Mr. Leonard's Classroom



Name: Class color: Chapter 1First Peoples: Populating the Planet, to 10,000 B.C.E.This is the summary of the main key concept for the chapter – everything you read about will be related to thisIntro, 11-12Reflections, 31-32Migrations Flip Video (if you feel you need more info, read “Out of Africa to the Ends of the Earth: First Migrations, 12-20”)Hunting-foraging/gathering bands of human nomads gradually migrate from East African origins to Eurasia, Australia, and the Americas, adapting their technology and cultures to new climate regions - Paleolithic era (“Old Stone” Age), long period of human development before agriculture development Key terms (define & give significance)Paleolithic (p. 12)Cultural diffusion (flip video)Big Geography (flip video)Historiography (the study of how history is written. It is critically important for the skills of historical argumentation and interpretation)How have historians traditionally dealt with the Paleolithic period?What is the problem with this approach? (What information is left out of this story? Why is that information significant? Use information from both the intro on page 12 and the conclusion on 31-32)When and Where did peoples migrate? (list regions and dates)Flip videoWider range of human tools developed, adapted for different environments - tropics to tundraWhat are examples of adaptations in technology to specific environments? You should be able to explain how technology and tools helped people adapt to the environment on each continent.The Ways We Were, 20-24You need to be very clear about the “why?” parts of the transition to agriculture (the last part of this reading).Small kinship (extended family) nomadic hunting-foraging bands relatively egalitarian - socio-economic structure often self-sufficient; some exchange of people, ideas, goodsHow do we know information about Paleolithic societies? What sources do historians typically use to analyze Paleolithic peoples?What were the social structures like for Paleolithic societies?What impacts did Paleolithic peoples have on the environment?What do we know about the spiritual life of Paleolithic peoples? What do we not know?Why did some Paleolithic peoples abandon nomadic ways of life for a more settled existence?Notes from in-class lecture(if absent, read Johan Gouldsblom, The Civilizing Process and the Domestication of Fire, 1992, on sharepoint)Fire used for hunting, foraging, protection from predators and cold environmentsWhat are the uses of fire?What are continuities and changes in the use of fire during the Paleolithic time period?Historiography: how has understanding control of fire changed our understanding of “pre-civilized” life? Name: Class Color: Chapter 2First Farmers: The Revolutions in Agriculture: 10,000 BCE – 3000 BCEStrayer Chapter 2: 50-56There are a few sections in the textbook that you really need to read closely; this is one of them. The Agricultural Revolution is a topic that impacts pretty much everything else we discuss, including…wait for it…the Mongols.Beginning about 10,000 years ago, the Neolithic Revolution led to the development of new and more complex economic and social systems.50-51: The Agricultural Revolution in World HistoryDefine & significance: Neolithic revolutionWhen did the Neolithic revolution happen?How did agriculture change the relationship between humans and the environment?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.51-53: Comparing Agricultural Beginnings (you should also review 23-24 from Chapter 1)Why did climate change contribute to the development of agriculture?What are the arguments for how agriculture may have developed?Variations: 53-56Create a three-column chart with the unique elements of agricultural developments in the Fertile Crescent, Africa and the Americas. We’ll use this in class to discuss direct comparisons and analysis.Chart on 52 and text on 52-53Different crops or animals were domesticated in the various core regions, depending on available local flora and fauna.Use the chart on 52 and the 2nd paragraph on 53 to explain how agricultural development differed based on local conditions. Use specific examples. Write 1-2 sentences in your own words (this is practice for citing evidence in the essays)In class activity about irrigationAgricultural communities had to work cooperatively to clear land and to create the water control systems needed for crop production.How did farmers get water to grow crops? Strayer Chapter 2 61-67Agriculture and pastoralism began to transform human societies The Culture of Agriculture, 61Agriculture led to more reliable and abundant food supplies, which increased population.How did the Neolithic revolution impact the world’s population? 61-62Technological innovations led to improvements in agricultural production, trade, and transportation (must know pottery, plows, woven textiles, metallurgy, wheels and wheeled vehicles)How did agriculture lead to the development of new technologies? Be specific about examples of technologies and why they were developed. 