Transcript World History Journal

World History Journal
1st Six Weeks
Today’s Lesson Monday August 22, 2016
• Hello!
• Note home to parents due August 29
• Daily journal
• “Eras of My Life” assignment due August 29
• Writing a timeline
• Prehistory
Write in your World History Journal
1. Write your name and class period on the cardboard
back of the spiral notebook.
2. Make a cover page on the first sheet with your
name and class period.
3. Use a whole page for each day’s journal:
a. Journal entry
b. 3-5 Vocabulary terms. Write short (4-6 word) definitions
for each term.
c. A graphic organizer, timeline, or drawing as instructed.
Journal entries
For each journal entry:
1. Write the date in the top right corner of the entry.
2. Write the topic of the day.
3. If indicated, write assignment due dates or exam dates.
4. Answer the journal question in complete sentences, explaining your
answers.
5. Write your own answers. You can discuss the topic, but do not copy
others’ work.
Today’s Lesson 8/22 & 8/23
• Journal Warm-up: Technology
• Today’s Topic: Neolithic Era
• Eras of my life assignment
• Today’s vocabulary terms
•
•
•
•
•
Artifact p. 6
Culture p. 7
Anthropology p. 7
Archeology p. 7
Technology p. 8
• Graphic organizer: marking a timeline. BCE/ CE or BC/ AD
Warm-up August 22 & 23
Read “Learning About our Past.”
Answer the prompts in sentences:
• How are these tools
technology?
• What modern day tools do
these resemble?
to make a spear
Image source: http://www.unil.ch
• TEKS (27) Science, technology, and society. The student understands how
major scientific and mathematical discoveries and technological
innovations affected societies
Today’s Lesson 8/24 A & 8/25 B
• Journal Entry
• Today’s topic: The Beginnings of Agriculture
• Graphic organizer activity: Catal Hüyük reading
• Vocabulary:
1.
2.
3.
4.
5.
Paleolithic p. 11
Nomads p. 11
Animism p. 12
Neolithic Revolution p. 12
Domesticate p. 12
• Otzi the Ice Man
• Neolithic Revolution
Technology: Learning to use Pearson Realize
Graphic Organizer: Catal Hüyük
Use the text on page 13 and the handout.
Characteristic
Who lived there?
How many
people?
What was their
economic base?
Where was Catal
Hüyük?
When did this
begin and end?
How did they
worship?
In Catal Hüyük
Graphic Organizer: Catal Hüyük
Use the text on page 13 and the handout.
Characteristic
Who lived there?
How many
people?
What was their
economic base?
Where was Catal
Hüyük?
When did this
begin and end?
How did they
worship?
In Catal Hüyük
Journal Prompt Wednesday 8/24; Thursday
8/25
• PROMPT: (Write in
complete
sentences.)
• Before agriculture
developed, how did
people get food?
• How would life be
different if
agriculture never
developed?
Learning Objectives:
• Identify major causes of the development of agriculture
• Summarize the impact of farming (Neolithic Revolution) on the creation of river valley
civilizations.
Today’s Lesson; B day Friday 8/26; A day 8/29
Today’s topic: Civilization at Ur in Sumer
Journal prompt: Writing
Vocabulary:
1.
2.
3.
4.
5.
6.
7.
Traditional economy p. 16
Civilization p. 17
Theocracy p. 18
Polytheistic p. 18
Scribes p. 19
City-state p. 20
Empire p. 20
Graphic organizer: Venn diagram comparing river valley and highland civilizations
Activity: Poster of hunter/gatherer lifestyle or early civilization
Journal prompt: B day Friday 8/26; A day 8/29
Journal prompt
Early Sumerian Pictographic Tablet
about 3100 B.C.
In what ways would our society
today be different if we did not
have writing?
What would be the same?
Image source: whenintime.com
Compare and Contrast: page 17
Complete the Venn diagram to compare and contrast civilizations that
began in river valleys and those that began in highlands areas in the
Americas.
Section 3
Civilization
CASE STUDY: Ur in Sumer
Prosperous farming villages, food surpluses,
and new technology lead to the rise of
civilizations.
Buried Alive
NEXT
Today’s lesson August 30 (B)/ 31 (A)
• Today’s topic: Mesopotamia
• Journal Prompt Hammurabi’s code
• Graphic organizer:
Sumerian social hierarchy p. 34
• Vocabulary terms
1.
2.
3.
4.
5.
Ziggurat p. 34
Cuneiform p. 35
Civil laws p. 38
Criminal laws p. 38
Hittites p. 39
Worksheet: Empires in Mesopotamia
Epic of Gilgamesh
Social Rank in Sumer
p.34
The Hammurabi stele was placed in a public place in Babylon
where everyone could see it, though few were literate.
It was later stolen by the Elamites. The British recovered the
stele in Iran in 1901 and it is not on exhibit at the Louvre
Museum in Paris.
By Mbzt - Own work, CC BY 3.0,
https://commons.wikimedia.org/w/index.php?curid=16931676
Journal prompt August 30 (B)/ 31 (A)
Prompt:
What should be done to the
carpenter who builds a house that
falls and kills the owner?
Eric Lessing/Art Resource, NY
Learning Objective
WH (20) Government
• Identify the impact of political and
legal ideas contained in documents
including Hammurabi’s Code.
• Hammurabi, the king of Babylon in
about 1790 B.C., made decisions
which became laws and part of
Hammurabi’s Code.
