CHW3M LG#2: River Valley Civilizations

Transcription

1 CHW3M LG#2: River Valley Civilizations Learning Guide: #2 Time: 8 days + homework Expectations This learning guide gives students the opportunity to demonstrate achievement of the following expectations from the Canadian and World Studies curriculum: A. Historical Inquiry and Skill Development A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of world history to 1500; A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify careers in which these skills might be useful. B. Early Societies and Rising Civilizations B1. Early Societies: analyse the evolution of early societies in various parts of the world, including factors that were necessary for their development (FOCUS ON: Cause and Consequence; Continuity and Change) B2. Social, Economic, and Political Context: analyse key social, economic, and political structures and/or developments in three or more early societies and emerging cradles of civilization, each from a different region and a different period prior to 1500, and explain their on people s lives (FOCUS ON: Historical Significance; Historical Perspective) B3. Cooperation, Conflict, and Rising Civilizations: analyse, with reference to specific early societies and emerging cradles of civilization, each from a different region and a different period prior to 1500, how interactions within and between societies contributed to the development of civilizations (FOCUS ON: Historical Significance; Continuity and Change) C. Flourishing Societies and Civilizations C1. Social, Economic, and Political Context: analyse key social, economic, and political structures and developments in three or more flourishing societies/civilizations, each from a different region and a different period prior to 1500 (FOCUS ON: Historical Significance; Cause and Consequence) C2. Stability and Expansion: analyse how various factors contributed to the stability, consolidation, and/or expansion of flourishing societies/civilizations from different regions and different periods prior to 1500 (FOCUS ON: Cause and Consequence; Continuity and Change) C3. Identity, Citizenship, and Culture: assess the contributions of various individuals and groups to the development of identity, citizenship, and culture in three or more flourishing societies/civilizations, each from a different region and a different period prior to 1500 (FOCUS ON: Historical Significance; Historical Perspective) D. Civilizations in Decline D1. Social, Economic, and Political Context: explain the role of various social, economic, and political events and developments in the decline of three or more societies/civilizations, each from a different region and different period prior to 1500, and how these factors affected people living in these societies (FOCUS ON: Historical Significance; Cause and Consequence) D2. Interrelationships: analyse how interrelationships with other societies and with the environment contributed to the decline of three or more societies/civilizations, each from a different region and different period prior to 1500 (FOCUS ON: Cause and Consequence; Continuity and Change) D3. Cultural Characteristics and Identity: analyse aspects of culture and identity in three or more societies/civilizations in decline, each from a different region and different period prior to 1500 (FOCUS ON: Continuity and Change; Historical Perspective) E. Legacy of Civilizations E1. Social, Cultural, and Political Heritage: analyse the socio-economic, cultural, and political legacies of societies/civilizations from three or more regions and from different periods prior to 1500 (FOCUS ON: Historical Significance; Continuity and Change) E2. The Legacy of Interactions: analyse various types of interactions between societies prior to 1500 and how societies benefited from and were harmed by such interactions (FOCUS ON: Cause and Consequence; Historical Perspective) E3. The Fifteenth-Century World: demonstrate an understanding of the general social, economic, and political context in societies in two or more regions of the world in the fifteenth century (FOCUS ON: Historical Significance; Historical Perspective) Evaluation: Readings from textbook, LG Work, Screening(s): Culminating Task: assessed evaluated

2 Section 1 Civilization Begins in Mesopotamia pages (pages of PDF text) Tigris and Euphrates Rivers Mesopotamia Fertile Crescent Sumerians Polytheistic Uruk city-state ziggurat Theocracy cuneiform Akkadians Sargon Babylon Hammurabi patriarchal The Fertile Crescent Mesopotamia Tigris and Euphrates rivers Sumer, including Ur and Uruk Assyria Akkad Babylon 2. What geographic features and elements enabled early civilization to thrive in Mesopotamia? The Development of Religion/Political Systems/Economy/Society understanding connections within elements of civilizations 3. In your textbook, view the primary source called History and Arts Ziggurat at Ur. How does the ziggurat at Ur demonstrate the importance of religion in Sumerian life? Furthermore, what does the position and function of the ziggurat tell us about the relationships between Sumerian religion, government and economy? Accomplishments Writing and Literature, Education, Arts, Science and Technology understanding civilizations legacies and their 4. Review the creative and technological accomplishments of the Sumerians, Akkadians and Babylonians. What three accomplishments do you feel are the most important in so far as they affect our lives today. Section 2 Egyptian Civilization pages (pages of PDF text) Nile River Lower and Upper Egypt Menes dynasty Pharaoh vizier mummification Giza Hatshepsut Akhenaton Tutankhamen Ramses II Cleopatra VII hieroglyphics hieratic script The Nile River and Nile Delta Red Sea Upper and Lower Egypt 2. What geographic features and elements enabled early Egyptian civilization to develop and thrive? The Development of Religion/Political Systems/Economy/Society understanding connections within elements of civilizations 3. Like Mesopotamia, the religion in ancient Egypt played an immensely important role. How did Egyptians belief systems affect their political system and social classes?

