1

PENNSVILLE SCHOOL DISTRICT

CURRICULUM COVER SHEET Aligned to the 2009 New Jersey Core Curriculum Content Standards

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Content Area: MS Social Studies

Course Title: World Civilization

Grade Level: 7

Unit Plan One Beginnings of Human Society

Paleolithic Age Neolithic Age

Two Weeks

1 week 1 week

Unit Plan Two Early Civilizations

The First Civilizations

Mesopotamia Ancient Egypt

Four Weeks

1 week 1 week 1 week

Unit Plan Three India & China

Hinduism Buddhism

Indian Empires Zhou Dynasty Qin Dynasty Han Dynasty

Two Weeks

1 week India

1 week China

Unit Plan Four Israel & Ancient Greece: The Foundations

of Western Society The Hebrews

Judaism Greek Mythology & Literature: Homer

Greek Government

Four Weeks

2 weeks Hebrews 2 weeks Greek & Mythology and later Government

2

Unit Plan Five The Hellenic & Hellenistic World

of the Greeks

The Greek & Persian Rivalry Sparta & Athens

Alexander the Great The Hellenistic World

Three Weeks

1 week 1 week

1 week Alexander & the Hellenistic World

Unit Plan Six Rome: Republic to Empire

The beginnings of Rome

Magna Graecia”s & the Etruscans’ influence on Rome

The Rise of the Roman Republic Roman Republicanism from Greek

Democracy Rome vs. Carthage

From Republic to Empire Pax Romana

Rise of Christianity The Fall of Western Rome

Four weeks

1 week Early Rome 1 week The Roman Republic

1 week the Empire 1 week the Development of Christianity

Unit Plan Seven The Eastern Roman Empire: The

Byzantines

Development of the Christian Churches --the Ecumenical Councils

Justinian Justinian Code

War with Persia Bubonic Plague Wars with Islam

“Greek Fire”

Two Weeks

1 week Constantinople as the center of the Empire and of the Church

1 week The Byzantine Empire

3

Unit Plan Eight The Islamic World

Beginnings of Islam

Beliefs and Practices Military Conquests of Persia, the Mid

East, and Northern Africa Islamic Culture

Three Weeks

1 week

1.5 week

.5 weeks

Unit Plan Nine Early Sub-Saharan Africa Civilizations

African Geography

The Kingdom of Ethiopia The Kingdom of Ghana

Kingdom of Mali Kongo

Two Weeks

1 week

1 week

Unit Plan Ten China, Japan, Early America

China Reunifies

Tang & Song Confuciamism Yuan & Ming

Japan and the Growth of a Military Culture Maya, Inca

Aztec

Three Weeks

1 week

1 week 1 week

4

Unit Plan Eleven

Early Middle Ages

Geography and Climate of Western Europe:

The causes of great commerce and the spread of ideas. After Rome?

Moslem Conquest of Iberian Peninsula Separation of Church and State in

Western Europe Feudalism

Parley Monasteries

Vikings and Barbarian Attacks Charlemagne and a New Roman Empire

Four Weeks

1 week

1 week

1 week

1 week

Unit Plan Twelve Later Medieval

The Growth of Papal Power

The Normans The Crusades: Defense of Constantinople

and Reconquest of the Holy Land Tensions Between Church and State

Political changes Maimonides and Thomas Aquinas

Moslem Turk Conquest of Constantinople Spanish Reconquista from the Moslem

Moors

Four weeks

1 week

1 week

1 week 1 week

Date Created: 8/10/14

Board Approved on:

5

7th Grade Unit One Curriculum Early Civilizations The First Civilizations

Essential Questions: 1. What changes took place after tens of thousands of years of human existence to bring about the

Neolithic period? Enduring Understanding:

1. The Neolithic period emerged with the development of agriculture and agrarian settlements that could produce a surplus to support a division of labor between priests, warriors, and the vast majority, the agrarian workers.

New Jersey Core Content Social Studies Standards

6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BC) The NJ Standards alignment uses the content that we have written for a CICERO curriculum, Amistad curriculum, and the NJ Italian, and Italian American Commission curriculum. Textbook reading and activities can be used and included as supplements or for further differentiated activities. Content Statement 1. The Beginnings of Human Society: Paleolithic and Neolithic Ages

Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived.

Civics, Government, and Human Rights

6.2.8.A.1.a Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies.

Geography, People, and the Environment 6.2.8.B.1.a Explain the various migratory patterns of hunters/gatherers who moved

from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies.

6.2.8.B.1.b Compare and contrast how nomadic and agrarian societies used land and natural resources.

Economics, Innovation, and Technology 6.2.8.C.1.a Relate the agricultural revolution (including the impact of food surplus from

farming) to population growth and the subsequent development of civilizations. 6.2.8.C.1.b Determine the impact of technological advancements on hunter/gatherer

and agrarian societies History, Culture, and Perspectives 6.2.8.D.1.a Demonstrate an understanding of pre-agricultural and post-agricultural

periods in terms of relative length of time.

6

6.2.8.D.1.b Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures.

6.2.8.D.1.c Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records.

ACADEMIC VOCABULARY AND NAMES Archaeologists Neolithic Artifact Fossil Anthropologists Nomad Technology Domesticate Specialization Stone Age Historian Hunters Gatherers Agrarian Migration Nomadic Population Language Records Agricultural Revolution Prehistoric Civilization Tribes Surplus Natural Resources Unit One

1. Early Humans a. Early Humans

i. Tools of Discovery ii. Hunters and Gathers

iii. Adaptations to the Environment iv. Ice Ages v. Language, Arts, and Religion vi. Tools

b. Neolithic Times i. Farming ii. Settlements & Villages

iii. Division of Labor and Specialization 2. Have students take notes and then participate in The Last Word for section review.

Suggested Summative Assessments Each Lesson Assessment Unit Tests Unit PARCC style document assessment in Amistad

7th Grade Unit Two Curriculum The First Civilizations Essential Questions:

1. Why was Hammurabi’s Code a great advance in human civilization? 2. How were some settlements able to become kingdoms of like peoples, and then empires

that rule over other type peoples?

Enduring Understanding: 1. The codification of traditions and customs allowed people to conduct business by knowing

the consequences for their actions, free of arbitrary attacks. 2. Settlements that produced large surpluses were able to support large armies of warriors,

who could expand the realm, attain even more resources, and create empires.

New Jersey Core Content Social Studies Standards

7

6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BC) The NJ Standards alignment uses the content that we have written for a CICERO curriculum, Amistad curriculum, and the NJ Italian, and Italian American Commission curriculum. Textbook reading and activities can be used and included as supplements or for further differentiated activities. Content Statement: 2. Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley

Civilizations Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies.

Civics, Government, and Human Rights 6.2.8.A.2.a Explain why different ancient river valley civilizations developed similar

forms of government 6.2.8.A.2.b Explain how codifying laws met the needs of ancient river valley

societies 6.2.8.A.2.c Determine the role of slavery in the economic and social structures of ancient river valley civilizations. Geography, People, and the Environment 6.2.8.B.2.a Determine the extent to which geography influenced settlement, the

development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations.

6.2.8.B.2.b Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now.

Economics, Innovation, and Technology 6.2.8.C.2.a Explain how technological advancements led to greater economic specialization,

improved weaponry, trade, and the development of a class system in ancient river valley civilizations.

History, Culture, and Perspectives 6.2.8.D.2.a Analyze the impact of religion on daily life, government, and culture in various ancient

river valley civilizations. 6.2.8.D.2.b Explain how the development of written language transformed all aspects of life in

ancient river valley civilizations. 6.2.8.D.2.c Analyze the factors that led to the rise and fall of various ancient river valley civilizations

and determine whether there was a common pattern of growth and decline. 6.2.8.D.2.d Justify which of the major achievements of the ancient river valley civilizations represent

the most enduring legacies.

8

ACADEMIC VOCABULARY AND NAMES Jericho Catal Huyuk Paleolithic Civilization irrigation city-state Artisan cuneiform scribe empire Babylon Sumer Mesopotamia Euphrates River Akkadians Tigris River Sargon Hammurabi Nineveh Ur Tyre Hammurabi’s Code Ziggurat Assyria Persian Gulf Nebuchadnezzar caravans Hanging Gardens province astronomer Chaldean Empire Ishtar Gate Hittites Nile River Sahara Desert Narmer cataract hieroglyphics papyrus dynasty Menes maat Pharaoh deity mummy pyramid Khufu Giza Thebes Ahmose Hatshepsut Thutmose III Akhenton Tutankhamen Ramses II tribute incense Hyksos Kashta Piye savanna Nubia Kerma Napata Kushites Meroe

Text Support: Chapter 3, pages

1. Mesopotamian Civilization a. River Valleys

i. Sumer ii. City-States

iii. Gods and Rulers iv. Life in Sumer

b. A Skilled People i. Writing ii. Sumerian Literature

iii. Science and Math c. Semitic people

i. Akkadians 1. Sargon 2. Empire

a. Maybe the first multi-ethnic, multilingual empire, centrally controlled empire in history (some Sumerian kingdoms may have that claim, also)

ii. Babylon 1. Hammurabi

a. Hammurabi’s Code Text Support: Chapter 3, pages

2. The First Empires a. Assyrians

i. Iron Weapon Age 1. Hittites

ii. Assyrian Power 1. Nineveh to Persian Gulf 2. Defeat and Captured the Northern 10 tribes of Israel

iii. Government 1. King Sennacherib 2. Provinces

9

iv. Life in Assyria b. Chaldeans

i. Babylon 1. Hanging Gardens

ii. King Nebuchadnezzar 1. Conquers Judah and brings the Jewish elite to Babylon as captives

iii. Caravans iv. Collapse of Babylon

1. Falls to Persia

Egypt Text Support: Chapter 4, section 1

c. Ancient Egypt i. Nile River Valley

1. Cataracts 2. Delta 3. Sahara Desert

ii. Regular Flooding 1. Maat

a. Everything in Balance b. Kemet

iii. Egyptian writing 1. Hieroglyphics 2. Papyrus

Text Support: Chapter 4, section 2 iv. Old Kingdom

1. Government a. Pharaoh

i. His Divinity—son of the sun god, Re ii. In Charge of Maat

iii. Lived in the capital of Memphis 2. Narmer (Menes)

a. Unites Upper and Lower Egypt b. Leadership was passed from father to son

i. Dynasties 3. Social Classes

a. Nobility & Priesthood b. Middle class

i. Businessmen ii. Artisans

c. Farmers, or peasants i. Produced the food

d. Unskilled workers 4. Polytheistic religion

a. Many gods/ deities i. Sun god, Re ii. Nile god, Hapi

iii. Most important goddess was Isis

10

1. The wife and mother a. Fertility

iv. God of the dead, Osiris b. Life after death

i. Embalming ii. Mummies

iii. Pyramids 1. King Kufu

3. Text Support: Chapter 4, section 3 i. Middle Kingdom

1. New capital: Thebes 2. Empire

a. Client states, such as Nubia, pay tribute 3. Time of great artistic achievements

a. Paintings b. Sculptures

4. Conquered by the Hyksos a. A Semitic Canaanite people from western Asia

i. Fought with chariots ii. Introduced bronze weapons

iii. The Egyptians had used stone and some copper weapons

Text Support: Chapter 4, section 3 & 4 ii. New Kingdom

1. Ahmose defeats Hyksos 2. Hatshepsut

a. regent 3. Thutmose III

a. Expand empire to Mesopotamia 4. Slavery becomes more prominent in Old Kingdom 5. Amenhotep/Akhenaton

a. Monotheism i. The god, Aton ii. Really violate Maat

b. The Indo-European Hittites from Asia Minor (now Turkey) take most of Egypt’s Asian empire.

6. Tutankhamen a. Famous because archeologist discovered his intact grave

7. Ramses II a. Great builder

i. New Temples palaces b. Last great Pharaoh

4. Text Support: Chapter 4, section 5 a. Nubians/Kushites

i. Kerma 1. Wealthy kingdom to the south of Egypt 2. Took on a lot of Egyptian culture after they were conquered by

Thutmose III

11

ii. After New Kingdom, Nubians break away and form Kush 1. Kashta & Piye

a. Conquered Egypt b. Absorbed more of the Egyptian culture.

b. Assyrians conquer Egypt and defeated Kush i. Assyrians introduced iron weapons. ii. Kushites begin to carry iron products and slaves to Arabia, India, and China

5. Have students take notes and then participate in The Last Word for section review.

Suggested Summative Assessments Each Lesson Assessment Unit Tests Unit PARCC style document assessment in Amistad

New Jersey Core Content Social Studies Standards Pennsville Units 3-6

Era: The Classical Civilizations of the Mediterranean World, India, and China (1000 BC-600 AD) The NJ Standards alignment uses the content that we have written for a CICERO curriculum, Amistad curriculum, and the NJ Italian, and Italian American Commission curriculum. Textbook reading and activities can be used and included as supplements or for further differentiated activities. Content Statement: The Classical Civilizations of the Mediterranean World, India, and China Classical civilizations (i.e., Greece, Rome, India, and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations. Civics, Government, and Human Rights 6.2.8.A.3.a Compare and contrast the methods (i.e., autocratic rule, philosophies,

and bureaucratic structures; communication and transportation systems) used by the rulers of Rome, China, and India to control and unify their expanding empires.

6.2.8.A.3.b Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations.

6.2.8.A.3.c Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution.

Geography, People, and the Environment 6.2.8.B.3.a Determine how geography and the availability of natural resources

influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion.

12

6.2.8.B.3.b Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their demise.

Economics, Innovation, and Technology 6.2.8.C.3.a Analyze the impact of expanding land and sea trade routes through the

Mediterranean Basin, India, and China. 6.2.8.C.3.b Explain how the development of a uniform system of exchange

facilitated trade in classical civilizations. 6.2.8.C.3.c Explain how classical civilizations used technology and innovation to

enhance agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor.

History, Culture, and Perspectives 6.2.8.D.3.a Explain how classical civilizations used technology and innovation to

enhance agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor.

6.2.8.D.3.b Relate the Chinese dynastic system to the longevity of authoritarian rule in China.

6.2.8.D.3.c Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies.

6.2.8.D.3.d Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization.

6.2.8.D.3.f Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization.

7th Grade Unit Three Curriculum The Civilizations in India & China:

Essential Questions:

1. What are the basis characteristics of the Hindu religion? 2. What are the basic beliefs of the Buddhist belief system, and in what ways are they

consistent with the Hindu religion and in what ways are they different?

