Tuesday

Today - we are going to look at the Egyptian Book of the Dead and perhaps parts of the Bible.

Below - is what we need to do for this Unit.

HW: Create a timeline for this Unit Period.

Unit I: Technological and Environmental Transformations
Periodization: to 600 B.C.E
Reading: Ways of the World: A Global History chapters 1-3.  The Human Web: A Bird’s-Eye View of World History chapters 1-2.  Guns, Germs and Steel chapter 6.
Key Concepts:

1.1: Big Geography and the Peopling of the Earth
Archeological evidence indicated that during the Paleolithic era, hunting-foraging bands of humans gradually migrated from their origin in East Africa to Eurasia, Australia, and the Americas adapting their technology and cultures to new climate regions.

1.2: The Neolithic Revolution and Early Agricultural Societies
1.    Neolithic Revolution leads to new and more complex economic and social systems
2.    Agricultural and pastoralism begins to transform human society

1.3: The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

1.     Core and foundational civilizations developed in a variety of geographical and environmental settings where agriculture flourished.
2.     The first states emerged within core civilizations
3.     Culture played a significant role in unifying states through laws, language, literature, religion, myths, and monumental art.
Unit I Assignments:
1)   Practice outlining and synthesizing textbook reading (directed by teacher).
2)   Introduction to comparative essay.  Thesis workshop.  Comparative essay regarding foraging and early agricultural societies or analyzing the similarities and differences in culture between Mesopotamia and Egypt.
3)   Timeline – students will create a timeline for the period connecting events by relationships between the causes and consequences of the events.
4)   Reflective Blog – the students will write a reflective commentary discussing how the history of the era or a region of the era fits into the larger story of world history.
5)   Primary Source Analysis – Using soapstone – Epic of Gilgamesh, Code of Hammurabi, creation stories in Rig Veda, Popul Vuh, and the Bible.  Visuals from Easter Island, cave paintings, pyramids, hieroglyphs, iron weapons and chariots.
6)   Students will participate in a debate discussing whether or not Egyptian Civilization Originated in Africa.
7)  Create note cards of key vocabulary words.
UNIT ONE TEST – 20 multiple-choice questions, in-class compare/contrast essay.