• Must suggest a
document that is not
in the DBQ you feel
would help
• You must group the
documents into 3
groups, based on
their point of view or
some similarity
Continuity and Change Over Time Essay
(CCOT)
• No documents, this is a free response essay
• Must analyze a change that occurs in a society over
time
• Example: Analyze continuities and changes in trade networks
between Africa and Eurasia from circa 300 C.E. to 1450 C.E.
Comparative Essay
• No documents, this is a free response essay
• Must compare 2 regions with each other at a
specific point in time
• Important you don’t summarize one, then the other.
Need to constantly go back and forth
• Example: Compare demographic and
environmental effects of the Columbian Exchange
on the Americas with the Columbian Exchange’s
demographic and environmental effects on ONE of
the following regions between 1492 and 1750.
(Africa, Asia, or Europe)
Periodization
• If you were to write an autobiography at this point
in your life, you may very well go chronologically
How would you break up the chapters?
• A.P. World History breaks history into 6 chapters,
called periods
Period
Number
Title
Time
Frame
Period
Weights
Textbook
Chapters
Period 1
Technological and
Environmental Transformations
8000
B.C.E –
600 B.C.E.
5%
1
Period 2
Organization and
Reorganization of Human
Societies
600 B.C.E.
– 600 C.E.
15%
2-5
Period 3
Regional and Transregional
Interactions
600 C.E. –
1450
20%
6-15
Period 4
Global Interactions
1450-1750
20%
16-22
Period 5
Industrialization and Global
Integration
1750-1900
20%
23-27
Period 6
Accelerating Global Change
and Realignments
1900Present
20%
28-36
Course Themes
• As we study history, we must focus on 5 major
themes for each unit we study
• These themes are…
Theme 1 - Environment
Interactions between
humans and the
environment
• Demography
(population) and
disease
• Migration
• Patterns of Settlement
• Technology
Theme 2 - Culture
Development and Interactions of Cultures
• Religions
• Belief systems, philosophies, ideologies
• Science and technology
• Arts and architecture
Theme 3 - Politics
State Building, Expansion, and Conflict
• Forms of government
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, trans regional, and global structures and
organizations
Theme 4 – Economics
Creation, Expansion, and Interaction of Economic
Systems
• Agriculture and pastoral production
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
Theme 5 – Sociology
Development and Transformations of Social
Structures
• Gender roles and relations
• Family and kinship
• Racial and ethnic constructions
• Social and economic classes
P.E.C.E.S
We’ll use term P.E.C.E.S. to remember the 5
themes
• Politics
• Environment
• Culture
• Economics
• Sociology
Important Info/Tips
• Use my website (have to go to Salk site)
• Keep up with course work and do
reading/assignments
• Read slow, take notes
• Don’t be absent and actively participate in class
5 Themes of AP World History
Assignment
• Your task:
• Create a visual that can be displayed in the classroom showcasing
the 5 major themes of AP World History.
• The time period the themes should focus on is your life today,
2015 AD
• The five themes need to be stated in words that are easy to read
and easy to understand. Include the title of each theme and a
summary in your own words stating what each theme means.
• Your visual needs to include pictures in color….printed or drawn of
each theme.
• Participation by all members of the group is vital. Everyone in the
group needs to work together.
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Essential Questions for Unit 1
• Essential (Big Picture) Questions for Unit 1
• 1. What is the significance of the Paleolithic Era in World
History?
• 2. What were the causes and consequences of the
Neolithic shifts in human living habits?
• 3. In what ways did settled agricultural lead to new and
more complex social and economic systems?
• 4. What does it mean to be “civilized”?
• 5. In the development of the first civilizations, what was
gained for humankind, and what was lost?
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Prehistory and History…
What’s the difference?
■
■
“Prehistory” is the
period before
recorded history (that
is, writing).
“History” is the period
after writing.
Time…Comprehending It
■
■
■
Imagine that the entire
prehistory of the earth
was equal to the height
of the Empire State
building.