3 Accomplishments Writing and Literature, Education, Arts, Science and Technology understanding civilizations legacies and their 4. The pyramids, temples and monuments bear witness to the architectural and artistic achievements of the ancient Egyptians. Explain how pyramids, temples and monuments demonstrate Egyptian accomplishment not solely in the disciplines of art and architecture, but also demonstrate Egyptian proficiency and even mastery of mathematics, sciences and technology. Section 3 New Centers of Civilization pages (pages of PDF text) Pastoral Nomads domestication Indo-Europeans Hittites Phoenicians Israelites Jerusalem monotheism Syria Tyre Jerusalem Anatolia (Asia Minor) Lydia Caspian Sea Black Sea Mediterranean Sea 2. Re-read your answers to questions 2 in the Civilization Begins in Mesopotamia and Egyptian Civilization sections. What geographic features of the Anatolian peninsula and the narrow band of land on the east coast of the Mediterranean (i.e. between Syria and Egypt) made them ideal for civilizations to develop and thrive? The Development of Religion/Political Systems/Economy/Society understanding connections within elements of civilizations 3. How did the nomadic, Indo-European spread of goods and new technologies contribute to other civilizations development? Accomplishments Writing and Literature, Education, Arts, Science and Technology understanding civilizations legacies and their 4. The Phoenicians left significant economic legacies in their development of a trade-based empire; the Israelites most significant contribution to world history was cultural. Identify the Israelites great cultural legacy and explain how it has, and continues to, Western society. Section 4 The Rise of New Empires pages (pages of PDF text) Assyrians Nebuchadnezzar Persians Cyrus Darius satrap/satrapies Royal Road monarchy Zoroaster Persia India Thrace Arabian Sea 2. Examine the map on page 56 titled The Persian Empire, 500 BC, making particular note of the Royal Road. What was the Royal Road s purpose? Why was it constructed where it was?

4 The Development of Religion/Political Systems/Economy/Society understanding connections within elements of civilizations 3. The Persians are most famous for conquering and ruling a vast empire. Explain how strong political leadership in combination with smart management of the empire enabled the Persians to dominate for 200 years. Accomplishments Writing and Literature, Education, Arts, Science and Technology understanding civilizations legacies and their 4. In addition to their achievement of a vast empire, the Persians left a significant cultural legacy. Explain this legacy, drawing parallels to that of the Israelites as well as its upon the modern world. Section 5 History s Mysteries From early history onward, humans have tried to provide answers to things unexplained. World history contains many mysteries that continue to puzzle scholars to date. With our recent progression into the new millennium and the modern unveiling of ancient prophecies such as Nostradamus and the Mayan Calendar, many documentary television and film companies have sought to feed modern humans hunger for answers by producing programs such as Ancient Mysteries (A&E), History s Mysteries (History Channel), National Geographic Specials (National Geographic Society), Lost Worlds ((History Channel), Solving History with Olly Steeds (Discovery Channel) and Ancient Aliens (History Channel). View the two screenings and read the handout titled The Pyramids of Egypt for this LG: 1) Video-Ancient Civilizations-Gobekli Tepe 2) Video-Ancient Egypt pyramids, obelisks at Karnac, Ramses monument 3) Handout- The Pyramids of Egypt After screening the two short videos and reading the handout, reflect upon the explanations provided in these sources for the existence, historical significance and purpose of Gobekli Tepe and the construction and precision of megalithic structures such as the pyramids, the obelisks at Karnac and the Ramses monument. Answer the following questions: 1. Predating Stonehenge by approximately years, Gobekli Tepe clearly upends the conventional view regarding the rise of civilization. Scholars have long believed that only after people learned to farm and live in settled communities did they have the time, organization and resources to construct temples and support complicated social structures. But, with the discovery of Gobekli Tepe, archaeologists are now arguing that it was the other way around: the extensive, coordinated effort to build the monoliths literally laid the groundwork for the development of complex societies. Compare this explanation of Gobekli Tepe with that presented in the video. In your opinion, is one more viable? Explain your ideas using specific examples to support your thoughts. 2. Do the handout s or screening s alternative explanations to the mysteries of ancient Egypt seem viable? Explain your thoughts, using specific examples to demonstrate your ideas. Section 6 Culminating Task The Interactions and Legacies of River Valley Civilizations Two key skills you will be developing throughout CHW3M are: a) making connections between civilizations or eras of world history and b) analyzing the legacies of societies/civilizations. Historical connection: a relationship in which an action, event or interaction in history can be linked to or associated with something else, often due to a cause and effect relationship. Legacies: gifts socio-economic, cultural or political that are left by one civilization and built-on by another. Since making connections and analyzing legacies are such key idea within historical studies, this culminating task will enable you to begin development of these skills. The Task Select one of the river valley civilizations mentioned in your text. Although your learning guide work focused on Sumer and Ancient Egypt, you may choose any of the following as a topic for this assignment: Sumer Akkad Babylon and Chaldea

