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Unit Era: Prehistory to c. 1650 CE
Unit 0
Historical Thinking Skills: Spatial Scales
Organizationally, world history requires students to shift between global, interregional, and regional spatial scales in order to emphasize interactions between different scales of historical study and to identify connections across time and geography.
Spatial Scales
- Global Focus: Concentrates on large-scale patterns occurring in several areas of the globe.
- Interregional Focus: Concentration on patterns and comparisons linking multiple regions across geography within a particular era.
- Regional Focus: Concentration on local, state, national or regional events within a particular era with significance to global and/or interregional events.
Homework
Homework
Make sure you know the vocabulary terms on the right, as you may be quizzed on them this week.
- Prehistory
- Neolithic Revolution
- Polytheistic
- Monotheistic
- Diaspora
- Monsoon
- Dynastic Cycle
- Feudalism
- Chinampa
- Quipu
MW02.1 [ Document Reader ] Early HumansReader | Early Humans
Reader | Early Humans
Image: The Standard of Ur
Monday: Early Humans
Unit o | Describe how scholars have studied the past and what they have learned about early hominids in Africa.Unit o | Trace the development of the first cities and civilizations.Monday: Early Humans
Opener: Philosophy | Erasing the Past
Opener: Philosophy | Erasing the Past
If history was erased today and no one remembered it, would humans be in a better or worse place tomorrow?
Taking Sides - "better" on one side of the room and "worse" on the other
Lesson: Origins of Civilization
Lesson: Origins of Civilization
Notes | Early Humans and the Origins of Civilization
(Extension) Source Reader | Early Humans - Use the sources to answer the following question(s).
What were early humans like?
How do we know about humans before the advent of writing?
Closing: Great Race | The Big Five Domesticated Animals
Closing: Great Race | The Big Five Domesticated Animals
Identify the five most important domesticated animals according to Jared Diamond's Guns, Germs, and Steel
Image | Tomb of Seti I
Tuesday: The Ancient Middle East & Egypt
Unit o | Describe how geography influenced the development of the first civilization in the Fertile Crescent.Unit o | Describe the ways in which religion shaped the lives of ancient peoples in Egypt and Israel.Tuesday: The Ancient Middle East & Egypt
Opener: Philosophy | Grouping
Opener: Philosophy | Grouping
Is the human tendency to create groups an overall positive or a negative trait in terms of general human flourishing?
Lesson: The Ancient Middle East and Egypt
Lesson: The Ancient Middle East and Egypt
Notes | The Ancient Middle East and Egypt
(Extension) Ted-Ed Video | The Library of Alexandria (4:52 mins) 🔗
Closing: Great Race | River Valley Civilizations
Closing: Great Race | River Valley Civilizations
Connect the historical concepts with the correct river valley civilization
Image | The Striding Lion of Babylon
3.B MW02 [ Slides ] Hammurabi's Code - RLH2. MW02 [ Worksheet ] Hammurabi's Code - Reading Like a HistorianWorksheet | Hammurabi's Code - Reading Like a History (RLH)
Wednesday: Hammurabi's Code
Unit o | Trace the origins and development of Hinduism and Buddhism in India.Unit o | Describe how strong rulers created powerful empires in India.Wednesday: Hammurabi's Code
Opener: Philosophy | A Society Without Laws
Opener: Philosophy | A Society Without Laws
Can a society exist without laws?
What would it look like?
Lesson: Primary Source Analysis | The Law Code of Hammurabi
Lesson: Primary Source Analysis | The Law Code of Hammurabi
Group Work | Complete the Law Code of Hammurabi - RLH worksheet
Personal Reflection | The LHS Code of Conduct (vs. Hammurabi)
What school rules do you find more fair? Less fair?
Complete the Hammurabi's Code worksheet
Closing: Personal Reflection | Modern Laws vs. Ancient Laws
Closing: Personal Reflection | Modern Laws vs. Ancient Laws
What do you think society would be like today if we followed a law code similar to that of ancient Babylon?
4.A MW03 [ CW Handout & Underlined Documents ] Confucianism and Daoism - RLHClasswork | Confucianism v. Daoism - RLH
4.B MW02 [ Slides ] Confucianism and Daoism - RLHSlideshow | Confucianism v. Daoism - RLH
Thursday: Ancient China
Unit o | Describe the features of early Chinese civilizations and the influence of Confucius.Thursday: Ancient China
Opener: Philosophy | Confucianism vs. Daoism
Opener: Philosophy | Confucianism vs. Daoism
Would you rather be at school with your friends or alone in nature? Explain.