Placing a book on top of
it would represent the
time that man has
existed on the planet.
A coin stacked on top of
the book would represent
recorded history!
Or…Imagine This….
■
■
■
If the history of the 4.54 billion year old
Earth was shrunk to fit within the span of
one calendar year…
Man would first be seen making tools on
December 31.
He wouldn’t begin farming until the last 60
seconds of December 31.
B.C. vs. A.D.
■
■
■
■
B.C. means Before Christ.
A.D. is the Latin, “anno domini” which
means in the year of our Lord, as in “after
Jesus was born.”
It does not mean “After Death”
See http://www.biblicalfoundations.org/when-was-jesus-born-and-when-did-he-die/comment-page-1/, http://carm.org/how-old-whenjesus-died
But…
■
■
Many historians use a different
designation.
B.C.E. and C.E.---What do you think these
letters mean?
B.C.E. vs. C.E.
■
■
B.C.E. means before the common era.
C.E. means in the common era.
When did the common era begin?
The common era began after Jesus died.
Why might historians use BCE and CE,
instead of BC and AD?
How did they know Jesus was
going to be born?
■
■
Even though the BC/AD system of dating has Christ
as its central focus, it is not found in the Bible.
It was not actually developed until AD 525 and not
widely used until 800.
Retrieved 8/18/14 from http://carm.org/meaning-bc-ad#footnoteref3_h0hw4d3
See also http://en.wikipedia.org/wiki/Anno_Domini and http://www.theatlantic.com/past/docs/issues/97jul/zero.htm
■
■
Dates on a Timeline
B.C. and B.C.E. dates go from higher numbers
(500 B.C. or B.C.E.) to lower numbers (200 B.C. or
B.C.E.).
A.D. and C.E. dates go from lower numbers (100
C.E.) to higher numbers (2001 A.D.)
500 BC 375 BC 250 BC 125 BC 508 AD 1008
AD
0
B.C. or B.C.E
(#s decrease as time passes)
1508
AD
2008
AD
A.D. or C.E.
(#s increase as time passes)
Birth of Jesus
More About Tracking Time
■
■
■
■
Years
Decades (10 years)
Centuries (100 years)
Millennium (1000 years)
Be Careful!
■
■
■
■
What is the difference between “100 C.E.”
and “100 years ago”?
What is the difference between “2000 C.E.”
and “2000 years ago”?
What year was it 4000 years ago?
Cleopatra was born in 69 BCE. How many
years ago was this?
Another measurement of “Time”
• Not only do historians use specific years to
measure time, they categorize time in “Ages”.
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Time Periods…What’s in a Name?
■
■
The Paleolithic period
is also called the Old
Stone Age.
It began about
2,000,000 B.C.E. and
lasted until about
8000 B.C.E.
■
■
The Neolithic period is
also called the New
Stone Age.
It began around 8000
B.C.E. and lasted until
about 4000 B.C.E, but
not at the same time
in all places! Can you
explain why?
■
■
The Bronze Age began
when man began alloying
copper with tin.
This occurred about 3500
B.C.E. in the Fertile
Crescent (the Middle East
today), but not until 1000
C.E. in the New World!
■
■
The Iron Age began
when man discovered
that iron made better
tools and weapons
because it was harder
and more durable.
The use of iron tools
began around 1300
B.C.E in Egypt, Persia,
Assyria, and India.
Timeline Practice
■ Draw a timeline in the space provided on the back your notes
sheet.
■ Write 2,000,000 B.C.E. on the left side and 1500 C.E. on the
right. Don’t forget to label “0”
■ Label and date the timeline with the Paleolithic, Neolithic,
Bronze (3500- ~1300 BCE), and Iron (1300 -550 BCE) time
periods.
■ Label and date: the crucifixion of Jesus (33 CE), the birth of St.