• Based on your idea of “fairness” and
modern day laws, explain what you
think should happen in each case.
Ancient Mesopotamian
carving of a carpenter at work.
Today’s Lessons 9/1 (B) 9/2 (A)
Journal prompt: Money economy
• Today’s Vocabulary
1. Bureaucracy p. 41
2. Zoroaster p. 42
3. Colony p. 43
4. Alphabet p. 43
Graphic organizer/ drawing: Write your full name (first
and last) in the Phoenician alphabet. Use the chart
copy.
• Write from right to left .
• For missing letters, exchange another letter or use a dot .
Journal prompt:9/1 (B) 9/2 (A)
Journal Prompt: Answer all
questions.
• What advantages does a
money economy offer over
a barter economy?
• Give an example of a
modern transaction made
easier by money instead of
barter.
• When might barter be
used?
(17) Economics. The student understands the impact of the Neolithic revolution on
humanity.
Rise of the Persian Empire
Analyze Maps Study the locations of the Persian capitals. Were they well placed for rule over the entire
empire?
Today’s Lessons 9/6 (B) 9/7 (A)
FIRST Journal Quiz.
11 Questions from the vocabulary, graphic organizers and journal prompts.
SECOND Journal Lessons of the Day
Topic: Hebrews
Journal prompt: Ten Commandments
Today’s vocabulary:
1.
2.
3.
4.
5.
6.
Monotheistic p. 44
Torah p. 44
Covenant p. 45
Patriarchal p. 47
Ethics p. 47
Diaspora p. 48
Graphic Organizer: “Sequence It”
The Ancient Israelites’ Unique Belief System
Analyze Maps: What factors may have led to Canaan's
becoming a crossroads in the ancient Middle East?
Torah
Torah in Hebrew means “teaching” or “guidance”. The Torah includes the
first five books of the Hebrew Bible: Genesis, Exodus, Leviticus, Numbers,
and Deuteronomy.
The Hebrew Bible
The Hebrew Bible:
“I am the LORD thy God, who brought thee out of the land of Egypt, out of
the house of bondage. Thou shalt have no other gods before Me.”
—Exodus 20:2-3
• What does this quotation from the Hebrew Bible say that God did for the
ancient Israelites? What does God demand in return?
• What idea in this quotation refers to a belief that is different from most
other cultures in the Fertile Crescent that you have read about in earlier
lessons?
Journal Prompt: 9/6 (B) 9/7 (A)
WH (3) Describe the major
political , religious/
philosophical, and cultural
influences of … Israel,
including the
development of
monotheism, Judaism,
and Christianity.
WH (20) Identify the
impact of the legal ideas
in the Jewish Ten
Commandments.
Read the chart of the Ten
Commandments.
Prompt:
Write two specific examples of the
impact of the Ten Commandments on
today’s society.
Law and Morality in Judaism
Over time, the ideas in the Ten Commandments have influenced aspects of some modern legal and
political systems.
Sequence it activity
Origins of Judaism
A. Put these key historical events and beliefs from the Jewish tradition into the correct chronological order, from earliest to latest.
King Solomon completed Jerusalem’s temple.
Moses brought the Israelites to Canaan.
King Saul united the tribes of Israel into a nation.
Abraham made a covenant with God.
Many Jews from Judah were forced into exile during the Diaspora.
B. Write 2–3 sentences describing the central ideas of Judaism in your journal.
Law and Morality in Judaism
Analyze Maps The Jewish Diaspora began with the Babylonian Captivity in 6th century B.C. and has
continued throughout history. How did the Diaspora contribute to the spread of Judaism?
Today’s Lesson B Day 9/8; A Day 9/9
Topic: Ancient Egypt
2 Journal prompts: Sphinx & Hatshepsut
Vocabulary: pages 51-57
1. Dynasty
2. Pharaoh
3. Vizier
4. Tutankhamen “King Tut” (p.55)
5. Mummification
6. Hieroglyphics
7. Papyrus
8. Rosetta Stone
Graphic Organizer: Egyptian social hierarchy p. 56
Handouts: Reading: Tutankhamen
Egyptian Culture: Video clips
Comparison Activity: Due next class PERSIA: Egypt and Mesopotamia
Egyptian Social Hierarchy p. 56
Image source: McDougal Littell Inc
Journal Prompt #1 9/8 (B); 9/9 (A)
Shown above, this statue of a sphinx—a
mythological creature having the body of
a lion and the head of a man, ram, or
hawk—is made of black granite. It
represents Amenemhet III, a pharaoh
who ruled in the Twelfth Dynasty of the
Middle Kingdom.
Compare the Sphinx
of Amenemhet III to
a statue honoring an
important person in
today’s society.
• How are these
monuments
similar?
• How are they
different?
Journal prompt # 2 B day 9/8; A day 9/19
WH (24) Culture. The student understands the roles of
women, children, and families in different historical cultures.
Image source: Metropolitan Museum of Art at
http://metmuseum.org/exhibitions/listings/2006/hatshepsut
Watch the video on Pearson
Realize.
• What about Hatshepsut was
unprecedented in Egyptian
history?
• What does Hatshepsut's story
reveal about the dangers of
over-generalizing about history?
Egyptian Culture
• mummy maker
• Rosetta Stone
• Image source: bbc.co.uk
Egyptian Learning Advances
Analyze Information In 332 B.C., the Greek ruler Alexander the Great conquered Egypt. According to
the information on the chart, how was Egyptian knowledge passed along to other cultures?