Enduring Understanding: 1. Each time a Chinese dynasty grew strong, factions and regionalizations developed and

collapsed the regimes from within. 2. The Buddhist belief system is not a religion, since it does not suppose a divine being and can

be practiced with various (especially Eastern) religious traditions.

ACADEMIC VOCABULARY AND NAMES Subcontinent Deccan Himalayas Ganges River Indus River Harappa Mohenjo-Daro Aryans Sanskrit Hinduism Vedic Age Jainism polytheism caste system karma Dharma reincarnation Vedas raja guru

13

Brahmins Pariah Dravidians Buddhism 4 Noble Truths Eightfold Path Siddhartha Gautama nirvana enlightened Nepal Theravada Mahayana Tibet theocracy Dali Lama Panchen Lama Sikhism Maurya Pataliputra Ashoka’s Empire Gupta Empire Kalidasa Yellow River Yangtze River Anyang Shang Dynasty warlords aristocrats peasants Pictograms Ideograms Zhou Dynasty Wu Wang Dao Daoism Laozi Mandate of Heaven Qin Dynasty Qin Shihuangdi Guangzhou Great Wall I-ching social class filial piety Confucius Confucianism legalism Hanfeizi Liu Bang Han Dynasty Han Wudi acupuncture Luoyang Silk Road

India History Channel video: India’s Empire is Born Text Support: Chapter 5, Section 1, pages 124-129 1. NJCSS 6.2.8.B.3.a India’s Geography

a. Subcontinent i. Cut off from Asia by the Himalayas

ii. Deccan plateau b. Major Rivers

i. Ganges River ii. Indus River

2. Earliest Civilizations i. Harappa ii. Mohenjo-Daro

Text Support: Chapter 5, Section 2, pages 130-135 3. Aryans

a. An Indo-European people from Central Asia i. Early Hindu religion

1. Brought a caste system a. Probably, initially based on skin color

i. Aryans were lighter skinned ii. Dravidians in southern India were darker skinned

b. Highest to lowest i. Brahmins – included priests ii. Kshatriyas— warriors

iii. Vaisyas— commoners/ peasant/ merchants iv. Sudras— manual laborers and servants v. Pariah— untouchables

ii. Sacred Cattle iii. Invented the iron plow iv. Canals for irrigation

b. Developed written language i. Sanskrit

c. Initially tribal i. Led by a Raja

14

ii. Gurus were teachers d. Hinduism

i. Polytheistic—many gods ii. Oldest religion

iii. Third largest, behind Christianity and Islam iv. Four Vedas—sacred writings v. Brahman priests kept oral tradition, than written in the Sanskrit vi. Beliefs:

1. Reincarnation—rebirth 2. Dharma—divine duties to perform and earn higher caste in next life 3. Karma—consequence of actions in life

Text Support: Chapter 5, Section 2, pages 1136-141

e. Buddhism (from Hinduism) i. Siddhartha Gautama from Nepal ii. The Enlightened one, or the Buddha

1. The world was not real, just an illusion. 2. All pain was an illusion 3. Reject desire to find truth 4. Reach Nirvana – not a place but a state, literally means to blow out the

candle. iii. Beliefs and practices

1. Four Noble Truths 2. The Eightfold Path 3. Following the Eightfold Path could end reincarnation.

a. Reach enlightenment iv. Southeast Asian version

1. Theravada – “teachings of the elders” a. Oldest version of Buddhism b. Not a religion c. Buddha is not a god

2. Moved to Sri Lanka then to Southeast Asia v. Far Eastern version

1. Mahayana Buddhism a. Buddha is a god b. Eightfold Path is too hard for most

i. Worshipping Buddha will allow people into heaven. ii. In Heaven they can follow the Eightfold Path and reach

Nirvana. 2. Moved through China and into Japan and Korea.

vi. Tibetan version 1. Combination of Tibetan traditional religions with Hinduism 2. Lamas (religious leaders) were also government leaders.

a. Tibet is now ruled by Communist China b. It was a Theocracy

i. The Dali Lama headed the government ii. The Panchen lama headed the religion

15

1. Both are believed to be reincarnations of the Buddha.

vii. Very few Buddhists in India today Text Support: Chapter 5, Sections 4 & 5, pages 142-151 4. Mauryans

a. India first great empire i. India had been conquered by the Persians in 500 B.C. ii. And invaded by Alexander the Great in 327 B.C.

b. Chandraguta Mauya conquered many Indian kingdoms after Alexander had weakened them i. Founded a dynasty ii. Established the capital of Patalipute

c. Mauya king: Asoka i. Strong military leader who came to hate warfare

1. Became a Buddhist a. Built many stupas or shrines b. Sent Buddhist missionaries out to spread the teachings

ii. Built many roads to increase commerce d. The Empire fell within 50 years of Asoka’s death.

5. Gupta Empire a. Strengthened Hinduism b. A new Chandragupta rose to rebuild the empire of the old Chandragupta.

i. He reestablished the Mauryan Empire’s capital of -- Pataliputra c. Samudragupta’s reign

i. Increased commerce

China History Channel video: China’s Shortest Dynasty Text Support: Chapter 5, Section 1, pages 160-165 6. China’s Geography

a. Yellow River b. Yangtze River

Text Support: Chapter 6, Section 2, pages 166-171 7. Shang Dynasty

a. Strong cities, such as Anyang b. Run by the kings and his many warlords

i. Aristocrats c. Traditional Religion based on worshipping many gods and spirits.

i. Honored and prayed to ancestors 1. Important to gain “Luck”

ii. Looked to see future through oracles. d. Chinese language (not phonetic)

i. Pictographs ii. Ideographs

8. Zhou Dynasty a. Wu Wang

16

i. Large bureaucracy ii. Divided Empire into smaller territories (like Shang had)

1. King appointed aristocrats to rule the territories iii. Mandate of Heaven

1. King was chosen by the heavenly order a. The King must rule according to the proper way (Dao).

i. Keeps the gods happy ii. People could overthrow the king if natural disaster or bad

weather happened. iv. Territorial rulers eventually became strong.

1. They set up their own state. 2. “Period of the Warring States.”

9. Answers to the Chaos of “Period of the Warring States.” a. Confucianism

i. Confucius believed Chinese needed a sense of duty. 1. Put family and community before individual needs. 2. Each person owed duty, respect, and honor to another:

a. Parents to children b. Children to parents c. Husband to wife d. Wife to husband, etc.

ii. Encourage the Golden Rule iii. Encouraged participation in the government as part of duty.

1. Aristocrats did not like commoners in the government b. Daoism

i. Laozi wrote Dao De Jing ii. People must give up wordily desires.

iii. Turn to nature and to the Way (Dao) iv. Opposite of Confucianism

1. Confucians worked to improve the world 2. Daoists were to give up concern for the world.

a. Look for inner peace in harmony with nature. c. Legalism

i. Hanfeizi advocated following the law as the way to order. 1. Humans were naturally evil. 2. Needed harsh laws and severe punishments to force them to do their duty. 3. Needed a strong leader 4. Aristocrats liked legalism

Text Support: Chapter 6, Section 3, pages 172-177 10. Qin Dynasty

a. Qin Shihuangdi i. Harsh ruler who took over all of the smaller warring territories. ii. Qin was a Legalist.

iii. Unified most of China 1. Even created a common currency 2. Built roads for commerce

iv. Built a first Great Wall to keep out the Mongols.

17

v. History Channel video: China and the Great Wall 1. Not the wall we know today.

vi. A few years after Qin’s death, aristocrats and the people overthrew the dynasty. vii. Heirs were not as strict and could not hold the country together.

Text Support: Chapter 6, Section 4 & 5, pages 178-191 11. Han Dynasty

a. Liu Bang was a peasant who became a fierce warrior. b. Declared himself Han Gaozu, or the Exalted Emperor of the Han.

i. Lightened up on Qin’s strict rule. c. Han Wudi

i. Begins a type of civil service ii. Government workers must pass tough test to get jobs

iii. Wudi’s tests were used for 2,000 years. 1. The tests favored the rich because only they could educate their children.

iv. Han armies conquer more lands and added to the Empire. d. Silk Road

i. Connected China with the Roman Empire. ii. Silk Road was used for centuries for trade.

e. The Fall of the Han Dynasty i. Weak rulers followed Wudi ii. The government collapsed and the country plunged into civil war by 220 A.D.

12. . Have students take notes and then participate in The Last Word for section review

Suggested Summative Assessments Each Lesson Assessment Unit Tests Unit PARCC style document assessment in Amistad

7th Grade Unit Four Curriculum Israel & Ancient Greece

The Foundation of Western Ideas

Essential Questions: 1. Why were the ancient Hebrews able to maintain their ethnic, cultural, linguistic, and

religious identity for nearly 2 ½ millennia? 2. How did the geography of Greece contribute to their creation of philosophy, a unique Greek

way of thinking about first principles and the world? Enduring Understanding:

1. Hebrew monotheism solved the problem of many gods with many different moral behaviors. Greek gods behaved both morally and immorally, so there was not a divine, objective standard for good and evil

2. Hebrew monotheism created a new problem when discussing the source of evil.

ACADEMIC VOCABULARY AND NAMES Semites Abraham Genesis Jacob Joseph Moses Canaan Joshua Israel Philistines 10 Commandments The Judges Saul Ark of the Covenant David Solomon Hebrews Deborah Phoenicians alphabet Philistines Gaza Herod

18

Sabbath synagogue Judas Maccabeus Messiah Rabbi Diaspora Judah temple(s) Babylonian Captivity Yahweh messiah The Prophets Daniel Torah Old Testament monotheism Minoans Mycenaeans Homer Troy Athens Sparta Hector Achilles Ulysses Agamemnon Menelaus Helen Ajax Paris Priam Clytemnestra Ithaca Penelope tyrants Draco Hellenic Dorians Solon democracy The Assembly hoplites phalanx Acropolis Polis Agora tragedy Antigone Sophocles Euripides Aeschylus Socrates Plato Aristotle Sophists Pythagoras Archimedes

Hebrews Text Support: Chapter 7, Section 1, pages 202-209

1. The Hebrew people traced their origins to Abram/Abraham a. Abraham is a warrior/ tribal leader. b. Abraham had move from the Sumerian city of Ur to Haran in northern Mesopotamia.

i. Abraham believed a god called him to move his family to Canaan and that the god promised that Canaan would be filled with his descendents.

ii. Hebrews would eventually believe that the god Abraham believed was his god was the one and only true creator God.

iii. Monotheism replaces polytheism for the Hebrew people. 1. This faith evolves into what is called Judaism today.

2. Abraham’s descendents settle in Canaan. a. Sons: Ishmael and Isaac

i. Arab Moslems trace their origins through Ishmael ii. Modern Jews trace their origins through Isaac

3. Isaac has two sons Jacob and Esau. a. Jacob tricks Isaac into giving him Esau’s birthright b. Jacob’s name is changed to Israel ( Struggles with God)

i. He is father of the Israelites ii. He has 12 sons

1. 11 sons sell Joseph to the Ishmaelites who sell him to Egypt as a slave 2. Joseph eventually becomes 2nd in command in Egypt to Pharaoh 3. The Pharaoh is probably a fellow Semite, one of the Hyksos

c. Joseph brings all Israelites to Egypt. 4. Israel grows into 12 tribes while in Egypt.

a. The Semitic Hyksos are overthrown by Egyptians. b. The Egyptian Pharaohs “forget Joseph” c. Israelites are slaves/workers for the Egyptians and live in Goshen.

5. History Channel video: Moses at Mount Sinai 6. After 400 years, Moses leads Israelites/Hebrews out of Egypt.

a. Hebrews believed they entered into a special covenant with their God, Yahweh. b. On Mount Sinai, Moses received the law from God.

i. They were his chosen people. 1. He would return them to Canaan.

ii. They were to worship him and him alone as their God. iii. They believe he gave them laws that appear in their holy writings called the

Torah

19

7. Hebrews settle back in Canaan. a. Joshua leads the 12 tribes in war. b. Israelites continue to fight Canaanites for the land for 125 years. c. Israelites are led by “judges or tribal chiefs for roughly 125 years.

8. Northern Canaanites- Phoenicians a. Developed an alphabet based on sounds

i. Much easier than writing based on symbols for words. ii. Phonics was spread to Greece and Roman and is the basis for western alphabets

today. b. Phoenicians were excellent sailors and traded with all civilizations in the Mediterranean

and beyond. i. They established a colonial empire. ii. One colony, Carthage in northern Africa created its own empire and fought

three wars with Rome for dominance of the Mediterranean. 9. Philistines

a. Unknown origin, possibility, Greek, Cretan, or Illyrian they came from somewhere else and were not Semitic.

b. Often fought the Israelite tribes and Canaanite tribes i. Had Iron weapons

c. Some Israelites were adopting Philistine culture and religion. 10. A Hebrew Monarchy

a. Israel looked to have a king to unify the tribes to fight the Philistines. i. Samuel was the last judge.

1. He was very anti monarchy. a. The only king was to be God.

b. Israelites demanded a king. i. Samuel gave in and anointed Saul as king. ii. Saul was a fierce warrior from the smallest tribe, Benjamin.

iii. Saul won may victories over the Philistines. c. Saul failed to kill the Amalekite king and livestock when he was instructed to kill all

Amalekites and their animals, by Samuel. i. Samuel would not forgive Saul.

11. Samuel then anoints David from the tribe of Judah as the new King. a. As a boy, David had killed the Philistine giant, Goliath with a stone from a sling. b. When Saul was defeated by the Philistines and David became King.

12. King David a. David defeated the Jebusites and took the city of Jerusalem.

i. Moved the capital from Gibeah to Jerusalem b. David built a Hebrew Empire called Israel

i. Heavy taxation ii. Requires conquered peoples to pay tribute

c. He desired to build a large temple for God. i. He died before he could build it.

13. King Solomon succeeded his father, David a. Solomon built a magnificent Temple. b. Solomon is remembered for his wisdom

i. He is credited with writing some of the Proverbs in the Bible. c. Northern 10 tribes were upset with Solomon’s heavy taxes for splendid buildings.

20

14. Upon Solomon’s death, a. The 10 Northern tribes secede and form the Kingdom of Israel.

i. Samaria is the seat of government b. The tribes of Judah and Benjamin form the Kingdom of Judah

i. Jerusalem remains the capital 15. Hebrews still go to the temple in Jerusalem

a. Eventually, northern Hebrews establish Samaria as the center for worship. b. Some Israelites and Jews (Judah) adopted foreign gods and culture.