Lesson: Primary Source Analysis | Confucianism vs. Daoism
Lesson: Primary Source Analysis | Confucianism vs. Daoism
View the Confucianism and Daoism slideshow (you do not need to take notes)
Group Work | Complete the Confucianism and Daoism worksheet
Closing: Comparison | The Ideal Government
Closing: Comparison | The Ideal Government
What does the ideal government look like according to Confucius and Laozi?
Documentary Supplementals | The Story of India
Image | The Great Buddha Statue at Bodh Gaya
Friday: Ancient India
Unit o | Trace the development of the first cities and civilizations.Friday: Ancient India
Opener: Vocabulary Quiz | Ancient Civilizations
Opener: Vocabulary Quiz | Ancient Civilizations
Complete the vocabulary quiz based on the words from this week's readings. In the event that you did not do well you are welcome to earn the points back by submitting definitions for the vocabulary terms using the Frayer Model (click for example).
Students are not allowed to use the class notes on Vocabulary quizzes, but may use a written down (separate sheet of paper) set of definitions if they choose to. These definitions must be written out and not typed.
Lesson: The Story of India - The Power of Ideas (Buddhism and the Mauryan Empire)
Lesson: The Story of India - The Power of Ideas (Buddhism and the Mauryan Empire)
Watch the documentary and complete the documentary quiz.
( Extension ) Discussion
"All life is suffering" -One way to interpret the First Noble Truth of Buddhism- (Dukkha)
Is suffering a necessary part of the human condition? What would people who never suffered be like?
Closing: Collect the Documentary Quiz
Closing: Collect the Documentary Quiz
Collect the documentary quiz
students who try to share answers during collection will not earn credit on the documentary quiz
Answer questions about the documentary
Essential Question(s) Prehistory to 1650
Essential Question(s) Prehistory to 1650
World History: The Modern Era | Learning Goals
World History: The Modern Era | Learning Goals
Lesson 1: Origins of Civilization
- L.G.1: I can describe how scholars have studied the past and what they have learned about early hominids in Africa.
- L.G.2: I can analyze the skills people developed during the Old Stone Age and Neolithic Revolution.
- L.G.3: I can trace the development of the first cities and civilizations.
Lesson 2: The Ancient Middle East and Egypt
- L.G.1: I can describe how geography influenced the development of the first civilization in the Fertile Crescent.
- L.G.2: I can describe the ways in which religion shaped the lives of ancient peoples in Egypt and Israel.
Lesson 3: Ancient India and China
- L.G.1: I can trace the origins and development of Hinduism and Buddhism in India.
- L.G.2: I can describe how strong rulers created powerful empires in India.
- L.G.3: I can describe the features of early Chinese civilizations and the influence of Confucius.
[ Possible Template 1 ] Monday: Early Humans
Unit o | Describe how scholars have studied the past and what they have learned about early hominids in Africa.Unit o | Trace the development of the first cities and civilizations.[ Possible Template 1 ] Monday: Early Humans
Opener: Philosophy | Erasing the Past
Opener: Philosophy | Erasing the Past
If history was erased today and no one remembered it, would humans be in a better or worse place tomorrow?
Taking Sides - "better" on one side of the room and "worse" on the other
Lesson: Origins of Civilization
Lesson: Origins of Civilization
Notes | Early Humans and the Origins of Civilization
(Extension) Source Reader | Early Humans - Use the sources to answer the following question(s).
What were early humans like?
How do we know about humans before the advent of writing?
Closing: Great Race | The Big Five Domesticated Animals
Closing: Great Race | The Big Five Domesticated Animals
Identify the five most important domesticated animals according to Jared Diamond's Guns, Germs, and Steel
[ Possible Template 2 ] Monday: Early Humans
Unit o | Describe how scholars have studied the past and what they have learned about early hominids in Africa.Unit o | Trace the development of the first cities and civilizations.[ Possible Template 2 ] Monday: Early Humans
Opener: Philosophy | Erasing the Past
Opener: Philosophy | Erasing the Past
If history was erased today and no one remembered it, would humans be in a better or worse place tomorrow?
Taking Sides - "better" on one side of the room and "worse" on the other
Lesson: Origins of Civilization
Lesson: Origins of Civilization
Notes | Early Humans and the Origins of Civilization
(Extension) Source Reader | Early Humans - Use the sources to answer the following question(s).
What were early humans like?
How do we know about humans before the advent of writing?
Closing: Great Race | The Big Five Domesticated Animals
Closing: Great Race | The Big Five Domesticated Animals
Identify the five most important domesticated animals according to Jared Diamond's Guns, Germs, and Steel
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