Content Area: Global Studies



|Content Area: Global Studies |Time Allowance: 5 Days |

|Grade Level: 9th Grade |Name: Mr. N. E. S. Taus |

|Title of Module: Humble Beginnings |Website: |

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Rationale

Students will discover the world, in its spatial and historical significance. Students will also uncover the tools and applications of history, anthropology, sociology, & geography. During these lessons, students will develop greater literacy skills as they prepared for end of coarse testing, while focusing on the standards associated with global studies. Through art, music, projects, memorization, and test preparation students will grow through a better understanding of the continuity of history, human origins, migratory patterns, and the basic characteristics of civilization.

LESSON KEY: The development of new technologies aided the survival of Paleolithic people and the agricultural revolution of the Neleolithic Age gave rise to the first civilizations. * How are worldviews established within societies?

Objectives: Chapter 1: The First Humans, Prehistory-3500 BC

1. Define civilization and identify the characteristics of a civilization (and the necessity of civilization *why it is ‘good.’).

2. Identify the Cradle of Civilization and the stages of human development & migratory patterns.

3. Explain the impact of geography

4. Describe the significance of religion

Focuses: essential questions

1. What inventions and events led to the development of the first civilizations?

2. How am I connected to those in the past?

3. How do people meet their basic needs in a variety of contexts?

4. What changes occurred during the Neolithic Revolution that made the development of cities possible?

5. How did systematic agriculture spread in different areas of the world?

6. How did the achievements of the early Sumerian city-states enrich early civilizations?

Standards:

South Carolina Standard GS-1: The student will demonstrate an understanding of life in the classical civilizations and the contributions that these civilizations have made to the modern world.

NCSS (National Professional Organization Standards Addressed): Curriculum Standards for Social Studies

1. NCSS-I (Culture): The study of culture prepares students to answer questions such as how belief systems and political ideals influence economic choices. Culture includes areas of Religion, Political Ideals, Geography, history, sociology, and anthropology.

2. NCSS-II (Time, Continuity, and Change) Human beings seek to understand their historical roots and to locate themselves in time. Knowing how to read and reconstruct the past allows on to develop a historical perspective and to answer questions such as: Who am I? What happened in the past? How am I connected to those in the past? How has the world changed and how might it change in the future? Why does our personal sense of relatedness to the past change?

3. NCSS III: People, Places, and Environments - The study of people, places, and human-environment interactions assists students as they create their spatial views and geographic perspectives of the world beyond their personal locations.

4. NCSS IV: Individual Development and Identity - Personal identity is shaped by one’s culture, by groups, and by institutional influences.

5. NCSS-X (Civic Ideals and Practices) - An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

Vocabulary

1. Paleolithic—Old Stone Age

2. Neolithic—New Stone Age

3. Neolithic Revolution—the revolution that occurred in the Neolithic Age, the period of human history from 8000 to 4000 B.C.

4. systematic agriculture / Agricultural Revolution—the growing of food and keeping of animals on a regular basis

5. Bronze Age—the period of history from around 3000 to 1200 B.C. that was characterized by the widespread use of bronze for tools & weapons.

6. culture—the way of life of a people

7. civilization—a complex culture in which large numbers of human beings share a number of common elements; cities, religion, social structure, writing, art, government.

8. Theocracy— government by divine authority

9. Monotheistic— believing in one god

10. Polytheistic— believing in many gods

11. Atheism— lack of belief in god(s)

12. City-States—basic political units society, sharing similar culture & language, composed of multiple towns & cities.

13. Empire—large political unit that controls many people and territories of differing cultures & languages.

14. Matriarchal—political/social government dominated by women

15. Patriarchal—political/social government dominated by men

16. Egalitarian— political/social government ruled equally by men & women

17. Prehistory—the period before writing was invented.

18. Sumerians— created the first Mesopotamian civilization

19. Jericho— Neolithic farming village near the Dead Sea

20. Domestication—the controlled adaptation of plants or animals to live in human environments and be of use to humans. Also to introduce and accustom (an animal or plant) into another region; naturalize.