16. Many Prophets rose to call the Hebrews back to their God. a. They call for a just society b. They predict harsh punishments for infidelity. c. They also promise a better future, even though the Hebrews are under threats.

17. The Assyrian Empire conquered the Kingdom of Israel in 772 BC. a. They moved the Hebrews out of Israel and settled them throughout their massive

empire. b. No one knows what happened to those who were dislocated.

i. Sometimes called the 10 Lost Tribes. c. The Assyrians moved foreign peoples into Israel.

i. They mixed with the remaining Israelites. ii. A new people called the Samaritans formed.

1. They worshiped the God of Israel 2. They Followed the Torah 3. They kept Samaria as the center of worship

18. Judah (Southern Hebrews were called Jews, from Judah) were was able to hold out against Assyria.

19. Egypt conquered Judah in 620 BC. a. They kept the Jewish king and made them pay tribute

20. The Chaldeans of Babylon conquered Judah in 605 BC. a. They also kept the Jewish king and made them paid tribute

i. Judah united with Egypt and rebelled against Babylonian rule. ii. Judah resisted for eight years, until 597 B.C.

21. King Nebuchadnezzar captured Jerusalem a. He sent 10,000 of the Jewish upper classes to Babylon as captive/slaves.

i. He appointed a new loyal Jewish king in Jerusalem 22. The new Jewish King Zedekiah planned to revolt

a. The prophet Jeremiah warned him against it. i. Nebuchadnezzar laid siege to a Jerusalem for 18 months. ii. He captured Zedekiah, killed the King’s sons before his eyes, than removed the

King’s eyes. iii. Nebuchadnezzar destroyed Solomon’s Temple. iv. He took Zedekiah and thousands of Jews to Babylon

1. Seventy-year Babylonian Captivity. Text Support: Chapter 7, Section 2, pages 208-213

23. Judaism a. Judaism developed further in Babylon

i. Jews met on the Sabbath to worship, pray, and study scripture. 1. Jews met in synagogues, the Jewish worship centers.

21

b. After 70 years, Persian armies conquered Babylon. c. In 538 B.C., the Persian King Cyrus allowed the Jews to return to Judah.

i. Some Jews remained in Babylon ii. Those who returned rebuilt Jerusalem and the Temple.

d. Persians ruled Judah through their satraps, or Persian governors. i. Jews were not involved with the government.

e. Jews looked to their religious leaders for leadership. f. Ezra the scribe wrote the five books of the Torah down and attached the papyrus end to

end. i. He created the beginning of the Jewish Bible.

g. The Hebrew Bible is a series of books. i. The Torah ii. The Prophets

iii. The Writings h. Some books explain the past.

i. Genesis explains creation. 1. It explains the idea that man was created in God’s image.

ii. The Torah contains the Law. iii. Prophets speak for God throughout the times of the kingdom and the captivity

and immediately afterward. iv. Writings included histories, proverbs, poetry, and literature

i. Some books looked to better times in the future. i. Daniel lived in Babylon and advised Nebuchadnezzar.

1. He refused to worship any Babylonian gods. 2. He survived being thrown into a lion’s den.

ii. Judaism, like Christianity believes in the triumph of good over evil. Text Support: Chapter 5, Section 3, pages 214-219

24. Alexander and the Greeks conquered Persia. a. Judah becomes part of the Hellenistic Empire, in 331 BC.

i. Alexander let the Jews stay in Judah. ii. He introduced Greek language and culture

b. In 168 BC, a Greek king of Alexander’s successor Seleucid empire, Antiochus IV Epiphanes ruled Judah from Syria.

i. After being stopped from attacking Alexandria, Egypt by the Romans. Antiochus attacked a rebellious Jerusalem.

1. He required Jews to worship Greek gods and goddesses. ii. Judas Maccabeus, a Temple priest, led a revolt

1. The Maccabees drove the Greeks out of Judah. a. They rededicated the Temple.

2. The Maccabees ruled Judah and then the rest of what was Israel. a. Jews celebrate this victory at Hanukkah.

25. Diaspora a. Many Jews had moved to imperial cities of the empires that had conquered Judah.

i. Babylon ii. Persepolis

iii. Alexandria b. Diaspora Jews kept the Jewish traditions, but spoke Greek.

22

c. They wrote the Jewish scripture in Greek. i. The Greek Old Testament was called the Septuagint. ii. This was the Bible that influenced the Mediterranean world.

1. Jesus’ Apostles used this Bible 2. Roman Catholics today use the Septuagint as their Old Testament.

d. The Romans, under Pompey, defeated the Jews in 63 B.C. i. The Romans renamed Judah, Judea. ii. They allowed a Jewish king, Herod the Great rule.

e. Herod recreated the Jewish Temple and made it one of the wonders of the ancient word.

i. Jewish religious groups: 1. Sadducees—

a. Accepted the Torah alone i. Emphasized the “Written Law.”

b. Ran the Temple and worked with the Romans c. The Temple was the center of Judaism d. Many of the Sadducees were priests and scribes e. They did not accept oral traditions f. They did not believe in the afterlife g. They did believe in angels

2. Pharisees— a. Believed that the Torah applied to everyday life. b. Judaism was a religion of home and family. c. Taught in synagogues. d. It had developed during the Captivity, when there was no

Temple. i. Jesus of Nazareth was from this tradition.

3. Essenes— a. Founded by priests who broke away from the Temple in

Jerusalem. i. They believed that the Temple priests were corrupt and

sacrilegious. ii. They lived in the desert, away from population centers.

1. John the Baptist may have come from this community.

iii. They spent their time praying for a restoration of the Davidic monarchy.

iv. They strictly followed the written law. v. In 1947 ancient scrolls of Jewish scripture and Jewish

teachings where found hidden in caves in the mountains surrounding the Dead Sea Scrolls

1. The scrolls have provided invaluable information for historians, theologians, and scholars.

f. After Herod died, the Romans divided Israel between his three sons. i. Herod Archelaus was ethnarch of Judea, Samaria, Idumea and ruled the Jews.

1. They did send Roman governor, Pontus Pilate.

23

ii. Herod Antipas was tetrarch (ruler of a quarter) of northern Israel, then called Galilee and Peraea.

iii. Philip was tetrarch of east of the Jordan. g. Herod Agrippa reunites the Kingdom under Rome.

i. Grandson of Herod the Great 1. But, Raised in Rome as Marcus Julius Aggrippa 2. Devote practice of Judaism

h. Jewish revolt against Roman rule. i. Many Jews were waiting for a Messiah that had been predicted in many of their

scriptures. 1. They believe the Messiah would deliver Israel.

ii. Zealots were a group that wanted an armed revolt against Rome. iii. Around 30 A.D. many Jews believed Jesus of Nazareth was the promised

Messiah. 1. Jesus wanted a spiritual Kingdom, not an earthly kingdom. 2. Zealots were disappointed.

iv. 66 A.D. Zealots revolted against Roman rule. 1. They drove the Romans out of Jerusalem. 2. Romans retook the city in 70 AD.

a. They destroyed the Temple b. They killed thousands of Jews c. Expelled Jews from Judah

v. 132 A.D. The Jews revolted again 1. It was led by Simon bar Kokhba (Son of the Star). 2. Three years later, the Romans crushed the Jews. 3. They expelled all Jews from Jerusalem.

a. They changed the name of the city to Aelia Capitolina. b. The changed the name of Judah to Palestine.

i. The Romans had tried eliminating all references to Jewish heritage on the land.

ii. Palestine referred to the Philistines who had settled Gaza who had been conquered by the Israelites centuries. Ancient Greece

History Channel video: Origins of Western Culture Text Support: Chapter 8, Section 1, pages 228-233

26. Geography can determine history. a. Mountainous area

i. Not a lot of fertile ground b. Very long coastlines.

i. Many peninsulas ii. Many Islands

1. Many natural ports c. Early settlements could develop with a sense of independence from one another.

i. Seafaring people did engage in commerce and communicate with one another. ii. The Greeks also traded with all Mediterranean civilizations.

1. This brought them knowledge, goods, technology.

24

2. Greatly contributed to the high Hellenic cultures. 27. Minoans of the island of Crete

a. Bronze Age Minoans. i. They were not Greeks. ii. They were a great civilization in the area that became part of Greek.

b. The capital of Crete was at Knossos c. Large trading empire.

i. By 2000 B.C. they built an empire in the eastern Mediterranean. ii. In 1450 the Minoans disappeared.

1. Scholars believe the Minoans were destroyed by massive earthquakes. 2. Some scholars believe that the Minoans were destroyed by the Greek

Mycenaeans. 28. Mycenae

a. Bronze Age people originally from Central Asia. i. Indo European people related to the Aryans of Egypt and the Hittites of Asia

Minor and the Persians of Iran. ii. They came to Greece around 1900 B.C.

iii. Their nobles ruled over the people they conquered in Greece. 1. They became the first Greek kings of city-states.

b. Mycenaeans trade with Minoans and copied a lot of their culture. c. 1400 B.C. They replaced the Minoans as the major power in the eastern Mediterranean.

i. They traded with Egypt and southern Italy. d. By 1200 B.C. earthquakes and warfare destroyed the cities and fortifications

i. The Mycenaean civilization collapsed. 29. The Dark Ages

a. 1100 B.C. to 750 B.C. b. Greeks settle many of the islands in the Aegean and into Asia Minor. c. Dorian Greeks from the northern mountains moved south to the Peloponnesus

peninsula. i. They brought iron to replace the more expensive and weaker bronze weapons

and tools. d. New tools helped increase production.

i. Trade increases. ii. Greeks learn from trading partners.

1. They adopt the Phoenicians’ phonetic alphabet. 2. Begin to write ancient oral traditions down.

30. The Hellenic culture expands: a. 750 B.C. to 550 B.C. Greeks built colonies

i. Colonized lands in modern, Spain, France, Italy, North Africa, Asia Minor and most of the Black Sea coasts.

ii. Greeks trade with the colonies iii. 600 B.C. Greeks begin to mint money.

b. Greek colonies in Southern Italy and the western Mediterranean known collectively as Magna Graecia.

i. Greek colonies brought Hellenic culture to the west. c. Pythagoras, the pre-Socratic mathematician, philosopher and mystic work out of Croton

(southern Italy) in Magna Graecia. i. He moved there in 530 B.C.

25

d. The biggest city in Magna Graecia was Syracuse in Sicily. i. It rival Athens in size, prosperity, and power. ii. The great mathematician and inventor Archimedes was slain by a Roman soldier

in 212 B.C. 1. Rome had laid siege on Syracuse to get position in Sicily during the 2nd

Punic War with Carthage. 31. The Development of the Polis

a. Polis is a city-state. b. Large landed nobles had overthrown Greek kings.

i. They created local, independent governments in cities and the surrounding lands.

c. Poleis (plural of polis) usually had a high walled portion for protection called the Acropolis.

i. Temples were usually located here d. At the bottom of the hill was the agora or market area.

i. People engaged in debates here. Text Support: Chapter 8, Section 2, pages 236-242

32. Athens was the largest polis. a. Population of 300,000 by 500 B.C. b. Athens and many poleis had citizens, rather than subjects.

i. Greeks were the first people to develop the concept of citizenship. 1. Subjects are ruled by kings. 2. Citizens run their own government.

ii. Citizens, for the Greeks at first, were freeborn male landowners. 1. They believed the polis was made up by lands and the owners of the

land had the responsibility to run the polis for everyone. 2. Some cities, such as Athens, eventually dropped the land owning

requirement was later dropped. 3. Foreign born and slave were never citizens. 4. Native-born women and children did not have the rights of native-born

men. c. Athenians and other Greeks met in their cities believed that public action was what

made them human beings. i. What they did in private, in their homes was the same as what animals do.

1. To do things in private, one is either a lunatic (or a god). a. This is where we get the word “depraved.”

ii. All citizens could vote in the Assembly 1. A Direct Democracy 2. Polis leaders were chosen by lot— a lottery.

a. Every citizen must participate. iii. All citizens serve of juries. iv. All citizens must serve in the army.

1. A citizens’ militia. 2. Soldiers were called hoplites.

a. They marched together in a formation called the phalanx. i. The phalanx was a wall that enemy horses would not go

through.

26

ii. The hoplites used shields that protected the citizen marching next to them in the phalanx.

1. The phalanx operated as a single unit, much like the polis.

Text Support: Chapter 8, Section 3, pages 242-249

33. Greek Mythology and Literature a. The Epic poetry of Homer

i. Homer wrote the oral traditions of Greek passed down into poems. 1. Iliad & the Odyssey

b. These two works allow all of the Greek Poleis to see themselves as a common Greek people, with a common (same) heritage and religion.

i. Greek boys would memorize these epic poems. c. Iliad

i. Story of the 10 year Greek war with the city of Troy in Asia Minor. 1. Homer includes stories of the gods intervening in the battles and the

warrior’s fortunes. ii. Trojan prince, Paris, stole the beautiful Spartan queen, Helen from her husband

Menelaus. iii. Menelaus and his brother Agamemnon, King of Mycene called on all Greek kings

and warriors to avenge the kidnapping and rescue Helen. 1. Great warriors such as Ajax, Achilles, and Odysseus respond to the call.

iv. After 10 years and the death of the champion, Achilles, Odysseus suggests that the Greeks pretend to leave.

1. They build a giant horse and leave it as a gift. 2. The Trojans bring the horse into the city.

a. Greeks warriors jump out at night and open the gates. b. The Greeks slaughtered the Trojans and burned the city to the

ground. d. Odyssey

i. The epic story of Odysseus’ return home to Ithaca. 1. He must battle supernatural beings and at times, the gods.

a. The goddess, Athena protects him, especially against her uncle, the sea god Poseidon.

b. Athena helps him defeat the suitors of his wife Penelope. e. Aesop’s fables

i. A Greek slave created many storied using animals that act like people. ii. The stories taught moral lessons.

iii. These stories were written after 200 years of being passed down orally. f. Greek drama

i. Greeks created drama as a way to tell stories though acting out a story. ii. Actors pretended to be the people in the stories that an audience would

observe. 1. Tragedies

a. A person struggles to overcome obstacles but fails. b. People often had to struggle against “fate.”

i. Fate was something that was predestined before someone was born and couldn’t do anything about.

