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Today in World History

Today in World History

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Today in World History

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  1. Warm-Up: Write down your interpretation of this cartoon in your notebook. Also, what is the artist’s message?

  2. Today in World History • Aim create a poem/story/song that identifies the changes/impacts of the Neolithic Revolution. • Big Idea  The Neolithic Revolution changed the history of mankind and the world forever. As a result of the development of farming techniques and the domestication of plants and animals, humans went from being nomads to “civilized” people. Considering that we are all “civilized” people, it’s important to know how this new way of living came about. • Homework  Finish/refine your “expression of culture” for the Neolithic Revolution.

  3. Early Human History: The Time of Nomads • Prehistory refers to the time before writing was developed. • Why does history require writing? • The earliest humans lived in Africa 4 million years ago. • Homo sapiens (means “wise human”) emerged 200,000 years ago. • What is the distinguishing feature of human species? Tools! • For hundreds of thousands of years, humans relied on hunting and gathering for nourishment and survival. These humans are referred to as nomads (which means one roaming the pasture).

  4. Watch the following clip from Mankind: The Story of Us • • Answer the following question in your notebooks: • How does the topic in the video (farming) relate to two of the components of PERSIA-GT?

  5. Neolithic Revolution Reading • As a class, let’s read page 7 in your textbook. • Why do some historians believe that the Neolithic Revolution was the most important development in history? • According to the textbook, what are the six most important characteristics of civilizations? • Seventh? Technology! • Make an inference: Why did the growing numbers of people lead to the need and growth of governments?

  6. So, how did we get from… HERE HERE? to Jot down some notes on the events you think might have taken place between 10,000 and 1,000 BCE.

  7. Domestication of Plants and Animals… Resulted in a new way of living Agriculture (Farming) and the Domestication of plants and animals. Have you ‘herd’ about domestication?

  8. Crop-Growing (cultivating domesticated plants), and…

  9. The development of… FARMING COMMUNITIES

  10. Eastern North America China Fertile Crescent Nile valley West Africa Mesoamerica New Guinea Ethiopia Andes Amazonia Between about 12,000 and 1,000 BCE, farming appeared INDEPENDENTLY in a number of places.

  11. Expression of Culture Activity! • Create a poem/story/song that identifies the changes/impacts of the Neolithic Revolution.

  12. End of Wednesday

  13. Warm-Up: What makes Chicago such a “big city”?

  14. Today in World History • Aim connect how the characteristics of advanced civilizations have evolved over time from the Neolithic Revolution to today. • Big Idea  Yesterday, we talked about how the Neolithic Revolution resulted in people living in permanent homes and established small villages. Today, we will find out how those small villages eventually turned into advanced civilizations and how they resemble the world we live in today. • Homework  No physical “homework” will be due tomorrow. However, it’s HIGHLY recommended to study your notes (especially PERSIA-GT and the 7 Characteristics of Civilizations). • Extra-Credit Opportunity: Watch the whole Crash Course Video about Mesopotamia. Email your world history teacher a two paragraph summary and reflection by EOD Sunday(10 points).

  15. Crash Course: World History! • By John Green, yes, the author of The Fault in Our Stars! • The video is face paced, but packed with relevant and important information. • He does an excellent job of breaking down the significance of history and connecting history to the present day. • We are only going to watch the first part, since you can view and enjoy him dropping knowledge on your own time. • His videos are free to watch and YouTube and would be a great way to review!  • Make sure to write down the most important information! Let’s see how we do at identifying the main idea and significant details. •

  16. 200K Years Ago 10K Years Ago

  17. POPULATION INTENSIFICATION That means population increases in certain areas. Population in those areas became both larger and denser. Prior to farming, population size in any one area was limited by the availability food. The ability to farm and the availability of reliable crops lead to…


  19. SURPLUS FOOD PRODUCTION… …means that not everyone has to grow food or tend animals. They can take on other tasks. They can specialize in some non-farming task.