21. Artisan—a skilled manual worker; a craftsperson.

22. Monarch—a sovereign & absolute ruler.

STUDY POINTS

A. The Neolithic Revolution (bubble map)

What changes took place during the Neolithic Age?

1. domestication of animals for food and work

2. development of villages with permanent buildings for housing and storage

3. occupations other than farming emerged

4. trading of goods

5. refinement of tools

6. weaving fibers into cloth

7. use of metal tools

B. Roles of Men & Women

1. Compare the roles of men and women in the Neolithic Age.

Men farmed and herded animals; women cared for children and the home.

(While this is the correct answer, you may feel the class is capable of handling a more complicated history; at first women ruled these societies and worked with men in almost egalitarian societies. Until, men discovered the origins of life (how babies are made) while spending time observing the domesticated animals. Afterwards, men kept their women contained to ensure their lineage and invented war on neighboring villages so that captured slaves could replace the labor lost when they locked up their women. The rest of the Neolithic Age is ruled by men.)

C. The Emergence of Civilization (page 30)

How are civilizations different from simpler cultures?

1. Civilization is a complex culture in which large numbers of human beings share a number of common elements

2. Civilization has six characteristics including: cities, government, social structure, religion, writing, and art

D. The SIX Characteristics of Civilization (bubble-map)

a. cities

b. government

c. social structure

d. religion

e. writing

f. art

E. Social Structures of the Neolithic Age (pyramid map)

Describe the new social structure that arose in Neolithic cities.

1. Rulers & Upper Class

2. Free People

3. Slaves

Instructional Activities

1. Bell ringers 6. Journal Entries

2. KWL 7. Integrated Arts (skits, music, art work)

3. Class Discussion 8. United Streaming Video Clips

4. Concept Map Book

5. Graphic Organizers

VIDEOS:

Ancient Egypt (video) Ancient Mesopotamia (video) Lost Worlds (video)

Assessment Techniques

1. Quizzes 3. Performance Assessment

2. Test

Activities:

1. Show Power Points:

a. Ugly Cake: focuses on positive behavior expectations rather than negative.

b. What Is History

2. What You Need To Know First So That Everything Else Makes Sense

3. Watch “Secrets of the IceMan,” (5 minutes) and answer the following questions.

a. The Iceman was an important find because he was…(well preserved).

b. The researchers decided that Otzi was not a shepherd because…(his shoes would not withstand the alpine terrain).

c. How did Otzi die? Murdered.

d. What were his tools used for? Hunting & fighting.

e. What where his clothes made of? Animal skins & woven grasses.

f. How did the researchers discover how old the body was? Carbon 14

4. Go to Website X and watch two videos:

a. Why Do We Study History?

i. This video should be preceded with a rapid question & answer segment giving any student (willing) to make guesses as to why we study history. Often they will hit on the right ones, and I’ll suggest they’ve been scoping out teacher sites in their free time. Hahaha. Afterward, repeat process while hitting high points. (don’t repeat past mistakes & plan for future by charting our past being most important).

b. Where Do We Come From?

i. WARNING: After this video, there may be some tough conversations. Remind students that open discussion must always be civil and respectful. Some people that are accustomed to the roles & perceptions of the majority (Caucasians) may feel slighted. While I don’t contradict them (critical thinking is vital), I do reiterate the facts (evidence) presented in the video on Mitochondrial DNA and press them for any counter evidence to support their beliefs. This is an important step when studying history, teaching history students to analyze, reflect, and critically examine sources of historical information. Sometimes historical data will run counter to our preconceptions and we must try to deal with it in mature ways.

1. The Cradle of Civilization; after video & discussion, students draw a picture of a baby in a cradle. Then draw the outline of Africa around the baby with the crib located near the center (around Central African Republic & Ethiopia). By using cross hatching /// (horizontal lines) across the skin of the baby, it gives the appearance of darkening without damaging the art work that has gone into a drawing. (Cross Curriculum with Art Class).