5 Assyria Ancient Persia (Achaemenid Empire) Phoenicia Egypt Use the following inquiry questions to begin your research process: Ø What are the origins of my civilization? Ø How and why did it develop? Ø What caused my civilization to continue to grow and then flourish? Ø What innovations did my civilization give or take from its neighbouring civilizations? Ø What was my civilization like at its height? Ø What factors within my civilization it to decline? Ø How did other civilizations contribute to my civilization s decline? Ø What did my civilization leave behind for others? Read the required components of the project located under the subheading The Final Product and Success Criteria. The Final Product You may produce your Interactions and Legacies of River Valley Civilizations in any format you like. However, you must computergenerate your work in order to be able to submit it via Google Classroom. You may simply write your information in paragraphs or contain it in a chart using a program such as Microsoft Word or Google Docs. \or you may choose to put it in a slideshow via a presentation program such as PowerPoint, Pages or Google Slides. Success Criteria + p Summarize your chosen civilization s life cycle: p Origins and development p Growth and Flourish p Decline p Explain how the interactions both within your chosen civilization and between your chosen civilization and others contributed to their development/decline. p Analyze the major contributions and legacies of your chosen civilization. p Create in a digital format p Generate a bibliography of all sources used and consulted p Submit to Google Classroom dropbox To be submitted for evaluation: -Interactions and Legacies of River Valley Civilizations format to be determined by student -Bibliography (may be embedded into assignments submitted in digital formats) Please note that when you use your textbook as a source or consult additional sources for information in order to complete CHW3M assignments, you are required to include a bibliography in either Turabian or APA format. This bibliography must indicate all the sources you directly use or simply consult. Please see examples below as well as samples in the back of your student planner. Both provide you with exemplars of Turabian footnotes, APA in-text references and bibliographical formats for both referencing styles. Referencing Examples Course textbook footnote reference for page 20 Turabian Style (use if paraphrasing or directly quoting content on page 20) 1. Jackson J. Spielvogel. Glencoe World History (Columbus, OH: Glencoe McGraw-Hill, 2010), 20 Course textbook in-text reference for page 20 APA Style (use if paraphrasing or directly quoting content on page 20) (Spielvogel, 2010, p. 20) Course textbook bibliography reference Turabian Style Spielvogel, Jackson J. Glencoe World History. Columbus, OH: Glencoe McGraw-Hill, 2010.

6 Course textbook bibliography reference APA Style Spielvogel, Jackson J (2010). Glencoe World History. Columbus: Glencoe McGraw-Hill. Expectations This culminating activity gives students the opportunity to demonstrate achievement of the following overall expectations from the Canadian and World Studies curriculum: A. Historical Inquiry and Skill Development A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of world history to 1500; B. Early Societies and Rising Civilizations B1. Early Societies: analyse the evolution of early societies in various parts of the world, including factors that were necessary for their development (FOCUS ON: Cause and Consequence; Continuity and Change) B2. Social, Economic, and Political Context: analyse key social, economic, and political structures and/or developments in three or more early societies and emerging cradles of civilization, each from a different region and a different period prior to 1500, and explain their on people s lives (FOCUS ON: Historical Significance; Historical Perspective) B3. Cooperation, Conflict, and Rising Civilizations: analyse, with reference to specific early societies and emerging cradles of civilization, each from a different region and a different period prior to 1500, how interactions within and between societies contributed to the development of civilizations (FOCUS ON: Historical Significance; Continuity and Change) C. Flourishing Societies and Civilizations C1. Social, Economic, and Political Context: analyse key social, economic, and political structures and developments in three or more flourishing societies/civilizations, each from a different region and a different period prior to 1500 (FOCUS ON: Historical Significance; Cause and Consequence) C2. Stability and Expansion: analyse how various factors contributed to the stability, consolidation, and/or expansion of flourishing societies/civilizations from different regions and different periods prior to 1500 (FOCUS ON: Cause and Consequence; Continuity and Change) D. Civilizations in Decline D1. Social, Economic, and Political Context: explain the role of various social, economic, and political events and developments in the decline of three or more societies/civilizations, each from a different region and different period prior to 1500, and how these factors affected people living in these societies (FOCUS ON: Historical Significance; Cause and Consequence) D2. Interrelationships: analyse how interrelationships with other societies and with the environment contributed to the decline of three or more societies/civilizations, each from a different region and different period prior to 1500 (FOCUS ON: Cause and Consequence; Continuity and Change) E. Legacy of Civilizations E1. Social, Cultural, and Political Heritage: analyse the socio-economic, cultural, and political legacies of societies/civilizations from three or more regions and from different periods prior to 1500 (FOCUS ON: Historical Significance; Continuity and Change) E2. The Legacy of Interactions: analyse various types of interactions between societies prior to 1500 and how societies benefited from and were harmed by such interactions (FOCUS ON: Cause and Consequence; Historical Perspective)