Nicholas (280 CE), the arrival of Columbus in North America
(1492 AD)
■
http://www.bu.edu/anep/Ir.html, http://news.discovery.com/history/religion/jesus-crucifixion-120524.htm
Assignment
Read pages 5-14 and take notes using the
organizer.
Notes and organizer due Friday.
Map quiz on Monday knowing the regions and
countries in each region.
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Crash Course…..Agricultural
Revolution
• https://www.youtube.com/watch?v=Yocja_N5s1I
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Answer in your notebook……
1. What does it mean to be considered “Civilized”?
2. Why must we, as we interpret and investigate the
past, use this term with caution and
consideration?
3. What are the eight key components of
civilization?
Civilization
1) Advanced cities w/administrative centers
2) Political system based on defined territory
rather than kinship connections
3) Specialized workers (non-food)
4) Status distinction
5) Monumental building
6) Record keeping
-scribes - professional record keepers
-cuneiform - system of writing on clay tablets
(3000 B.C.)
7) Trade system (long distance)
8) Advanced technology, science, and arts.
***9) Complex institutions (a long-lasting
pattern of organization in a community)
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What is Culture?
Write three words that come to mind in your
notebook when you think of culture.
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Culture
Share your three words with your neighbor.
Do you have any that are the same?
In your notebook:
Write one similarity and one difference between:
Civilization and Culture…….. Explain why (provide
evidence) to support the similarity and difference
you chose.
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Culture…
• Learned patterns of actions and expression
– Material Objects (dwellings, clothing, tools, crafts)
– Non-Material Objects (Beliefs, languages, etc)
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Other than learned behavior –
what is culture?
•
Culture consists of learned patterns of action and expression and
includes art, music, clothing, dwellings, tools, values, beliefs, and
languages.
•
Although Stone Age music and dance remain hidden from investigation,
early human art and tools are important sources for studying Stone Age
culture.
Cave paintings reveal much about human society and wildlife.
•
•
The development of increasingly specialized tools is evident in the
archaeological record.
•
Tools for gathering and digging food as well as for killing and butchering
animals demonstrate human ingenuity.
•
Tool and weapon design changed along with new methods of hunting
and agriculture, revealing the adaptability of the human species.
•
Methods of food preparation are deduced from the tools made for those
tasks and are important indicators of cultural phenomena, such as the
gendered division of labor
Before Civilization
• Stone Age- 2 million to 4 thousand years ago
• Stone age is subdivided into the Paleolithic age
(old stone age to 10,000 years ago) and the
Neolithic Age (New Stone Age)
• Stone tools are developed in the Paleolithic Age
Chauvet Cave
On December 18, 1994, this cave in southern France was discovered by
Jean-Marie Chauvet, a French official. It contains the oldest and best
preserved prehistoric cave paintings; more than three hundred
paintings were found of animals that inhabited the Stone Age world,
including panthers, cave bears, and mammoths. This black-painted
panel in the Chauvet Cave shows horses, rhinoceroses, and wild oxen.
(Jean Clottes/Ministere de la Culture)
Pre-History Age
• No written language
or writing
• Used paintings and
art communicate
• Archeology and
Anthropology science
geared to study this
period
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Some Scholars….
• Paintings depict religious beliefs or methods
– Magical or religious role
• Counting
• Revered leaders
• Hunting Scenes
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Paleolithic Age (Old Stone Age)
• Lasted until 10,000
years ago
• Moved from
Nomads to Forgers
(Hunters and
Gathers)
– Kalahari Desert
and Ituri Forest
Tools used to
process and obtain
food (Stone,bone,
wood)
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Which of the following was not true of nomadic
groups?
A) Nomadic societies were patriarchal
B) They had some social hierarchy
C) Most of the themes of nomadic art centered on
their animals
D) Nomadic societies had little positive influence
on settled peoples
E) Nomadic societies engaged in peaceful trade.
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• Correct Answer: D
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Fire leads to better cooking
• Imagine life without fire or
heat?
• How do you think fire was
discovered?