62These agricultural practices drastically impacted environmental diversity. How did new agricultural practices impact the environment?Pastoral Societies, 63-64Pastoralism developed at various sites in the grasslands of Afro-Eurasia.Pastoralists also affected the environment by grazing large numbers of animals on fragile grasslands, leading to erosion when over-grazed.How did pastoral societies develop?How were these societies different from Neolithic ones? Agricultural Village Societies, 64-65 and Chiefdoms, 65-66Agriculture and pastoralism began to transform human societies What impacts did the first agricultural societies have on social relations (including social class and gender)?How did these social relations differ in chiefdom-based societies?Use both the Diamond article from the debate and the reflections piece on66-67Surpluses of food and other goods led to specialization of labor, including new classes of artisans and warriors, and the development of elites.How did agriculture lead to the specialization of labor?Elite groups accumulated wealth, creating more hierarchical social structures and promoting patriarchal forms of social organization.How did this specialization of labor impact social classes and hierarchies?Name: Class Color: Chapter 3First Civilizations: Cities, States and Unequal Societies, 3500 BCE – 500 BCEThis is the overview that the College Board gives for every chapter. You should read over this information at the beginning of the chapter to get an overview of what you will take notes on. From about 5,000 years ago, urban societies developed, laying the foundations for the first civilizations. The term civilization is normally used to designate large societies with cities and powerful states. While there were many differences between civilizations, they also shared important features. They all produced agricultural surpluses that permitted significant specialization of labor. All civilizations contained cities and generated complex institutions, such as political bureaucracies, including armies and religious hierarchies. They also featured clearly stratified social hierarchies and organized long-distance trading relationships. Economic exchanges intensified within and between civilizations, as well as with nomadic pastoralists.As populations grew, competition for surplus resources, especially food, led to greater social stratification, specialization of labor, increased trade, more complex systems of government and religion, and the development of record keeping. As civilizations expanded, they had to balance their need for more resources with environmental constraints such as the danger of undermining soil fertility. Finally, the accumulation of wealth in settled communities spurred warfare between communities and/or with pastoralists; this violence drove the development of new technologies of war and urban defense.p. 85-94The map is critical!!! You need to be able to IDENTIFY and LOCATE each of these six civilizations. There will be a map quiz on this map – you should be able to draw in the location and name each of these six civilizations. Note: The book refers to the Chavin as Norte Chico; we’ll talk about this in class, but it’s the same geographic area.Core and foundational civilizations developed in a variety of geographical and environmental settings where agriculture flourished.NOTE: Students should be able to identify the location of all of the following.Mesopotamia in the Tigris and Euphrates River valleysEgypt in the Nile River valleyMohenjo-Daro and Harappa in the Indus River valleyThe Shang in the Yellow River or Huang He valleyThe Olmecs in MesoamericaChavín in Andean South America.Indicate these six foundational civilizations on the map provided (download a copy of the blank world map on SharePoint if you don’t have one or want to use an electronic copy) 86: Introducing the First CivilizationsThe first states emerged within core civilizations.Introducing the First Civilizations, 86-91Read and write down one or two key features of each civilization, something that will help you remember the civilization and where it is.The Question of Origins, 91-92This is important conceptual information. This section summarizes the “what is a civilization?” question, which is critical to this chapter.List examples of these concepts and write out examples that support forms of rulers.How did civilizations develop? What are some of the theories that scholars have to explain the development of civilizations?What elements seem to be essential to any definition of a civilization?The first three paragraphs are examples—you need to be familiar with one of them. You need to be able to explain how civilizations used architecture and urban planning. Early civilizations developed monumental architecture and urban planning (such as ziggurats, pyramids, temples, defensive walls, streets and roads or sewage and water systems).Literature was also a reflection of culture (such as The Epic of Gilgamesh, Rig Veda or Book of the Dead)An Urban Revolution, 92-94What was a ziggurat? What purposes did it serve?Read and interpret the paragraph from the Epic of Gilgamesh—explain what this excerpt says about the city of Uruk.What does this reading indicate about one possible purpose of epic poetry in Mesopotamia?The last paragraph is the part to focus on for notes –why are cities significant? 