foundations 8000 bce – 600 ce

Foundations8000 BCE – 600 CE

Kai Perkins, Trisha Marroquin, David Perryman, & Melissa Wagler

Introduction to World History

History of the World in Seven Minutes http://worldhistoryforusall.sdsu.edu/dev

/default.html Population Growth in Time Periods http://worldhistoryforusall.sdsu.edu/

dev/themes/keytheme1.htm

Mesopotamia

What is a civilization? Students will read a secondary source about

“civilizations” that emerged in the river valley of Afroeurasia and then discuss questions that are given.

The source discusses food resources, human impact on the environment, and human relations.

In Mesopotamia, people became specialized in their trade, women’s social roles were defined, writing emerged for record keeping, and architecture is also discussed.

http://worldhistoryforusall.sdsu.edu/dev/units/three/landscape/03_landscape3.pdf (pages 6-12)

Gender Roles Lesson: “Ancient Tablets, Ancient Graves: Accessing

Women’s Lives in Mesopotamia” Students will read from cuneiform tablets and artifacts

about women’s roles, treatment, power, etc. in Mesopotamia.

Students will be locating specific places in the sources where women’s roles, treatment, power, etc. are revealed.

This is a good activity to “ease” students into reading primary sources because they are fairly short.

http://www.womeninworldhistory.com/lesson2.html This lesson can be used in conjunction with Reilly’s

comparative reader – Worlds of History, pages 1-26

Diffusion of Technology: Iron & Bronze Use

“Metallurgy: Iron” Students will be grouped to read a source

on the development of iron and compare the diffusion of older technology (Iron/Bronze) with that of newer technology (cell phones/internet).

http://worldhistoryforusall.sdsu.edu/dev/units/four/landscape/04_landscape1.pdf (pages 9-13)

Egypt

Information & Activities

Life of Ancient Egypt students can use the hieroglyphic alphabet to write a letter.

This will teach students how difficult it was to write a letter or document an event that has occurred.

http://www.watson.org/~leigh/egypt.html#intro World history and math assignment for teachers

that have to be on a team with other subjects. (A Selection of Math Problems (About 1850 BCE)

http://worldhistoryforusall.sdsu.edu/dev/units/three/landscape/03_landscape3.pdf

Information & Activities

Mummification of Egypt people and animals. Compare and Contrast the embalming of ancient Egypt to current embalming methods.

http://www.ancientegypt.co.uk/mummies/home.html  Medicine in Ancient Egypt from the beginning of the scholarly study of

Egypt's past there have been few scholars who recognized the importance of the process of disease and health on a population.

With the turn of the century, new archaeological discoveries, increased knowledge of Egyptian language and writing, and the advent of more sophisticated medical techniques, new life was breathed into the study of disease and health in the ancient Nile Valley. It was this period that saw the academic study of Egyptian disease segregated into three distinct categories.

http://www.indiana.edu/~ancmed/intro.HTM Lesson from primary source document: Praise for Pharaoh’s New City

(About 1300 BCE) http://worldhistoryforusall.sdsu.edu/dev/units/three/landscape/

03_landscape3.pdf

Indus Valley/Harappans

Indus Activity

Information about Daily Life in the Indus River Valley from 3000-1500 BCE 1. Homes 2. Clothing 3. Entertainment 4. Food 5. Toys 6. Art 7. Transportation

http://indus.mrdonn.org/indus.html

Shang Dynasty/Huang He (Yellow River) China

Huang He River Valley Activities

Action Cards for Role-Playing Tomb Construction in Ancient China (Assign Roles to Students) 1. Peasant Workers 2. Artisans 3. Human Sacrificial Victims 4. Guards & Executioners 5. Supervisors & Government Officials 6. Noble Relatives of the dead person

Read a short play & answer review Questions http://worldhistoryforusall.sdsu.edu/dev/units/four/

landscape/04_landscape2.pdf

Mesoamerica & Andean South America

Chavin

Incans

Olmec, Mayan, & Aztec

Chavin Society

Mesoamerican Information & Activities

Items of Exchange Maps of Spheres of Interaction http://worldhistoryforusall.sdsu.edu/dev/

units/five/landscape/05_landscape6.pdf Contrast Mesoamerican Valley Civilizations

Not river dependant Connected by trade Grew corn, not grains

Religious Belief Systems & Activities

Belief System Chart- Buddhism - Christianity - Daoism- Hinduism - Judaism - Polytheism - Christianity - Confucianism (not on website)

http://worldhistoryforusall.sdsu.edu/dev/eras/era4.htm

Research Chart for Qin-Han China & Review Questions (Political, Religion, & Economy)

http://worldhistoryforusall.sdsu.edu/dev/units/four/landscape/04_landscape5.pdf

Religion Activities

Daoism PERSIAN Chart: 1. Heaven Worship 2. Ancestor Worship 3. Belief in Spirits 4. Ancient Shamanism (Animism) 5. School of Esoteric Speculations 6. Daoist Scriptures 7. Religious Activities & Rituals

http://www.eng.taoism.org.hk/general-daoism/origin& formation-of-daoism/pg1-1-3.asp

Information & Activities

Provides information on: 1. Empire in China 2. Roman Empire 3. Gupta Empire in India Map to locate where empires are on a world

map “Poem of Mulan” Graphic Organizer for Han China & The

Mandate of Heaven http://worldhistoryforusall.sdsu.edu/dev/

units/five/landscape/05_landscape1.pdf

Tidbits

Example of a final exam AP World History Study Guide

http://www.zcs.k12.in.us/individual/anderson/AP%20World%20History/Final%20Study%20Guide%20Semester%20One.htm

Essay on comparison of foods. It contains all the foods and the dates of when they were introduced and details about each.

http://www.foodtimeline.org/