27

ii. Fate was more powerful than the gods were. c. Later tragedies showed people struggling with their own

character flaws and failing. 2. Comedy

a. With Greeks, this was any story that ended happily. i. Today we say comedies must be humorous.

3. Greek dramas examine a. What is the nature of good and evil b. What rights do people have c. What are the rolls of the gods in people’s lives.

iii. Greek writers 1. Aristophanes

a. First to use more than one actor and a chorus i. Oresteia taught that evil begets evil and that revenge

would end in personal disaster. 2. Sophocles

a. Used three actors in his dramas. i. Oedipus Rex ii. Antigone

1. Antigone investigates the idea whether it is better to follow orders—or the will of the king— or to do what is right.

2. Also, is there a law greater than that of the king. a. This may be the beginning of thinking

about a natural law that transcends human law.

3. Euripides a. His plays were more about common issues of people.

34. Greek philosophy a. Philosophy means “lovers of wisdom.” b. Greeks were the first to use “reason” alone (not mythology) to examine first principles

and first causes. i. They were considered counter culture at first.

1. They challenged the Greek mythology and their gods. 2. Most did believe in some type of deities or a single god.

ii. Thales was considered the first philosopher. iii. Socrates taught to “Know thyself”

1. He reacted against the Sophists. a. He questioned everything in Athens.

2. Athenians voted to have him kill himself (he could have left Athens). a. He chose death. b. Life outside the city would be too much to bear.

iv. Plato—Socrates’ student 1. He was upset that Athens had killed Socrates.

a. He wrote The Republic to create a better society. b. The Republic creates a “perfect” society. c. It had three classes of people:

i. Workers

28

ii. Soldiers iii. Philosophers

1. A philosopher would be king. 2. Plato created a school called The Academy to teach Platonic thought.

a. It lasted 900 years. v. Aristotle— Plato’s student

1. Aristotle began to make observation in astronomy (study of the stars), biology (study of life), ethics (study of what is right and wrong), logic (study of thinking), physics (study of matter and energy), and politics (government).

2. Aristotle used observation and “reason.” a. He did not use science.

i. He never used experimentation. 1. That would not come for centuries.

3. He wrote a book called Politics about many types of governments. a. No government was very good b. Democracy seemed the best available.

vi. Philosophy would become a key component of all Western Tradition. 1. Without philosophy, and the Greek tradition, Western culture and

society would never have developed to what we experience today. 35. History Channel video: Ancient Greece 36. Have students take notes and then participate in The Last Word for section review.

Suggested Summative Assessments Each Lesson Assessment Unit Tests

7th Grade Unit Five Curriculum The Greek World

Essential Questions: 1. Why was Athens’ position as a naval power so important in defeating the Persian Empire

and maintaining a Greek Mediterranean empire that served as a foundation of western culture for the millennia and centuries that followed?

2. How was Alexander able to establish an empire that stretched from Macedonia, south to Egypt, and east to India that also established a dominant a Hellenistic culture that lasted for centuries?

Enduring Understanding:

1. The Greek western empire of Magna Graecia and Alexander’s eastern empire stretched Greek culture from Gaul in the west, to Egypt in the south, and to India in the east; it was a strong component of the dominate western culture for millennia.

2. Alexander’s Hellenistic influence from the eastern Mediterranean to India, helped the later Eastern Roman Empire (Byzantine) rule the area with a dominate Christianized Hellenistic culture up until the fall of Constantinople to Turkish Moslems in 1453.

ACADEMIC VOCABULARY AND NAMES Hellenic Leonidas Themistocles Thermopylae Salamis Marathon

29

Pheidippides Nike Pericles Magna Graecia Persian Wars Darius Xeres Cyrus Delian League Thucydides Herodotus Parthenon Pythagoras Alcibiades Lyslander Thebes Sparta Peloponnesian Wars Syracuse Archimedes Syracuse Philip Alexander Alexandria Issus Gaugamela Roxanne Zeno Ptolemy Celts/Gauls Sulla Achaean League Macedonian Wars Cleopatra Text Support: Chapter 9, Section 1, pages 260-265

Persia 1. Persian Empire rose around 560 B.C.

a. Cyrus the Great conquered Babylon and became the largest empire in the world to date. i. He conquered Egypt to western India.

1. They even took Thrace in northeast Greece. b. They build roads with resupplying stations all through the empire.

i. It still took three months to get a message from one end of the empire to another.

ii. Persians also learned how to mint coins from the Lydians. 1. This helped unify the empire through trade.

c. King Darius I divided this large empire into 20 provinces i. He put governors or satraps in positions to rule the provinces. ii. He sent inspectors to watch the satraps

d. Persian rule was gentle compared to other empires. i. They did not destroy or plunder cities. ii. People could keep their own culture.

iii. They returned the Jews to Jerusalem and helped them to rebuild their temple. e. Religion: Zoroaster

i. They had worshipped many gods. ii. 750 B.C. Zoroaster began to preach

1. He taught that there were two forces in the world. a. Good/light and evil/darkness b. Has a great influence on Judaism and then Christianity.

i. Believed in life after death ii. Reward and punishment in the afterlife for activities in

this life. The Greeks

2. Sparta a. Spartans had first built their city in around 1100 B.C.

i. They captured the peoples around them and turned them into helots, or slaves. 1. The helots provided the Spartans with food. 2. For every Spartan there were seven helots. 3. Spartan men could concentrate on war.

b. Spartans built no walls around Sparta. i. It was protected by a “wall of men” (Spartan warriors)

c. Spartan boys were taken from their families at seven. i. Severe military training.

d. They became citizens at 20. i. Could marry at 30.

30

ii. Must be a soldier until 60. e. During wars, wives would tell their husbands to come home “carrying their shield or

laying on it.” Persian Invasion

3. The Father of History, Herodotus, writes about the Greek war with the Persians a. First “history” written for later audiences.

4. In 545 B.C. Persians conquered Ionian Greeks in Asia Minor. a. In 499 B.C. Ionians asked mainland Greeks for help.

i. Athens sent their navy ii. They were unsuccessful in defeating the Persians.

b. Darius decided to punish Greece. i. In 490 B.C. he sent 600 ships and thousands of invaders to Greece.

c. Battle of Marathon i. Twenty-five miles north of Athens. ii. Sparta would not help.

1. They were celebrating the New Moon. iii. Persians decide to attack by sea.

1. As they loaded their ships, the Athenians attacked and defeated them. iv. Pheidippides ran 26 miles to Athens to tell them of the victory.

1. He shouted victory, or Nike! in Greek and dropped over dead. 2. This is why they named the 26-mile run, a marathon. 3. Nike footwear is named for the “victory.”

5. King Xerxes a. Darius’s son Xerxes returns in 480 B.C.

i. He brings 150,000 warriors and 600 ships ii. Thirty-one Greek city-states unite to fight the Persians.

iii. Battle of Thermopylae 1. Persians easily march through Greece 2. 7,000 Spartans, Thespians, and Thebans stopped the Greeks at the

narrow pass, Thermopylae. 3. Greek traitor leads the Persians behind the Greeks,

a. Spartans and others retreat. 4. King Leonidas and 300 Spartans hold the Persians off so the others can

retreat to fight another day. iv. Battle of Salamis

1. Persians move on to burn and destroy Athens. a. Athenians retreat to the island of Salamis.

2. Xerxes attacked the Athenians at Salamis with big Persian ships a. Athenian general, Themistocles had smaller and quicker ships. b. He defeated the Persians

3. Xerxes leaves Greece. 4. Greeks defeat the Persians army the following year at Plataea. 5. Persians return home defeated.

Text Support: Chapter 9, Section 2, pages 266-272

Peloponnesian War 6. The Greek historian, Thucydides recorded the event of the war. 7. 477 B.C Athens and roughly 100 poleis form the Delian League

31

a. Defense against Persia i. Begin an offense against Persian positions in Greek lands, especially in Asia

Minor. b. Headquartered in Delos, Greece

i. Eventually become totally dominated by Athens ii. Becomes an Athenian Empire.

8. Pericles becomes a great leader in Athens. a. He has Athens dominate the other poleis.

i. They must pay taxes ii. They must use Athenian coins

b. He makes Athens more democratic i. Lower class male Athenians serve in government ii. Rebuilds the city

c. Golden Age of Athens 9. Pericles gives a major funeral oration to honor Athenian dead.

a. Honors Athens i. Their community ii. Democracy

10. Some Poleis, led by Sparta, begin to resent Athenian prosperity. a. War broke out in 431 B.C.

11. Sparta had a stronger army a. Athenians had a stronger navy. b. Sparta’s army laid siege to Athens

i. Athenians could get supplies from the seas and lasted a long time ii. Disease, however, killed 1/3 of Athenians

1. Pericles died from disease in 429 B.C. a. The standoff still lasted to 404 B.C.

12. To break stalemate, Sparta bought ships from the Persian Empire a. They give the Persians some territory in Asia Minor. b. They Spartan Navy then destroyed the Athenian Navy

13. Athens surrendered in 404 B.C. a. The Spartans destroy Athens b. They try to rule all of Greece.

14. Sparta’s rule began to weaken the Greek poleis. a. The war had greatly weakened the poleis and left them ripe for conquests.

Text Support: Chapter 9, Section 3, pages 272-276

Alexander the Great 15. Macedonia was a land to the north of Greece.

a. The Greeks did not consider the Macedonians to be Greeks, even though the Macedonians thought of themselves as part of the Greek culture.

b. In 359 B.C. Philip II became King of Macedon. i. Philip had been raised in Greece.

1. He wanted to unite Greece to attack Persia. 2. He raised an army and conquered poleis one by one

a. Or, he bribed them to join him. ii. Demosthenes warned the Greeks about Philip’s rule.

iii. Philip defeated Athens and allies in 338 B.C. at the Battle of Chaeronea.

32

16. Philip plans to attack the Persian Empire a. Before he can realize his plan, Philip is murdered.

i. Philip’s son, Alexander succeeds him. 1. Alexander was a student of Aristotle.

17. In 334 B.C. Alexander invaded Asia Minor with a Macedonian and Greek army of 37,000 and a 5,000 warrior cavalry.

a. He defeated the Persians in two major battles. i. He defeated the Persians at the battle of Granicus. ii. He defeated Darius III at Issus in 333 B.C.

b. Alexander then took Syria and Egypt from the Persians in 332 B.C. i. He built the major city of Alexandria at the mouth of the Nile.

c. He continues his conquests: i. From Egypt, Alexander turns east and defeats the Persians at Gaugamela, near

Babylon. ii. He took Babylon in 330 B.C.

iii. Then he took all of Persia. 1. He became the new King of Persia.

d. He marched east into what is now Afghanistan and Pakistan. e. He stopped at the Indus River in India.

i. His armies begged him to return home. f. Alexander wanted to unite the entire world under one government.

18. Alexander returned to Babylon a. He caught a fever.

i. He died at the age of 32 years old.

The Hellenistic World Text Support: Chapter 9, Section 4, pages 277-283

19. Alexander had tried to unite the various peoples of the known world. a. He spread Greek or Hellenic, culture throughout the world.

i. It is called the Hellenic Age 1. The common language of the world became Koine (common) Greek. 2. Greek architecture can be seen throughout Alexander’s empire.

20. Alexander’s Empire is divided between four of his generals. a. Macedonia b. Pergamum in Asia Minor c. Ptolemy in Egypt

i. Cleopatra was the last Ptolemaic ruler. d. Seleucid Empire (Syria and Asia)

21. The new empires are Greek. a. If Asians orEgyptians wanted to work within the government, they must speak and write

in Greek. b. Most jobs went to Greeks or Macedonians

22. Alexandria in Egypt became the biggest city in the Mediterranean. a. It was a Greek city. b. Greek kings and emperors build more cities using Greek architects and engineers.

23. Achaean League a. Formed to expel the Macedonians from Greece.

i. Sparta tried to dominate the League

33

ii. The league eventually went war with Rome in 146 B.C. 1. General Sulla was able to defeat the Greeks

a. Romans began their conquest of Greece. b. Series of for Macedonian and one Seleucid war starting in 214 B.C. led to Roman victory

by 146 B.C. 24. Have students take notes and then participate in The Last Word for section review.

Suggested Summative Assessments Each Lesson Assessment Unit Tests Unit PARCC style document assessment in Amistad

7th Grade Unit Six Curriculum Rome: Republic to Empire

Essential Questions: 1. How did Rome copy and infuse Greek culture and government from Magna Graecia, with both

its own Latin culture and with Etruscan culture of the north?

2. How did the universal religion (ChristianityCatholic means universal) become the established

religion of the Universal Empire?

Enduring Understanding

1. Rome’s highest moral virtue was martial valor, from its mythical founding by Romulus the son of

the god of war, Mars.

2. Pax Romana established a Roman peace that allowed commerce to travel freely and

unmolested, along Roman built roads. It also allowed ideas to travel quickly across the Empire,

such as the Gospel (Good News) proclaimed by Paul of Tarsus and other followers of the

Palestinian Jewish rabbi, Jesus of Nazareth.

ACADEMIC VOCABULARY AND NAMES Romulus Remus Senate pontifex maximus plebeians patricians Etruscans tribunes Celts/Gauls Samnite Wars Pyrrhic War Cincinnatatus Punic Wars praetors consuls veto dictator Twelve Tablets Carthage Hannibal Cannae Scipio Battle of Zama Republic Gracchus Pompey Sulla Spartacus Gladiator triumvirate Julius Caesar Gallic Wars Gauls/Celts Vercingetorix Rubicon Crassus Cato Pax Romano Cicero Brutus Marc Antony Actium Cleopatra Octavian/Caesar Augustus Empire Tiberius Circus Maximus Tiberius Caligula Claudius Nero Trajan Hadrian Jesus Christ St. Peter Paul of Tarsus Messiah Gospel Apostle Resurrection Salvation Galilee Judah Crucifixion Martyrs Marcus Aurelius Constantine Milvian Bridge Edit of Milan Constantinople Nicene Creed Edict of Thessalonica Theodosius St. Jerome Alaric Attila Pope Leo I St. Augustine Vandals Romulus Augustus Odoacer Visigoths Theodoric Ostrogoths Franks Adrianople Angles/Saxons Goths

34

Roman Republic

Text Support: Chapter 10, Section 1, pages 294-302 1. Rome founded in 753 B.C.

a. Tradition says Romulus killed his brother Remus and was the first king of Rome 2. Italy was inhabited by Gauls/Celts, Etruscans, Latins, and Greeks

a. Latins lived in Latium on the Tiber river i. They had no written records

b. Greek poleis were located in southern Italy and along the east and west coasts i. Latins adopt much of Greek culture

c. Etruscans were as advanced as Greeks i. Conquered Rome and Latium by 600 B.C. ii. Roman patricians overthrew the Etruscans in 509 B.C.