  20. This is called… • Job Specialization. • Men and women may become: • Weavers • Stone Masons • Potters • Priests • Scribes • Traders • Army officers

  21. Domestication of Plants and Animals Farming Population Intensification Surplus Food Specialization Complex Society, also known as CIVILIZATION

  22. Civilization Can you define it? Answer: A civilization is a complex society.

  23. 7 Characteristics of Civilization 1)Cities Mohenjo Daro It’s the law 2) Central governments And Law codes Hammurabi’s Law Code Pharaohs

  24. 7 Characteristics of Civilization 1)Cities 2) Central governments and law codes 3) Writing and record keeping 4) Highly organized religions

  25. 7 Characteristics of Civilization 1)Cities 2) Central Governments and law codes 5) Specialized Jobs 3) Writing and record keeping 4) Highly organized religion Full-time monk 6) Social Classes Assyrian slaves In Egypt

  26. 7 Characteristics of Civilization 1)Cities 2) Central governments and law codes 7) Complex Technologies 3) Writing and record keeping 4) Highly organized religion Chariot 5) Specialized jobs 6) Social classes Bronze Sword

  27. Let’s read like an historian! • Read pages 10 to 13 in your world history textbooks. • Identify the 7 characteristics of civilizations for Ancient Mesopotamia. • You will have to make some inferences, because not all 7 are explicitly stated in the text. • Make sure to take excellent notes and to write in a neat and organized way! • Organized and detailed notebook = good grade!

  28. We will talk more about this guy tomorrow . . .

  29. Cuneiform (Kuh-Nay-Uh-Form) Developed by the Sumerians, Cuneiform consists of intricate characters, incised on clay tablets, dating back as early as 3100 (BCE).

  30. A cross between alphabet and pictographs, Cuneiform is a syllabic script consisting of about 3,000 characters. #ThatsAlmost22 Tweets!

  31. #MoreMoneyMoreProblems! Sumeria’s development into a complex society resulted in an increased demand for an economic system… As the Agricultural Revolution advanced, Sumerians developed a need for a system in which to archive financial records, and account for the receipt and distribution of resources.

  32. Civilizations Over Time (Comparing Mesopotamia and Chicago): Evidence T-Chart Evidence of Civilizations Staying the Same Evidence of Civilizations Changing Technology was not as advanced • People lived in permanent homes

  33. Define your pride argument! Have civilizations changed or stayed the same more since the development of early civilizations to today? Argue either side by using the evidence you collected from the text.

  34. End of Thursday

  35. Warm-Up • Mahatma Gandhi once said, “An eye for an eye will only make the whole world blind.” • What does this quote mean? • Challenge question: • Gandhi was a social justice leader that advocated for nonviolence. How does this quote apply to the “government and law codes” characteristic of civilizations? • When finished: • Review your notes. • Read! 

  36. Pop Quiz! • Define the components of the following on a sheet of notebook paper: • PERSIA-GT • 7 Characteristics of Civilizations • 15 points! • Write clearly and don’t forget your name!

  37. Today in World History • Aim read and analyze historical documents to determine whether or not Hammurabi’s Code was just nor unjust. • Big Idea  Central laws are a fundamental component of every civilization, whether we are talking about modern day cities or ancient city-states. Today, we will investigate the first set of central laws in recorded human history and argue whether it was just or unjust. • Homework  Complete DBQ packet and evidence T-chart • Extra-Credit Opportunity: Watch the whole Crash Course Video about Mesopotamia. Email your world history teacher a two paragraph summary and reflection by EOD Sunday.

  38. DBQ: Hammurabi's Code! • What is a DBQ again? Document-Based Question! • Hook exercise • Read and annotate background essay • Answer background essay questions • Let’s “pre-bucket” and make our thinking (and, more specifically, our predictions) visual! • Let’s get our “Indiana Jones” on and analyze some primary and secondary source historical documents! • Wait a second . . . What’s the different between a primary and secondary source?

  39. How do historians learn about the past?

  40. Primary Source • A primary resource, or primary source, is a document or artifact created by a person who was there at the time of the historical event being studied. • ARTIFACTS are special primary sources. An artifact is a human-madeobject, such as a tool, weapon, jewelry or technology. Social scientists called Archeologists study artifacts to learn about the lives of people from the past.