94-98: The Erosion of EqualityEvery time you come across a description of race, class or gender, pay attention! APWH people love talking about the origins and development of (in)equality.Social and gender hierarchies intensified as states expanded and cities multiplied.Hierarchies of Class, 94-96How did class hierarchies develop?How did class hierarchies impact concepts like equality?What were the basic social classes common to most (or all) First Civilizations? What roles did each class play in society?What was the Code of Hammurabi? Why was it significant?How did slavery likely originate? What elements of slavery stay the same over time? What changes in slavery occur?Hierarchies of Gender, 96-97How did patriarchy start?How have historians tried to explain the origins of patriarchy?What roles did women play in First Civilizations?97: Patriarchy in Practice This is a great section to read, but you don’t need to take detailed notes on it, other than to support examples from the previous section. These sections with specific examples are in your textbook in part to give you a concrete example to help you remember the big picture concepts.Take notes on examples that will help you understand patriarchy in the first civilizations (1-2 sentences for each civilization) 99-103 : The Rise of the StateStates were powerful new systems of rule that mobilized surplus labor and resources over large areas. Early states were often led by a ruler whose source of power was believed to be divine or had divine support, and/or who was supported by the military.As states grew and competed for land and resources, the more favorably situated had greater access to resources—including the Hittites’ access to iron, produced more surplus food and experienced growing populations. These states were able to undertake territorial expansion and conquer surrounding states.Intro paragraph, 99 This is an overview – it’s good to read, you don’t need more than a bullet point or two in your notes.Why are states important? Coercion and Consent, 99-100You’ll need fairly detailed notes on this section.What role did the state play in First Civilizations?How did the state help leaders and the upper class?How did the development of states impact the distribution of resources?How did leaders claim legitimacy? (ie why should people recognize their authority?) 100-102: Writing and Accounting You need to know one example of writing and accounting in detail: Choose Cuneiform, Hieroglyphs or Quipu and memorize that part of the chart. Systems of record keeping (such as cuneiform, hieroglyphs, pictographs, alphabets or quipu) arose independently in all early civilizations and subsequently were diffused.States developed legal codes, including the Code of Hammurabi, that reflected existing hierarchies and facilitated the rule of governments over people.What role did writing and record-keeping play in First Civilizations? How did writing impact things like social class, gender, and the authority of leaders?How did the Code of Hammurabi demonstrate the practical application of writing?Read but don’t cover in detail. These are additional examples for the architecture and urban planning key concept, but there’s not as much detail as the previous examples.Elites, both political and religious, promoted arts and artisanship (such as sculpture, painting, wall decorations or elaborate weaving).The Grandeur of Kings, 102-103Summarize the rituals surrounding kings. Use specific examples of arts and artisanshipComparing Mesopotamia and Egypt, 103-113Early regions of state expansion or empire building were Mesopotamia, Babylonia, and the Nile Valley.Environment and Culture, 103-106Why are historians hesitant to endorse a linkage between human cultures and their environment?How did their environment possibly impact cultural developments in Mesopotamia and Egypt?What does Gilgamesh tell us about Mesopotamian life?What impacts did Mesopotamian and Egyptian civilizations have on the environment?Cities and States, 106What were the key features of Mesopotamian and Egyptian cities? You should be able to describe each in a couple of sentences108: Interaction and ExchangeFocus on the thesis sentence at the beginning of the first paragraph. This is an excellent example of an APWH essay thesis sentence. Notice how Strayer used the “although…” format to introduce a comparison and contrast.Trade expanded throughout this period, with civilizations exchanging goods, cultural ideas and technology. Trade expanded from local to regional and transregional, including between Egypt and Nubia, Mesopotamia and the Indus valley.Describe how Egypt and Mesopotamia engaged in trade, both with one another and with other regional neighbors. What did they trade? Whom did they trade with?How did cultural influence come from trade relationships?Note: we’ll cover Hebrew monotheism here. Vedic religions and Zoroastrianism will be covered in chapter 5.New religious beliefs developed in this period continued to have strong influences in later periods, including the Vedic religion, Hebrew monotheism and Zoroastrianism.Who were the Hebrews? What was unique about their people?Flip video on the Xiongnu and their interactions with ChinaPastoralists were often the developers and disseminators of new weapons (such as compound bows or iron weapons) and modes of transportation (such as chariots or horseback riding) that transformed warfare in agrarian civilizations.Who were the Xiongnu?What technologies did they develop?What impacts did these technologies have on China? ................
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