1. Established the Republic which lasted until 27 B.C. 3. Roman Republic Text Support: Chapter 10, Section 2, pages 302-306

a. History Channel video: The Roman Republic is Born b. Ruled by 2 Consuls

i. Elected each year ii. They could veto one another

c. Roman Senate 300 patricians. i. It could chose a dictator in times of war or emergency.

1. Cincinnatus became dictator in 460 B.C. a. He voluntarily gave up power and returned to his farm after a

major victory. d. Patricians were 10% of the population

i. They were the large landowners. ii. They were the ruling class

e. Plebeians i. Merchants, workers, and small farmers

1. They had to pay taxes and serve in the army a. Patricians could sell plebeians as slave to pay debts.

2. Patricians tries to keep plebeians happy with Bread and Circuses 3. In 494 B.C. plebeians were allowed to elect two tribunes.

a. Eventually became 10 Tribunes i. They could veto Senators’ rules

ii. Plebeians demanded that the laws were written down. 1. 450 B.C. they were written on 12 bronze tablets

4. More Democratic a. By 290 B.C. plebeians could serve in more government positions

i. They could serve in Senate ii. One consul could be a plebian

Text Support: Chapter 10, Section 3, pages 307-313 5. Threats from without

a. Celts sack Rome in 387 B.C. i. Rome will not be sacked again until the 5th century A.D. (410 AD), nearly 800

years later. b. Punic Wars with Carthage

35

i. Carthage had created a massive Mediterranean Empire. 1. They had started as colonies of the small near eastern naval power of

Phoenicia. ii. First Punic (for Phoenician) War 264 B.C. – 241 B.C.

1. Rome won Sicily from Carthage iii. Second Punic War

1. 218 B.C. Carthaginian general Hannibal invades Italy a. For 15 years Hannibal moved up and down Italy conquering and

pillaging. i. He could not take Rome itself.

b. He crushed the Romans at Cannae. 2. Romans then sail to Carthage to attack Hannibal’s’ capital.

a. Scipio Africanus defeated Hannibal outside of Carthage at Zana 3. Rome made Carthage destroy its navy

a. Rome took control of Spain. iv. Third Punic War

1. Rome conquered Carthage in 219 B.C. and sold the Carthaginians into slavery.

6. Rome grows rich, Romans grow poor a. Farmer soldiers had serve in the army

i. Long overseas wars would not let them work the land ii. They lost their farms because of unpaid taxes.

1. Many landless then moved to Rome iii. No work in Rome

1. Slaves did all of the work. 7. Tiberius Gracchus tries to get public land for the poor in 134 B.C.

a. Soldiers fought for Rome i. Patricians started a riot

1. Gracchus was killed b. His brother Gaius Gracchus tries to help with a reform movement.

i. He was also killed 8. Military power

a. Marius formed an army of the poor i. He promised them booty ii. He won in North Africa and Gaul

1. Soldiers were more loyal to him, not Rome. 2. He purged his enemies

b. General Sulla fought a civil war with Marius i. He (Who?) became dictator.

1. He purged his enemies 9. First Triumvirate

a. In 60 B.C. Crassus a wealthy politician and two generals: Pompey the Great, and Julius Caesar ruled.

i. Triumvirate ended in ten years. 10. Pompey had the Senate order Caesar home from Gaul with no army.

a. Roman armies were not to enter Rome b. Caesar had defeated the Gallic chieftain, Vercingetorix

i. Caesar went across the Rubicon with his army.

36

ii. Pompey fled Rome iii. Caesar’s Army defeated Pompey in Spain, Greece and Egypt. iv. Caesar took control.

11. Caesar as First Consul (Dictator) a. He made many reforms

12. In 44 B.C. the Senate made Caesar Dictator for life. a. Republicans feared Caesar would destroy the Republic.

i. On March 15, 44 B.C. they assassinated him. 13. The Second Triumvirate

a. Caesar’s grandnephew and adopted son, Octavian, Marc Anthony, and Lepidus form the 2nd Triumvirate.

b. Marc Anthony formed an alliance with Cleopatra in Egypt. i. Octavian declared war on Antony and Cleopatra ii. He defeated them in the naval Battle of Actium in 31 B.C.

iii. Anthony and Cleopatra killed themselves and ended the Greek Ptolemaic control of Egypt.

c. In 27 B.C. Octavian became the first Roman emperor, Caesar Augustus. i. Emperors rule Rome for the next 500 years.

1. Nearly 1,500 years in the east.

Empire Text Support: Chapter 11, Section 1, pages 322-329 14. Augustus made major reforms in the Empire.

a. Under Augustus, the Mediterranean experienced Pax Romana, a Roman peace. i. He created a permanent, professional 150,000 man army, loyal to Rome ii. He created the Praetorian Guard to guard the emperor.

b. Augustus secured Rome’s hold on Spain, Gaul and present-day Austria, Hungary, Bulgaria, and Romania.

15. Tiberius followed Augustus a. Tiberius had a long reign,

i. Ruled capably ii. However, left Rome to rule in deprave lifestyle from the island of Capri.

16. History Channel video: Engineering an Empire 17. The Julio-Claudian Bad Caesars

a. Caligula i. Cruelly killed many people.

1. He was a sadist. ii. He made his horse a Senator and invited people to dine with the animal.

iii. He also was responsible for great building initiatives, such as the Claudian Aqueduct.

iv. He was killed by the Praetorian Guard, who made Claudius, Caesar. b. Claudius

i. Had a limp and some deafness. 1. This saved him from Tiberius’ paranoiac purge of the imperial family.

a. He thought if he eliminated possible heirs, his throne would be safe.

2. Also saved him from Caligula’s reign of decadence.

37

ii. He was a good administrator and built many new roads, aqueducts, and canals across the Empire, strengthening Pax Romano.

iii. He began the conquest of Britain iv. He was killed by his wife. v. His grandnephew and adopted son, Nero succeeded him.

c. Nero

i. Even more depraved the than Caligula. 1. Killed his mother and two of his wives. 2. Built a great lake and palace to watch naval battles. 3. According to legend, he fiddled while Rome burned.

a. He blamed the massive fire on a new Jewish sect called Christians

b. Initiated the first major persecution of Christians. 4. Knowing he would be assassinated, he killed himself.

18. Some turbulent times passed until the general Vespasian became Caesar. a. Vespasian had put down the Jewish revolt.

i. His son led the legions that destroyed the Temple in Jerusalem in 70 A.D. b. He built the great Coliseum. c. His heirs, Titus and Domitian rules over great periods of growth and prosperity. d. Mount Vesuvius erupts during Titus’ reign and destroys Pompeii and Herculaneum.

19. The “Good Caesars” 96-180 A.D. a. Nerva, Trajan, Hadrian, Antoninus Pius, and Marcus Aurelius. b. A Golden Age of Rome

i. Dominated by these Caesars, who did not abuse power. ii. All helped the poor and orphans.

iii. Many public buildings c. The Empire reached its greatest size under Trajan.

i. It stretched from Britain to Mesopotamia. ii. Hadrian and later Caesars knew it was too large to administer and pulled back a

bit. 1. He removed most troops from Mesopotamia 2. He set the Northeastern borders at the Rhine and Danube Rivers. 3. He also built Hadrian’s Wall in Britain to keep out the warlike Celtic

Scots and Picts. d. Marcus Aurelius is known as the philosopher king.

i. He tried to rule following the teaching of the philosopher Zeno, the stoic. 1. He wrote his own philosophy Meditations book, finding balance and

peace in the midst of war. 2. Great general who defeated the revived Parthian, or Persian Empire and

Germanic tribes. 3. He was the last of the Good Caesars.

a. He was following by his megalomaniac son, Commodus e. One of the largest empires of all time.

1. Latin was the language of the west 2. Koine Greek was the language of the east.

ii. In 212 A.D. every free person in the empire, regardless of ethnicity or nationally, was made a Roman citizen.

38

1. They were afforded all the benefits of Roman citizenship.

Decline 20. After the time of the Good Caesars, the Empire started on a slow decline, especially in the West.

a. There was not always a peaceful transfer of power. i. New Caesars came from assassination and civil war.

b. High taxes to fight all of the defensive wars. i. These were not new conquests where the Romans could just plunder.

c. High inflation. i. Emperors put less and less valuable metal in the coins, so everything costs

more. d. Plagues ravaged the Empire from time to time, especially in the urban center. e. Slavery was always a problem.

i. Romans in Rome or Italy could not work because up to 40% of the population was slaves.

ii. Slavery left a large population idle. 1. Citizens still had to eat. 2. Rome had a practice of Bread and Circuses.

a. They fed the population and entertained them with games. 3. Arenas and the Coliseums

a. Gladiatorial games where slaves would fight to the death b. Naval games c. Animal fights d. Animals eating criminals, such as Christians e. Executions.

iii. Slavery was danger iv. In 70 B.C. the Thracian slave Spartacus, along with the Celitic/Gauls, Crixus, Oenomaus, Castus

and Gannicus led a massive slave revolt. 1. Revolt was finally crushed by Crassus. 2. 6,000 slaves were crucified along the Appian Way from Rome to Captua

Religion

Text Support: Chapter 11, Section 2, pages 332-338 21. The Romans had adopted much of the Greek culture and religion when they first made contact

with Greeks in Magna Graecia. a. Etruscan influences.

22. Rome was very tolerant of other people’s religion. a. The Egyptian goddess Isis became a favorite deity in Rome. b. They were not tolerant of the Celtic/Gaul religion and the Druid priests. c. They allowed Jews to worship their one God and pray for the Emperor, and not offer

incense. 23. Roman Caesars began to consider themselves as gods.

a. Everyone in the Empire was required to offer incense up to them 24. A new Jewish sect caused them some problems

a. Jesus was a Jewish preacher from Galilee. b. He was executed by the Romans for declaring himself King of the Jews.

i. Jewish religious leaders were upset that he had attacked their running of the Temple.

39

1. They believed he had committed sacrilege. c. Jesus’ followers believed that Jesus rose from the dead and was the promised Jewish

messiah. i. Jesus preached of a new Kingdom in the next life. ii. All mankind had been condemned by god due to sin.

1. Those who believed Jesus had risen and was the Son of God would be saved from that condemnation and brought to that kingdom.

d. Jesus’s followers spread this message, called the Gospel or Good News, across the Empire.

i. Paul of Tarsus, a Jew of the Diaspora, worked to spread the Gospel to the gentiles, or non-Jews.

25. Although, Christians began as a Jewish sect, they drifted away from their Jewish roots a. Especially after the Temple had been destroyed. b. Romans required everyone in the empire to offer incense to the Emperor.

i. Christians could not do this because they believed in one single God. ii. Christians who refused to offer incense were jailed and many were martyred.

1. All of Jesus’ closest disciples were martyred. 2. Peter, considered their leader, was crucified upside down in Rome. 3. Paul, as a Roman citizen was only beheaded. 4. John was the only disciple to escape martyrdom.

a. Two of his disciples were martyred. i. Ignatius of Antioch was brought to Rome and thrown to

the lions. ii. Tradition says, Polycarp of Smyrna was burned alive,

but stabbed when the fire would not touch him. 26. Christianity grew throughout the Empire

a. Sometimes there were periods of persecutions’ b. Many more localized persecutions c. Christianity appealed to many of the poor in the Empire and to woman.

i. Upper-class families feared Christianity because sons and daughters were leaving the family to follow the religion.

1. Many Roman woman would not marry and wanted to remain chaste and virgins.

a. Rome was a very family centered culture. i. Christianity could threaten family stability and posterity.

27. In 284 Diocletian came to power a. He introduced major reforms to strengthen the empire.

i. He divided the empire into four parts 1. Ultimate power still rested with him.

ii. He also started a major persecution of Christians. 1. This was the largest and most sever persecution of Christians

a. He wanted Romans to strengthen their worship of their gods. b. His reforms failed and he abdicated.

28. On October 28, 312 Constantine defeated Maxentius at the Milvian Bridge over the Tiber. a. He believed that he had had a vision of a cross from the Christian God that had

promised him victory. b. Constantine makes Christianity legal in Rome for the first time.

40

i. He and his mother St. Helena build many Christian churches in Rome, Jerusalem, Bethlehem and other cities throughout the Empire.

ii. Constantine was looking for a universal (Catholic) religion for his universal Empire.

29. Constantine moved the capital of the Empire to a more central location. a. He chose Byzantium on the Bosporus between the Mediterranean and the Black seas. b. He renamed the city, Constantinople

i. He build a forum (market place, or Roman agora), an amphitheatre called the Hippodrome and the largest basilica in the world, Hagia Sophia (Holy Wisdom)

c. Constantinople would serve as the center of the Eastern Roman Empire and Eastern Christianity until the Turkish Muslin conquest in 1453.

i. The Patriarch of the Eastern Orthodox Christian Church still sits in Constantinople (now Istanbul).

30. Constantine called an Ecumenical Council of all bishops to meet in Nicaea, Asia Minor a. They were to clear up Christian doctrinal disputes that had divided the religion.

i. One group, led by a Libyan named Arius, believed that Jesus was created by the Father God.

1. His Arian followers were in Egypt, parts of the Mideast, and with many of the barbarian Germanic tribes threatening the Empire.

ii. An Egyptian, named Athanasius, led the group that held the more traditional catholic Orthodox view.

b. The Council confirmed the Christian belief that there were three equal people in one God: Father, Son, and Holy Spirit.

i. They set the exact date for Easter. ii. Began an official canon (church) law.

c. Most Christians today recite the Nicene Creed on Sundays as a statement of their beliefs.

d. As Emperor, Constantine confirmed and approved the council’s rulings. 31. Julian the Apostate became Caesar and tried to restore Roman and Neoplatonic paganism.

a. He was the last non-Christian Caesar. 32. In 381 A.D. Theodosius made Christianity the official religion of the Empire.

a. 393 A.D. he ended the pagan Olympic games in on Mt. Olympus i. He was the last Caesar of the united empire.