• Between 1 million-1.5
million yrs ago (Wildfires)
• Proof of use: 12,500 yrs
ago with clay cooking
pots discovered in East
Asia
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Paleolithic Age Division of Labor
Egalitarian: Men=Women
• Women
– Care for children
– Gather and cook
– Older women served as
advisers to younger
women
• Men
– Hunters
• Lived in groups
– Defense
– Sizable enough for defense
– Specified tasks
• Build shelters
• Clothing made of animal skins
which were woven about
26,000 yrs ago.
Each treasured for talents • African grasslands= 3-5 hrs
collecting food, shelter, etc.
and skills they had
Lead to more time artistic
endeavors and social life, etc.
Review of the Paleolithic Era
• Review
• Little Song about Stone Age
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I. Archeological evidence indicates that during the
Paleolithic Era, hunting-foraging bands of
humans gradually migrated from their origin in East Africa
to Eurasia, Australia and the
Americas, adapting their technology and cultures to new
climate regions.
• A. Humans used fire in new ways: to aid hunting and foraging, to
protect against predators and to adapt to cold environments.
• B. Humans developed a wider range of tools specially adapted
to different environments from tropics to tundra.
• C. Economic structures focused on small kinship groups of
hunting/foraging bands that could make what they needed to
survive. However, not all groups were self-sufficient; they
exchanged people, ideas and goods.
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The next age is….Neolithic Age
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Key Concept 1.2 The Neolithic Revolution
and Early Agricultural Societies
• In response to warming climates at the end of the last Ice
Age from about 10,000 years ago, some groups adapted
to the environment in new ways while others remained
hunter/foragers.
• Settled agriculture appeared in several different parts of
the world. The switch to agriculture created a more
reliable, but not necessarily more diversified, food
supply.
• Agriculturalists also had a massive impact on the
environment, through intensive cultivation of selected
plants to the exclusion of others, through the
construction of irrigation systems and through the use of
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domesticated animals for food and for labor.
Humans Try to Control Nature
Domestication
• replace wild game
• dogs first for hunting
• meat
• milk
• energy
• clothing
Variations
• the Americas
– nomadic
• Arid Africa / Central Asia
– Pastoralism
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Beginning about 10,000 years ago, the Neolithic Revolution led to
the development of new and more complex economic and social
systems.
A. Possibly as a response to climatic change, permanent agricultural
villages emerged first in the lands of the eastern Mediterranean.
Agriculture emerged at different times in Mesopotamia, the Nile
River valley and sub-Saharan Africa, the Indus River valley, the
Yellow River or Huang He valley, Papua-New Guinea,
Mesoamerica and the Andes.
B. Pastoralism developed at various sites in the grasslands of AfroEurasia.
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Neolithic Age
C. Different crops or animals were domesticated in the various core regions.
Domestication of animals proceeded at the same time as domestication of plants .
As with plants, domestication of animals occurred independently in various parts of
the world
• Helocene Period 9000 B.C.E. - when most historians agree that a global
warming made people transition from hunter gathering lifestyles to agricultural
or pastoralist lifestyles.
• The agricultural revolution increased population from 10 million in 5000 B.C.E
to between 50 and 100 million in 1000 B.C.E
D. Agricultural communities had to work cooperatively to clear land and to create
the water control systems needed for crop production.
E. These agricultural practices drastically impacted environmental diversity.
Pastoralists also affected the environment by grazing large numbers of animals on
fragile grasslands, leading to erosion when over-grazed.
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II. Agriculture and pastoralism began
to transform human societies.
A. Pastoralism and agriculture led to more reliable and abundant food supplies
which increased population.
B. Surpluses of food and other goods led to specialization of labor, including new
classes of artisans and warriors, and the development of elites.
C. Technological innovations led to improvements in agricultural production, trade,
and transportation;
Required examples:
•pottery
• plows
• woven textiles
• metallurgy
• wheels and wheeled vehicles
D. In both pastoralist and agrarian societies, elite groups accumulated wealth,
creating more hierarchical social structures and promoting patriarchal forms of
social organization.