2. By understanding that humanity has only one race (humans), “racial” conflict is diminished.

5. TIME LABELS: BC, AD, BCE, CE (Po-Tae-Toe, Poe-Ta-Toe);

i. BC & AD are still accepted, however as cultures around the world globalize the politically correct time designations have changed to BCE & CE. In this way, historians can share historical data with tolerance. Any of these designations are accepted in class.

1. Before Christ

2. Anno Domini (Anno = Year (of our) Domini = Lord)

3. Before Common Era

4. Common Era

6. Prehistory VS the Stone Age: True or False; students write the question, and label it true or false, then list the page the information can be found on. If false, then students write the correct information.

a. Archaeologists study artifacts to help them understand the past while historians focus on written records. (True, page 21 &22)

b. Paleolithic people settled in villages in which women stayed home and the men went out to hunt. (True)

c. Before the Neolithic Revolution, humans were nomadic & followed their food. (True)

d. Early humans did not have technology. (False)

e. Farming & Domestication of Animals helped lead to the development of villages. (True)

7. Students complete Notes 1-2. Use Teacher Notes 1-2 to review & correct after students have completed their work. This can be homework or classwork.

8. Students complete “Social Impact of Agriculture HGSI” for homework or classwork. Use the “Social Impact of Agriculture” to grade/review/correct.

9. 2-3 Videos reviewing ancient civilizations while students answer guided questions.

10. Chapter Quiz

11. Chapter Test Review

12. Chapter Test

Ancient Mesopotamia

1. Archeologists first excavated in Mesopotamia looking for clues to the Bible. What are some sites in the Bible that are set in Mesopotamia?

2. How did the need for cooperation to control flooding and irrigate crops lead to the development of civilizations in Sumer?

3. How did Sir Lenard Woolley’s expedition discover the Sumerian city of Ur? What amazing treasures were found in the royal tombs of Ur?

4. The use of irrigation by the early Sumerians improved farming conditions. How did this affect the people? What kinds of specialized jobs were created?

5. What is a Ziggurat?

6. Why were clay and mud-brick important resources in Sumer? How were they used?

7. Describe the lifestyle of people in the ancient Sumer. How does it resemble life in the Near East today?

8. Name some of the numerous inventions created by the Sumerians.

9. Describe the Sumerian method of writing called cuneiform.

10. What was education like for Sumerian children?

11. What are some reasons for the decline of Sumer?

12. What characteristics of the ancient Assyrians made them notorious for creating fear & destruction?

13. What lands did the Assyrian empire conquer?

14. Why does the discovery of the tomb at Nimrud give archaeologists a more balanced picture of the ancient Assyrians?

15. Why was Babylon, build by King Nebuchadnezzar considered to be one of the Seven Ancient Wonders of the World?

Ancient Egypt

1. Why did human settlement emerge along the Nile River’s fertile flood-plain? List other ancient civilizations that developed along rivers.

2. Describe the Egyptian myth involving the sun god Re and Osiris, ruler of the underworld, about the great temples of Abu Simbel. Reflect on these legends and analyze their underlying symbolism.

3. Evaluate the leadership style fo Ramses II by interpreting his remarks to his work force that, “I shall live as long as the monuments you raise!”

4. Why were the Abu Simbel temples relocated at the beginning of the 1960s? Analyze the importance of preserving and protecting ancient monuments across different cultures.

5. Trace the legends that describe the building of the ancient pyramids. Speculate about how these ancient monuments might have been built.

6. Analyze and interpret the Arab proverb, “what the world fears is time. What time fears is the Pyramids.”

7. Ramses was described as a master of propaganda. Offer evidence to support or refute this statement. Compare and contrast his reaction to the Battle of Kadesh to the reactions of modern world leaders who wage military campaigns.

Take out your name-plates, agendas & library book. Then take one of each handout by the door. Have a seat & read or talk quietly until class begins.

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