33. In 393 A.D. the Synod of Hippo, North Africa listed and approved a Christian biblical canon, (the Catholic Bible).

a. They canonized the Jewish Diaspora’s Septuagint scripture (Old Testament) and the decided what books and letters would make up the official canon for the New testament.

i. St. Augustine, consider the father of western Christianity, was there. b. The decision was sent to the Bishop of Rome (the Pope) for approval.

34. In 405 St. Jerome had been in Bethlehem and completed a translation of the Bible in Latin. a. His Bible is called the Vulgate.

Fall of the Western Empire

Text Support: Chapter 11, Section 3, pages 339-343.

35. Rome is threatened by many Germanic tribes that want to invade and settle within the Roman Empire.

41

a. Battles with the Germanic tribes have gone on for centuries. b. By the end of the fourth century and well throughout the fifth century, the Empire,

especially in the West is continuing to weaken. 36. Germanic tribes:

a. Ostrogoths b. Visigoths c. Franks d. Vandals e. Angles f. Saxons

37. Tribes from Central Asia and the Caucasus region travelled across the Eurasian steppe to attack Ostrogoth Germanic tribes.

a. Visigoth tribes asked the Roman Caesar for protection b. Romans agree, but abuse the Visigoths. c. Visigoths rebelled in 378 A.D.

i. The defeat Roman legions at the battle of Adrianople ii. Rome had to surrender land to the Visigoths

38. Germanic tribes hear of Rome’s weakness and the all start to enter the Empire for better lands. a. In 406 the Visigoth leader, Alaric crossed the frozen Rhine into Gaul.

i. In 410 Alaric sacked Rome. 1. The first foreign invasion of Rome itself since the Celts in 387 B.C.

a. The world is turned upside-down! b. The Vandals overrun Spain and Northern Africa.

i. The Vandals are Arians and they begin to persecute Catholics. ii. The Vandals under Genseric sail to Rome and sack it again in 455.

39. There are many Germans now in the Roman army. a. Odoacer usurps the Roman throne in 476. b. He overthrows the 14 year-old Caesar, name Romulus Augustulus.

i. The Founder of Rome was Romulus and its last Caesar was Romulus. c. This is usually marked as the end of the Roman Empire in the west.

i. It will survive until 1453 in the east. 40. The Visigoths overthrow Odoacar in 491.

a. The new king is Theodoric. 41. By 550 the western empire had faded away.

a. The Germans, however, adopt Roman culture. i. The Latin language ii. Roman Law

iii. They accept Catholic Christianity, as opposed to their Arian version. 42. Have students take notes and then participate in The Last Word for section review.

Suggested Summative Assessments Each Lesson Assessment Unit Tests

New Jersey Core Content Social Studies Standards

Pennsville Units 7-12

42

6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era: Expanding Exchanges and Encounters (550 A.D. to 1450 A.D.) The NJ Standards alignment uses the content that we have written for a CICERO curriculum, Amistad curriculum, and the NJ Italian, and Italian American Commission curriculum. Textbook reading and activities can be used and included as supplements or for further differentiated activities. Content Statement 4. Expanding Exchanges and Encounters

The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization. The rise and spread of new belief systems unified societies, but they also became a major source of tension and conflict. While commercial and agricultural improvements created new wealth and opportunities for the empires, most people’s daily lives remained unchanged.

Civics, Government, and Human Rights 6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern

expanding territories with diverse populations. 6.2.8.A.4.b Compare and contrast the Japanese and European systems of feudalism and the

effectiveness of each in promoting social, economic, and political order. 6.2.8.A.4.c Determine the influence of medieval English legal and constitutional practices (i.e., the

Magna Carta, Parliament, and the development of habeas corpus and an independent judiciary) on modern democratic thought and institutions.

Geography, People, and the Environment 6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and

cultural centers of each empire and well as the empires’ relationships with other parts of the world.

6.2.8.B.4.b Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers.

6.2.8.B.4.c Determine how Africa’s physical geography and natural resources posed challenges and opportunities for trade and development.

6.2.8.B.4.d Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.

6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.

6.2.8.B.4.f Explain how the geographies of China and Japan influenced their development and their relationship with one another.

6.2.8.B.4.g Explain why the strategic location and economic importance of Constantinople and the Mediterranean Sea were a source of conflict between civilizations.

6.2.8.B.4.h Explain how the locations, land forms, and climates of Mexico, Central America,

43

and South America affected the development of Mayan, Aztec, and Incan societies, cultures, and economies.

Economics, Innovation, and Technology 6.2.8.C.4.a Explain the interrelationships among improved agricultural production, population

growth, urbanization, and commercialization. 6.2.8.C.4.b Analyze how trade, technology, the availability of natural resources, and contact with

other civilizations affected the development of empires in Eurasia and the Americas. 6.2.8.C.4.c Explain how the development of new business practices and banking systems impacted

global trade and the development of a merchant class. 6.2.8.C.4.d Analyze the relationship between trade routes and the development of powerful city-

states and kingdoms in Africa. 6.2.8.C.4.e Determine the extent to which interaction between the Islamic world and medieval

Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts.

History, Culture, and Perspectives 6.2.8.D.4.a Explain how contact between nomadic peoples and sedentary populations had both

positive and negative political, economic, and cultural consequences. 6.2.8.D.4.b Analyze how religion both unified and divided people. 6.2.8.D.4.c Analyze the role of religion and economics in shaping each empire’s social hierarchy,

and evaluate the impact these hierarchical structures had on the lives of various groups of people.

6.2.8.D.4.d Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political and religious leaders, the crusaders, Jews, Muslims, and traders.

6.2.8.D.4.e Assess the demographic, economic, and religious impact of the plague on Europe.

6.2.8.D.4.f Determine which events led to the rise and eventual decline of European feudalism. 6.2.8.D.4.g Analyze the immediate and long-term impact on China and Europe of the open

exchange between Europe and the Yuan (Mongol) Dynasty. 6.2.8.D.4.h Determine the extent to which the Byzantine Empire influenced the Islamic world and

western Europe. 6.2.8.D.4.i Explain how and why Islam spread in Africa, the significance of Timbuktu to the

development and spread of learning, and the impact Islam continues to have on African society.

6.2.8.D.4. j Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which represent enduring legacies.

7th Grade Unit Seven Curriculum Byzantine Empire

Essential Questions: 1. How did the Council of Nicaea and subsequent ecumenical councils serve to unify a catholic-

Orthodox “official” Christianity for the Empire?

2. Why did Constantinople consider itself, the 2nd Rome even after it the Empire began to speak

Greek and remember its Greek heritage?

Enduring Understanding

44

3. Society and religion developed differently in the East than the West. The West was known for

separation of Church and State; in the East the Emperor ruled both-- Caesarpapism

4. After the fall of Rome, Constantinople becomes the primary Christian city in the world for

another 700 years.

ACADEMIC VOCABULARY AND NAMES

Byzantine Caesarpapism Slavs Justinian Justinian Code Belisarius Theodora Hagia Sophia Mosaics Icons Iconoclasts Chalcedon Lombards Muslims Bulgars The Rus Greek Fire Tribonian Heraclius Avars Turks Huns Levant Muslims Charlemagne Leo Macedonian Dynasty Basil Alexios I Crusades

1. In 526 Caesar Justinian's reign begins. a. He ordered General Belisarius to train the army.

i. Belisarius reconquers much of the fallen Western Empire around the Mediterranean (Africa and Italy, Spain).

ii. The Empire expanded into Persia 1. The Empire grew much too quickly and they could not afford to

maintain its stretched borders, after Justinian’s death. b. Justinian ordered Tribonian to codify the old Roman Laws into one document.

i. This is called Justinian’s code 1. Revised a bit by Napoleon

a. Napoleonic (Justinian) Code is still used today in Europe and Louisiana.

c. Constantinople was the by far, the greatest city in Europe. i. It had 500,000 inhabitants.

d. He built The Hagia Sofia. e. Justinian was the last emperor to use the title "Caesar."

2. The Germanic Lombards invaded Italy in 568. a. They took Northern Italy from the Byzantines.

3. In 610 Heraclius became emperor. a. He took possession of Mesopotamia. b. He officially changed the language to Greek.

4. In 621 Heraclius suffered many defeats to the Sassanid Persians who took Mesopotamia, Syria, Palestine and Egypt.

a. They were also well within Asia Minor, nearing Constantinople. b. On April 5, 622 Heraclius left Constantinople.

i. He defeated the Persians throughout the next few years. c. In 629 Avars and Slavs, with Persian help sieged Constantinople.

i. The Byzantine victory was attributed to a miracle from the Virgin Mary. d. He made a push on the Persians in southern Mesopotamia and the Persians sue for

peace. i. In 629 Heraclius restored the True Cross (supposedly found by Constantine’s

mother, Helena, to Jerusalem in a majestic ceremony. 5. Both the Persians and Byzantines were exhausted from continuous war.

45

a. In 634 Arab Muslims poured out of Arabia and conquered the Persians. b. They then attacked the Byzantines.

i. Exhausted Byzantines were being devastated by the bubonic plague. c. In 634 Byzantines lost the land they had just won back from the Persians.

i. Muslims took Mesopotamia, Syria, the Levant, and Egypt. 6. The theme(?) system was installed by Emperor Constans around 650 AD.

a. It provides ready troops for the Empire. 7. Continuous Byzantine-Muslim Wars

a. 678 Muslim fleet left the siege of Constantinople, after the Byzantines used a new weapon: Greek Fire.

i. Greek Fire annihilated much of the Muslim fleet. b. In 690 the Byzantines lost all of North Africa to Muslims.

i. Three years later the Muslims again attacked Constantinople 1. They could not take the city.

c. In 717 and 718 another large Muslim force besieged Constantinople by land and sea. i. The Byzantines held them off.

d. In 721 Byzantines regained control of Asia Minor from the Muslims 8. In 726 Emperor Leo III banned the use of Icons.

a. He sided with the iconoclasts i. They saw icons as graven images.

1. Forbidden in the Ten Commandments b. This caused major strains with the Catholic Church in the West.

i. It resulted in the loss of remaining Italian territories, except some small lands of the Mezzogiorno.

9. In 800 Charlemagne, King of the Franks, is crowned "Emperor of the Romans" by Pope Leo III in Rome.

a. For the first time in 300 years, there was an emperor of the "East" and an emperor of the "West."

10. The Macedonian Dynasty began to reign in Constantinople in 843. a. They began to experience military victories and regained lands b. Begun a 200-year revival

i. Byzantine scholars preserved many ancient Greek and Roman texts. c. The use of icons was restored.

11. The Bulgars, under Symeon, overran Thrace, north of Greece in 917. a. He unsuccessfully attacked Constantinople in 924

12. Byzantines began a 122 year long string of victories against the Muslim caliphates. a. They retook Armenia, Mesopotamia, Syria, and The Levant

13. Prince Igor of Kiev-Rus attacked Bithynia in 941. a. He then attacked Constantinople:

i. The Byzantines destroyed the Kiev-Rus fleet. 14. In 976 Basil II became Emperor.

a. Venetians granted extensive trading rights in the Byzantine Empire b. Basil II reconquered Syria from the Muslims in 995.

i. The following year, he took Greece from Bulgars. 15. Between 1002 and 1018 he began a campaign to eliminate the Bulgar state.

a. Basil II destroyed the Bulgar army in 1014 i. He earned the epithet Bulgaroktonos ("Bulgar Slayer").

1. He then conquered Bulgaria and the Balkans in 1018.

46

16. In 1054 The Great Schism occurred: a. The Latin Roman Church and the Greek Orthodox Church mutually excommunicate one

another. i. The end of Christian unity.

17. In 1055, the Byzantines lost southern Italy to the Catholic Normans. a. Normans are former “northmen”

i. They were located in northern France. 18. In 1071 Romanus IV experienced a major loss at Manzikert to the Seljuk Turks.

a. He had used Norman mercenaries. i. Subsequent civil war ensued

1. Caused a permanent loss of most of Asia Minor. ii. The same year, they lost the Italian outpost at Bari to the Normans

19. The Komnenos dynasty began a. Emperor Alexios I came to power in 1081,

i. Involves the Empire in the Crusades. b. Ten years later he destroyed the Pecheneg Turks at the Battle of Levounion.

i. Protected his northeastern front. c. The Empire experienced economic prosperity

i. It generated new wealth ii. Literature and the arts reached new heights

d. The Turks established themselves in Asia Minor 20. Alexios I appealed to Pope Urban II at Council of Piacenza in 1095 for help against the Turks.

a. Urban proclaimed the First Crusade at the Council of Clermont. i. Crusaders arrived at Constantinople the following year. ii. The Crusaders were successful, but eventually withdrew from cooperation with

the Byzantines. b. The following year in 1097 the Turks were defeated.

i. Antioch in Syria and Nicaea were taken from the Turks. c. Twenty-three years later Byzantines took southeastern Asia Minor back.

i. They also defeated the Pechenegs again 21. In 1167 the Empire expanded with the conquest of Hungary. 22. The Empire started to falter again

a. In 1179 a setback occurred when the Byzantine Army was defeated by the Sultanate of Rum at Myriokephalon.

i. Hopes of regaining Asia Minor were lost. b. In 1185 the Bulgarians rebelled. c. The Bulgars won their independence

23. The Frankish Catholics had taken over most of the Levant a. Fourth Crusade was assembled at Venice.

i. The Fourth Crusade captures Constantinople in 1204. 1. The Latin Empire of Constantinople was formed

a. Under Venetian leadership. b. Many Byzantine successor states also formed.

2. The capture of Constantinople was a major blow from which the Byzantines never fully recovered.

24. The successor state of Nicaea recaptured Constantinople in 1261. a. It restored the Byzantine Empire.

25. The civil wars and the Black Death crippled the Byzantine Empire from 1341 to 1347.

47

26. The Byzantine Empire falls to the Ottoman Turks a. One last Byzantine outpost held out until 1461, when it finally fell to the Turks

i. The Byzantine Empire and Roman rule were officially over. 27. Have students take notes and then participate in The Last Word for section review.

Suggested Summative Assessments Each Lesson Assessment Unit Tests

7th Grade Unit Eight Curriculum The Islamic World

Essential Questions: 1. How did Islam start with a small tribe in Arabia to become a major Empire that stretched from

India to Spain in the course of only one hundred years?

2. How does Islam claim common roots with the other major monotheistic religions of Judaism and

Christianity?

Enduring Understanding 1. Islam spread throughout the eastern hemisphere through conquest and heavy taxation on the

conquered “people of the book,” along with a common language and transpiration system that helped trade.