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Centers of Plant and Animal Domestication
Many different parts of the world made original contributions to domestication during the
agricultural revolutions that began about 10,000 years ago. Later interactions helped
spread these domesticated animals and plants to new locations. In lands less suitable
for crop cultivation, pastoralism and hunting predominated. (Copyright (c) Houghton
Mifflin Company. All Rights Reserved.)
Humans Try to Control Nature
Neolithic Revolution - the shift
from food gathering to food
producing (8000 B.C.)
– Agricultural Revolutions
• longer growing seasons
• steady source of food
• support a larger population
slash-and-burn farming - trees
and grasses burned; ashes as
fertilizer
domestication - taming of
animals
• constant source of food
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Humans Try to Control Nature
Cultural Expressions
• departed ancestors
– switch from animals and plants
to Earth Mother (all new life)
– Sky God (fire, wind, rain)
• megaliths - “big stones”
– stone burial chambers
• Stonehenge
– calendar circles
• dissemination of language
– basis of modern languages
– Indo-European
– Afro-Asiatic
• gradual expansion
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Humans Try to Control Nature
Villages
Jericho
• 8000 B.C. in Israel
• milling stones, storage pits
Catal Huyuk
• 6000 B.C. in Turkey
• artisans and skilled workers
• obsidian trade; religion
Agriculture arose independently
Nile River - wheat and barley
China - millet and wild rice
Mexico - corn, beans, squash
Peru - tomatoes, sweet potatoes
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Humans Try to Control Nature
Neolithic Life
Pros
• dependable supply of food
• guard against fluctuations
Cons
• food producers work harder
• diet less varied and nutritious
– farmers shorter
• more susceptible to
contagious diseases
Gradual farmer takeover
• surplus = population
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• Jericho
Catal Huyuk
• The art of Çatal Hüyük reflects a continued
fascination with hunting, but the remains indicate
that agriculture was the mainstay of the economy.
Catal Huyuk
Cities differed from Neolithic villages in two principal
ways. Firstly, cities were larger and more complex
than Neolithic villages. Secondly,
__________________________________.
A. cities served the needs of their inhabitants and
immediate neighbors
B. cities decisively influenced the economic, political and
cultural life of large regions
C. cities were less advanced militarily
D. cities had populations in the thousands
E. cities had protective deities
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• Answer is B
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Debating Emergent Life-ways of
the Foundations Period
Life-ways:
Person 1: Hunting/Gathering Nomad
Person 2: Tilling / Agriculturalist: Swampland, Uplands
Person 3: Tilling / Agriculturalist: Alluvial/Fertile Plains
Person 4: Herding / Pastoralist
Directions:
1. Assuming you’re living approx. 4,000 years ago (i.e. 2,000 B.C.E.), consider the following questions
from the perspective of your assigned role above:
A. What are the comparative advantages of your life life-way? What are the disadvantages? Explain.
B. What theories help to explain why you developed and sustained your life-way?
C. How is your life-way related to the environment? This includes identifying locations on the earth where
you would likely practice it around this time period, how you impact the environment around you, and
how the environment impacts you.
D. Who/how would you come into conflict with the other life-ways?
2. Be prepared to defend your life-way at a round table debate where we’ll explore the question, “Which
lifestyle works best?” Your participation will play a key part in your grade.
3. You will need to take on the character you are portraying. You can dress the part….must be school
appropriate, draw/color a picture of the person you are representing and have it on display while you are
presenting, find a colored picture and have it on display while you present.
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PIRATES
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PIRATES Charts
• Mesopotamia
• Egypt
• China…Shang/Zhou
• Indus River Valley
• Olmec
• Chavin
Each group will create a
PIRATES chart for one
civilization. Info should be
written in paragraph form
and detailed. Include a
picture.
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