2. The Sunni-Shiite division in Islam does not come from differing doctrine; it comes from differing acceptance of the proper line of succession from the Prophet Mohammed.

ACADEMIC VOCABULARY AND NAMES Bedouins caravans Muhammad Quran Caliph Umayyad Damascus Sufis Indonesia Timbuktu Shiites Sunnis Abbasids Bagdad Seljuk Turks Ottoman Turks Suleiman I Moguls Delhi Mosques Bazaar Mamun Iba Sina Omar Khayyam Ibn Khladun Minarets Crier Granada Agra shiek Mecca Medina Kaaba Hijrah Islam Muslim Sultan Taj Mahal sheik

Mohammed

Text Support: Chapter 12, Section 1, pages 354 to 357 1. Islam began in Arabia

a. Desert tribes called Bedouins i. Camped at oases and traded.

b. The leader of the Bedouin tribes were known as sheiks. c. Arab merchant traveled across the desert in caravans

i. By 500 A. D. they controlled all trade from India to the Mediterranean. ii. At a large crossroad of travelling routes, they found Mecca.

1. In the middle of Mecca is the Kaaba 2. Pagan worship center

a. The greatest of the gods was the creator, Allah

48

iii. Mecca later become one of Islam’s holy cities. 2. In 570 A.D. Mohammed was born in Mecca.

a. He became a caravan leader and a merchant. i. He married and formed a family.

b. 610 A.D. Mohammed went to the mountains to meditate. i. In a vision, an angel told him to peach Islam

1. Surrender to the will of Allah a. Submission

c. He returned to Mecca i. Preached Islam

1. Told people to destroy their images of gods. 2. All people were equal 3. Help the poor 4. On the Day of Judgment, the evildoers would be punished.

d. His family converted to Islam i. Then help? poor ii. Wealthy merchants and religious leaders rejected Mohammad’s message.

3. Mohammad left Mecca for what became Medina, the “City of the Prophet.” a. This journey is known as the Hegira b. Mohammed was accepted as prophet and ruler of Medina.

i. He used laws he believed he had received directly from Allah. ii. He created an Islamic state.

1. The government uses political power to uphold and advance Islam. iii. He required loyalty to Islam to be higher than loyalty to their tribe.

4. Mohammad created an army a. In 630 he conquered Mecca and made it a holy city.

Muslim Beliefs

Text Support: Chapter 12, Section 2, pages 358-361 5. Muslims believe in one creator god, Allah

a. Allah created laws for all people to live by. b. If a person lives correctly, by the law, he will be blessed in the afterlife.

6. Muslims trace their origins to the patriarch Abraham through his son Ishmael. a. Jews trace their origins through Isaac.

7. Muslims honor Moses, Jesus, and Mohammed as prophets of Allah. a. Christians believe Jesus was the Son of God, equal to the Father in the Trinity. b. Muslims believe Jesus to be a great human prophet, not divine.

i. They reject the idea of a Trinity. 8. The Quran is the Muslim Holy Book.

a. Mohammed believed that Allah gave him the exact words to the Quran. i. He was illiterate,

1. He dictated the words to scribes, who wrote then down. 9. The Quran explains the laws of Allah.

a. The laws apply to daily life. b. Rules about marriage, divorce, family rights, property rights, and business.

10. Muslim’s Five Pillars of Islam a. Declare that there is no god, but Allah, and Mohammed is his prophet. b. Pray 5 times a day, facing Mecca

49

c. Give alms to the poor. d. Must fast from dawn to dusk during Ramadan e. Must visit Mecca once in their lives—a hegira.

11. Muslims worship in a mosque a. Their holy day is Friday

Islamic Empires

Text Support: Chapter 12, Section 3, pages 390-396 12. Disagreement over who should succeed Mohammed as the caliph, or “successor to the Messenger

of Allah.” a. Successors ruled from Medina

i. The first caliph was Abu Bakr. Mohammed’s Father-in-law. 1. Conquered all of Arabia

ii. The second was Umar, a friend 1. Conquered Syria, Egypt, and the Levant for the Christian Byzantines 2. They conquered Persia

iii. The third was Utrhman a son-in-law a. A member of the Umayyad family. b. Conquered into Afghanistan and into eastern Mediterranean c. Built a Navy

iv. The fourth was Ali, Mohammed’s cousin and son-in-law. 1. Reformed the government

b. Further successors i. Those who believe that all caliphs should come through Ali’s line are known as Shiite

Muslims ii. All those who accepted the Umayyad family rule from Damascus are called Sunnis

13. After Ali had died, the Umayyad family ruled the Caliphate out of Damascus, Syria. a. Muslim armies went into India. b. They conquered North Africa from the Byzantine Christians c. They conquered the Catholic Visigoth kingdom in Spain.

14. Muslim armies were excellent horsemen a. They believed that anyone who died in battle went straight to heaven.

15. They did not initially force conversions to Islam. a. Pagans were killed b. Christians, Jews, and Zoroastrians had to pay a heavy tax to still practice their religions.

16. Many convert to Islam and learn Arabic. a. Arabic is the new language of trade.

17. Islam spread through military conquest a. Still, there were some who converted people through preaching and persuasion. b. Sufis spent time praying and preaching. c. They won many converts

18. Merchants spread the religion all the way to Indonesia. 19. Caravans crossed the desert.

a. Timbuktu in Africa became a center of Muslim learning by 1300. 20. Umayyads lost power in 750 because Persians believed Arabs were given special privileges.

a. Muslims rebelled against the Umayyads. i. The new caliph was a descendent of Mohammad’s uncle, Abu al-Abbas.

1. The Abbasids ruled from Bagdad in Iraq.

50

ii. Abbasids bring stronger Persian influence into Islam. 21. After 500 years of Abbasid rule, Spanish and Egyptians Muslims were looking for new rulers.

a. A new people, the Seljuk Turks were moving out of central Asia into Mesopotamia. i. The Abbasids were slipping and losing control. ii. The Abbasids hired the Sedljuks as mercenaries.

1. The Turks saw the Abbasids weaknesses and took much of Iran and Asia Minor.

b. In 1055 the Turks took Bagdad itself. i. They took the government and the army ii. The Abbasid caliph stayed on as religious leader.

c. The new Turkish ruler was the Sultan, or the “holder of power. 22. For 200 years Turks ruled the Abbasid dynasty.

a. In 1258 the Mongols stormed into Bagdad and burned it to the ground. i. The Arab Empire ended

23. New Muslim Empires a. Moguls in India

i. 1526 they made Delhi the capital of their empire 1. Great ruler was Akbar. 2. Allowed Hindus to keep their religion.

a. They serve in his government ii. Eventually the Moguls declined and the British moved in to take control of India.

b. The Ottoman Turks i. Another group of Turks under Osman entered the Mideast.

1. They quickly took control of Asia Minor 2. They conquered Constantinople in 1453. 3. They quickly conquered Syria, the Levant, Egypt, Mesopotamia, and North

Africa. ii. The greatest Sultan was Suleiman I (the Magnificent)

1. He took the Turkish army to the gates of Vienna in Austria. 2. After his death, the empire weakened.

iii. The Ottomans continually weakened and were propped up by European powers as a balance between one another.

iv. The Ottoman Empire was dismembered by the allies, in 1918 after it lost in World War I.

1. The dynasty collapsed in Turkey (Asia Minor) in 1924.

Cultural Achievements Text Support: Chapter 12, Section 4, pages 368-371

24. The caliph, Mamum created the House of Wisdom in Bagdad in 830. a. Christians, Jews, and Moslems, discussed ideas.

i. They rewrote, Greek, Persian, and Indian texts into Arabic ii. They save much of the ancient world’s texts.

iii. Christians could later read Aristotle, who had been lost in the West. 25. Muslims invented Algebra

a. They took the numeral system from India i. They also took the concept of the zero.

26. Great advances in medicine under Ibn Sina 27. Muslim writing such as the Arabian Tales

51

a. Great poetry by Omar Khayyam b. History by Ibn Khaldun c. Great architecture in the major cities d. The most famous is the tomb, the Taj Mahal.

28. History Channel video: Taj Mahal 29. Have students take notes and then participate in The Last Word for section review.

Suggested Summative Assessments Each Lesson Assessment Unit Tests Unit PARCC style document assessment in Amistad

7th Grade Unit Nine Curriculum Early African Civilizations

Essential Questions: 1. Why did Africa’s geography inhibit the development of large urban areas and trading centers?

Enduring Understanding

1. Since Africa had straight and shallow coasts, with no real natural harbors and few, long navigable rivers, only things that held great value over time were traded in great numbers: ivory, salt, gold, and slaves (and mahogany in the east).

ACADEMIC VOCABULARY AND NAMES Sundiata Keita Mansa Musa Sunni Ali plateau griot Escarpment dhow Ghana Mali Timbultu Songhai Axum Makkah Ibn Battuta Olaudah Equiano Askia Mohammad sultan Swahili Nzina Dahia al Kahina Text Support: Chapter 13, Section 1, pages 380-385

1. Long Smooth coastline a. Much shorter coastline than Europe b. No deep water ports

i. Very shallow mouth of rivers c. No natural harbors d. Very shallow coastline e. Very hard to have international sea trade

2. Continent is a high plateau a. High escarpments from the coast b. No large mount ranges to produce steady rivers

3. No deep yearlong navigable rivers a. Dry season brings rivers to a trickle b. Rainy season brings rivers to rapids c. Very hard to establish an intercontinental river trading system.

4. Sahara Desert in the North cuts Africa off from much contact with the Mediterranean world.

Text Support: Chapter 12, Section 3, pages 386-389 5. Ghana

52

a. Rose to power around 400 A.D. i. It was a trading center for caravans coming through the Sahara Desert.

1. Traded with tribes down the Niger River when navigable. 2. Traded Ivory, Gold, Salt, and slaves.

a. They bought salt from North African Berbers i. Charged a tax to those who needed salt

b. They controlled gold mines i. Sold gold to Berbers and taxed them ii. Berbers used gold to trade with Rome, the Vandals,

then Arabs b. Ghana had iron weapons

i. A big advantage over neighbors who they conquered ii. Taxed neighbors and traders heavily

1. Built a large army c. Ghana was ruled by kings with a council of advisors.

i. The Empire was divided into smaller kingdoms 1. Ruled by lesser kings

a. District chiefs ruled over smaller districts. d. The King controlled the lesser kings by keeping their sons in his court.

i. They also controlled all trade. ii. Only the king could own gold nuggets.

1. It controlled inflation a. Too much gold in the market would soon lose its value.

2. People could use gold dust. e. The throne was passed done through the son of the King’s sister.

Later Empires

Text Support: Chapter 13, Section 3, pages 390—395 6. Mali

a. Ghana’s decline i. New gold mines outside of Ghana’s control were discovered. ii. Ghana’s soil was depleted

1. Constant fighting within the royal family iii. Ghana had accepted Islam

1. Fought with the caliphate North African Muslims who wanted their own empires.

iv. Absorbed into Mali around 1240 b. West African griots or story tellers explain that Sundiata Keita conquered Ghana in 1240.

i. Controlled from the Atlantic to the trading center of Timbuktu. 1. He controlled the gold mines.

a. He rebuilt the gold and salt trade. c. He had kept the Ghanan system of government.

i. However, he put generals in change of districts d. Another great King was Mansa Musa

i. Gave land and horses to keep people loyal ii. Military heroes were given the “National Honor of the Trouser.”

1. Wearing sown clothe was a luxury only for the king, his royal family and those he honored.

53

a. People wore only wrapped clothes. e. Mansa Musa encouraged Islam.

i. He built mosques and libraries ii. Timbuktu became a center of Muslim learning

iii. In 1324, Mansa Musa went on his hegira to Mecca 1. Part of Islam’s Five Pillars

iv. To show he was a great emperor: 1. He left with a large caravan with thousands of people, including

thousands of slaves. 2. 100 camels

a. Each packed with gold 3. In Mecca, he convinced great architects and scholars to return with him.

7. Songhai a. Mansa Musa died in 1337

i. Berber conquerors took and ruled Timbuktu. b. In 1468 Sunni Ali, king of the Songhai defeated the Berbers and took Tinbuktu.

i. He used a fleet of war canoes to take the Niger River and the adjacent lands. 1. Captures the Berber salt mines

c. 1591 Arabs from Morocco crossed the desert and destroy the Songhai with guns and cannons.

i. The Songhai only had spears, swords, and bows. 8. Axum

a. Ethiopian kingdom traces roots in oral tradition to the Queen of Sheba, Makeda, in 1050 B.C.

b. Axum controlled trading routes into east Africa. i. 334 A.D. Christianity was the official religion of Axum

9. Zimbabwe a. 700 A.D. Shona trading center in southeast Africa

i. Provided gold, cooper, and ivory to Arabia, Persia, India, and China. ii. Provided slave for Arabia and the Muslim world

b. During the 15th century, Mutota and his son Matope built a great empire. Along the Zambezi River

Text Support: Chapter 13, Section 4, pages 396-399 10. Traditions

a. Animist religions b. Islam c. Christian d. Art & Music

11. Slavery a. Slavery within Africa

i. Always more slavery within Africa than African’s enslaved outside of Africa 1. Africa’s geography leads to many isolated peoples 2. Trading is difficult

a. Enslaved isolated peoples hold vale when transported ii. Arab slave trade was extensive

1. Roughly 14 million Africans were enslaved a. African women were placed in harems

54

b. African men were made into eunuchs to serve in Arabia and throughout the Muslim world

iii. Western slave trade was extensive. 1. Roughly 11 million Africans were enslaved by Europeans and sent to the

New World. a. Primarily males were sent to sugar plantations in the Caribbean

and in Brazil. 12. Have students take notes and then participate in The Last Word for section review

Suggested Summative Assessments Each Lesson Assessment Unit Tests Unit PARCC style document assessment in Amistad

7th Grade Unit Ten Curriculum China, Japan, the Americas Part One: China

Essential Questions: 1. How did the semi-nomadic Mongols conquer much of the world during the 13th century? 2. How did China’s view of itself as the “Middle Kingdom” inhibit its development into a great

power by the late 15th century? Enduring Understanding

1. Genghis Khan’s conquest of much of Eurasia has had major influences on many cultures today, especially, Muslim, Russian, and Chinese.

ACADEMIC VOCABULARY AND NAMES Genghis Khan Sui Dynasty Tang Dynasty Empress Wu Buddhism Warlords Monasteries Neo-Confucianism Song Dynasty Printing Press Mongols steppes Gobi Desert Kublai Khan Karakorum Khanbaliq Beijing Ming Dynasty Zhu Yuanzhang Nanjing Yong Le treason Zheng He Macao Portugal Barbarians Jesuits Manchus Korea Wendi Census economy Manchu fire lance Junk Text Support: Chapter 14, Section 1, pages 410-413

1. China reunifies a. After the Han Dynasty, China broke into 17 kingdoms ruled by warlords. b. Koreans freed themselves from China

i. Broke into many kindoms 2. Sui Dynasty

a. General Wendi reunited China i. He began the Sui Dynasty

b. Yangdi succeeded Wendi i. He attacked Korea to expand China

1. Koreans defeated him c. Yangdi rebuilt the Great Wall d. He built the Grand Canal

i. Linked the Yangtze and Yellow Rivers.

55

ii. This united China’s economy e. Yangdi had great accomplishments to reunite China

i. But he worked the people too hard ii. He taxed them too much

iii. The army killed Yangdi 1. Ended the Sui Dynasty

Text Support: Chapter 14, Section 2, pages 414-419

3. Tang Dynasty a. In 618 one of Yangdi’s generals started the Tang Dynasty that lasted nearly 300 years

until 907. i. Built a magnificent capital at Changan

b. Greatest Tang Emperor was Taizong. i. Restored the civil service exam

1. Based on merit, not family connections ii. Began land reform for the peasants

c. Empress Wu i. The only woman to rule China

d. The Tang dynasty expanded China. i. Pushed into Tibet ii. Central Asia

1. Took control of the Silk Road iii. Invaded Korea and forced them to pay tribute iv. Conquered northern Vietnam.

e. By mid 700s, the Turks push the Tang out of Central Asia i. Turks took control of the Silk Road ii. The Tang economy was weakened.

1. Tibet and Chinese farmers revolted. f. Tang Dynasty ended in 907 g. Tang inventions and production

4. Song Dynasty a. In 960 a general took control of China to begin the Song Dynasty

i. It lasted until 1279 b. A time of prosperity and cultural achievement

i. But, first China had to reorganize 1. They had a very weak army

a. Tibet had broken away b. Nomads had taken much of northern China

c. The Songs moved the capital further south to Hangzhou. 5. Buddhism grew during the Tang Dynasty

a. Many monasteries were built i. They built temples and schools. ii. They provided social and financial services for the people

b. Many Chinese resented the Buddhists. i. They did not like that they accepted donations ii. Buddhists priests and nuns did not marry

1. A perceived threat to Chinese families c. By 845, the Tangs started to believe that Buddhism was a foreign threat to their culture.

56

i. They destroyed the temples and monasteries 1. Buddhism never recovered in China

6. Buddhism did spread eastward. a. During the 300s Chinese Buddhists brought Buddhism to the many Korean kingdoms b. Korea united in 660

i. Government strongly supported Buddhism c. Buddhism also spread to Japan

Text Support: Chapter 14, Section 5, pages 3420-423

7. Neo Confucianism a. The Tang Dynasty supported a new form of Confucianism

i. Neo Confucianism replaced the “foreign” Buddhism. b. Unlike Buddhist belief, life in this world was as important as life in the next.

i. People had an obligation to take part in this life and help others. c. Confucianism, to many Chinese, moved from being laws for proper behavior to almost a

religion. i. A spiritual element developed. ii. If one followed Confucian thought, one would find peace of mind and live in

harmony with nature. d. The Song Dynasty adopted Neo Confucianism as their official belief system. e. Government civil service exams were based on the knowledge of Confucian thought.

i. Parents would have their children memorize Confucius’ writings. 1. Students would be hit by teachers if they did not do well.

a. Only one in five boys could pass the test. i. Those who passed were given good government jobs. ii. Over the years this created a new wealthy class in China

of scholars. b. Students were never allowed to do any physical work.

Text Support: Chapter 14, Section 4, pages 424-431.

8. Yuan Dynasty a. Mongols lived north of China

i. They were nomadic horsemen who lived in tribes on the steppe. 1. Fierce warriors

b. Temujin who became Genghis Khan united the Mongols into a massive military force. i. He had over 100,000 warriors.

c. In 1260 Genghis Khan brought the chiefs together in the Gobi desert and established a new code.

i. His conquests brought wealth d. They took northern China, then Central Asia and the Silk Road. e. The Mongols used terror to conquer nations.

i. If a city did not surrender, they would totally destroy it. f. Genghis Khan died in 1227 and divided his massive empire between his 4 sons.

i. They expanded the Empire 1. They conquered lands as far as eastern Europe and Russia 2. They conquered southwest Asia. 3. They destroyed the Muslim city of Bagdad in 1258

a. They pushed through Syria and the Levant

57

i. Finally stopped by Egyptians in 1260. ii. The largest Empire in history stretched from Eastern Europe to the Pacific, from

Siberia in the north to the Himalayas. g. Once the Mongols had conquered all of this land, they brought peace to much of

Eurasia. i. Trade could take place ii. Mongols taxed trade and became rich

h. They Mongols learned how to use gunpowder from the Chinese. i. They also learned to use the fire lance.

9. The Mongols named Genghis Khan’s grandson Kublai Khan a. He continued the conquest of China b. He moved his capital from Karakorum to Khanbaliq in northern China

i. This is the site of modern Beijing 10. In 1271 Kublai Khan became China’s next emperor.

a. He defeated the Songs and started the Yuan Dynasty. i. Only lasted 100 years.

b. Mongols stayed separate from the Chinese and ruled a people they did not know. c. Many Mongols were Buddhist.

i. Kublai Khan invited Christians, Hindus, and Muslims to practice their faith and win converts.

d. Marco Polo from Venice, Italy visited Kublai Khan and wrote of his journeys. i. Khan sent Marco Polo on many fact-finding trips around the empire for 16

years. ii. Polo wrote a book when he returned to Europe and inspired many to look

beyond Europe. 11. The Ming 12. History Channel video: Ming Dynasty and Wall Building

a. In 1368, Zhu Yuanzhang rebels and becomes Emperor i. New capital at Nanking ii. He became Hong Wu (Military Emperor).

b. He killed many he suspected of treason c. Succeeded by son, Yong Le

i. Moved capital to Beijing ii. Built the Imperial City, or Forbidden City

1. Only top officials could enter. d. Reforms

i. They restored Civil Service 1. Made tests even harder 2. Had a census to count all of the people in China 3. Cotton was used for clothing

e. Zheng He i. A great explorer

1. Large ships with a large fleet 2. He was a Muslim 3. He travelled to southeast Asia 4. Then to India 5. Then to Africa

a. Brought giraffes and exotic animals back for the Emperor

58

ii. From his voyages, Chinese merchants settled in southeast Asia 1. Malaysia 2. Singapore

f. Many Chinese officials complained i. Trips cost too much ii. Sailors brought strange ways of thinking back to China

iii. After Zheng He’s death, Confucian officials persuaded the Emperor to destroy all of the ships.

1. Outlaw big ocean going ships. iv. The art of shipbuilding was lost with 50 years

g. They tried to close off China, the center of the earth, or the Middle Kingdom from any outside contamination.

13. Europeans arrive a. In 1514 a Portuguese fleet arrived in China

i. First Europeans since Marco Polo b. Portuguese wanted to trade and convert Chinese to Christianity c. Chinese were at their height.

i. They looked at the Europeans as barbarians. d. By 1600, they allowed Portugal a trading port at Macao.

i. They traded between Macao and Japan ii. Christian missionaries go to China

1. The Jesuits were highly educated Catholic priests. a. Jesuits brought the Chinese clocks, eyeglasses and other

scientific instruments. 2. The Chinese were impressed, but few converted.

e. By 1644, the Mings fell to a people called the Manchus from Manchuria in the north.

7th Grade Unit Ten Curriculum China, Japan, and the Americas

Part Two: Japan Essential Questions:

1. Why did the Japanese outlaw the use of guns in their Empire, even in the military, until the 19th century? Hint: What would guns do to the samurai order?

2. Why did Japan want to remain isolated from the outside world, until the 19th century? Enduring Understanding

1. Japanese disunity, led to a feudal system of small nobles and private armies, much like medieval western Europe.

ACADEMIC VOCABULARY AND NAMES Japan Hokkaido Honshu Kyushu Yayoi Jomon Yomato Shotoku animism shrines Shinto samurai Shogun Kamakura Bushido Noh Miunamoto Yoritomo daimyo vassals feudalism zen Buddhism calligraphy Ashikaga Takauji Text Support: Chapter 15, Section 1, pages 440-445

1. Japan a. Island nation

59

i. Hokkaido ii. Honshu

iii. Kyushu 2. Jomon

a. First people in Japan i. From northeast Asia ii. 30,000 to 10,000 years ago.

3. Yayoi a. New group of people appear around 300 B.C.

i. Direct ancestors of the Japanese people 1. They lived in clans

4. The Yamato clan became strong enough around 500 A.D. to take control of most of Japan. a. Other clans had to pledge loyalty to the Yamato b. Yamoto chiefs claim descent from the sun goddess Amaterasu

i. The Chief Jimmu took the title “Emperor of Heaven” ii. This dynasty has never been broken

1. Today’s Emperor, Akihito is a direct descendent. 5. Shotoku

a. Yamato price, Shotoku, took control of Japan around 600 A.D. i. Look to China for ideas of a strong government

1. He created a constitution a. Rules for the government

ii. He adopted Chinese Buddhism 1. Built many temples and monasteries

b. Began the “The Great Change and reordered government in 646 6. Shintoism

a. Shinto means way of the spirits i. Animism – all things have spirits

1. Japanese called on kami, or nature spirits to help a. They built shrines to pray and perform rituals.

7. Nara was the capital of early Japan a. Built around 700

i. Smaller copy of China’s capital, Changan b. Home of the expanding bureaucracy

i. Unlike China, no civil serve exams 1. Jobs could be passed on to sons.

ii. Bureaucrats receive large land grants as payments. 1. They were given farmers to work the land.

iii. Japan had a census 1. Landholders had to pay taxes on silk and rice. 2. Men counted in the census had to serve in the army

8. Buddhism a. Spreads rapidly in Japan

i. By 700 it had spread to the common people b. Non Buddhist officials came to dislike Buddhism

i. Buddhists and non Buddhists fought for control of the government. c. In 770 a Buddhist monk tried to seize the throne.

i. Royal family stopped him

60

1. The Emperor briefly turns away from Buddhism 2. He leaves Nara and its many Buddhist monks

9. Emperor Kammu, in 794, built a new city, Heian, now Kyoto, as capital. a. He modeled it on Changan.

i. It lasted as capital for 1,000 years. 10. Weak Emperors follow and the Fujiwara takes real control as regents.

a. Emperors study Buddhism and pray at Heian. b. Nobles’ power grew.

i. Government gave then more land for work ii. They were in control of those lands.

1. They no longer had to pay taxes. 2. The peasants had to pay higher taxes.

Text Support: Chapter 15, Section 2, pages 446-451

11. Pure Land Buddhism a. A sect within Mayayana Buddhism

i. Looked to the god, Lord Amida, a Buddha of love and mercy 1. Founded a paradise in the clouds 2. To get there, one must have faith in Amida and chant his name

12. Zen Buddhism a. Came from China during the 12th century

i. Brought by monks. 1. Control the body through martial arts.

a. Appeal to the samurai 2. Practiced deep meditation

13. Arts and Architecture a. Borrowed many ideas from China and Korea

i. Created their owns styles later 1. Shinto shrines were built in a Japanese style 2. Buddhists monasteries continued to use Chinese styles.

14. Developed a written language from the Chinese around 500. a. Used symbols that stood for whole words

i. Very difficult for the Japanese language b. Around 800 they developed any alphabet that had symbols for sounds.

15. They wrote in a formal calligraphy a. Developed poems called tanka. b. Women from Heian wrote Japan’s first great works around 1000

i. Murasaki Shikbu wrote The Tale of Genji. 1. It may be the world’s first novel.

16. The Buddhists wrote teaching plays called Noh. a. They were performed on a simple stage.

i. Actors wore masks and elaborate robes. Text Support: Chapter 15, Section 3, pages 454-459

17. The Samurai and the Shogunate 18. History Channel video: Japan and the Samurai Warrior

a. To protect lands and enforce the law, land owner hired warriors called samurais, i. Samurais were given land as payments for services.

61

1. They lived by the strict Bushido code. a. They would die in service to their master,

ii. Powerful families began to fight for power, using samurai armies. 19. Gempei War was a civil war between the Taira family and the Minamoto family, started in 1180.

a. Minamoto defeated the Taira in a sea battle near the island of Shikoku in 1185. i. Minamoto Yortomo was the leader.

1. Emperor rewarded Yortomo to keep him loyal to the throne. a. In 1192 he gave Yortomo the title of Shogun b. The commander of all of the Emperor’s military

2. This set up two governments a. Emperor’s and the Bureaucracy at Heian

i. With no power b. The military at Kamakura

i. The military government was known as the Shogunate and ruled Japan for the next 700 years

20. Yoritomo was a ruthless leader a. Killed most of his family off.

i. He and later shoguns hired powerful samurais as advisors. 1. Bound by oath and loyalty, samurai ruled villages and collected taxes.

21. Mongols invade a. In 1274 and 1281 Kublai Khan sent fleets to invade Japan,

i. Both times, violent Pacific storms destroyed his fleets. 1. Mongols who made it to shore were massacred.

ii. The storms were named Kamikazes – divine wind. 22. By 1300s many samurai were tired of the Shoguns.

a. In 1331, the Emperor rebelled against the Kamakura shogun i. Samurais came to the Emperor’s aid. ii. The revolt succeeded

1. Emperor could not regain control because he would not give the Samurai more land.

23. General Ashikaga Takaiji turned against the Emperor and made himself Shogun in 1333. a. The Ashikagas were weak leaders and revolts broke out.

i. Small leaders called daimyo rose and took control of smaller pieces of territory. ii. They pledged loyalty to the Emperor and to the Shogun, but were really

independent rulers. 1. To protect their lands, daimyos created armies of samurai warriors. 2. Samurais became vassals to the daimyo lords.

a. They served the lord b. He provided land to them.

iii. This bond and relationship is called feudalism. 24. Onin War 1467-1477

a. Horrible civil war b. Heian was burned and nearly destroyed.

25. Weak shoguns try to unite Japan a. Powerful daimyos will not allow it.

62