9th Grade: UNIT ONE: CIVILIZATIONThe First Civilizations: 10,000 B.C.E. – 630 C.E.

9.1 DEVELOPMENT OF CIVILIZATION:

Stage 1: Desired OutcomesThe First Civilizations, ca. 10,000 B.C.E. – ca. 630 C.E.Why do civilizations rise and fall?

Understandings:9.1 DEVELOPMENT OF CIVILIZATION:(NYS Framework)

The development of agriculture enabled the rise of the first civilizations, located primarily along river valleys; these complex societies were influenced by geographic conditions, and shared a number of defining political, social, and economic characteristics. (Themes: TCC, GEO, ECO, TECH)9.1a The Paleolithic Era was characterized by non-sedentary hunting and gathering lifestyles, whereas the Neolithic Era was characterized by a turn to agriculture, herding, and semi- sedentary lifestyles.

Students will analyze the political, social, and economic differences in human lives before and after the Neolithic Revolution, including the shift in roles of men and women.

9.1b Complex societies and civilizations adapted to and modified their environment to meet the needs of their population.

Students will explore how the Mesopotamian, Shang, and Indus River valley civilizations adapted to and modified their environments to meet their need for food, clothing, and shelter.

9.1c Complex societies and civilizations shared common characteristics of religion, job specialization, cities, government, language/writing systems, technology, and social hierarchy, and they made unique contributions.

Students will explore the Mesopotamian, Shang, and Indus River valley civilizations by examining archaeological and historical evidence to compare and contrast characteristics and note their unique contributions.

Common Core Skills Reading-Social Studies (RH)

1. Use relevant information and ideas from documents to support analysis2. Determine the main idea of a document3. Use information/ideas to determine cause and effect8. Identify and analyze evidence

Writing (W)1. Write an argument to support claims2. Write informative and explanatory texts to examine and express ideas3. Write narratives using effective techniques4. Produce writing appropriate to task, purpose and audience9. Draw evidence from informational text

Speaking and Listening (SL)1. Initiate and participate in collaborative discussion2. Accurately use multiple sources of information6. Demonstrate command of formal English

Language (L)1. Demonstrate appropriate grammar usage in writing and speaking(sentence complexity)2. Demonstrate appropriate usage of the mechanics of language(punctuation, capitalization)4. Build vocabulary and expand word choice

Students will know (NYC Scope and Sequence):The following keywords: biped, hominid, migration, nomad, Theory of Evolution, natural selection, Paleolithic Age, Stone Age, Neolithic Revolution, agriculture, irrigation, domestication and civilization

Early Peoples 9.1a ■ Human origins and geography ■ Paleolithic hunters and gatherers ■ Herding and pastoralism ■ Development of early government ■ Shift in roles of men and women

Neolithic Revolution and Early River Civilizations 9.1b

Essential Questions:Neolithic Revolution

Are we all of African ancestry? Can we recreate the past by studying artifacts? Does migration shape the world? Do people’s means of obtaining food determine their lifestyle? How was the Neolithic Revolution a turning point in history? How did the birth of civilizations change the world?

River Valley Civilizations:

■ Foundations of early civilization(Mesopotamia, Egypt, the Indus Valley, and Yellow River)■ Human and physical geography■ Modification of the environment■ Traditional economies■ Political systems■ Social structures and urbanization

Characteristics of Complex Societies and Civilizations 9.1c Unique contributions of the Mesopotamian, Yellow and Indus river valley civilizations

■ Language and writing systems■ Belief systems■ Technology■ Art and architecture■ Job specialization■ Social hierarchy■ Gender roles

What are the main river valley civilizations? Why were water important to building civilization? What are the most important achievements of the river valley

civilizations? What are the similarities and differences between the

civilizations? What advantages did river valleys have over other places in the

world for the beginnings of civilizations? How will the development of river valleys affect the future?

Stage 2: Assessments and TasksCommon Core Literacy Task (TEAL,

Create a dialogue between a Paleolithic person and a Neolithic person describing the different way each of them live ex: what the homes look like, tools, way of getting food, where they live, and weapons.

Write a diary entry as a Bantu person explaining the four reasons for migration (3/4 page in length).

Analyze primary source evidence of Lucy and the Leakey footprints to help explain the Theory of Evolution include three understandings to help explain this Theory.

Exit Ticket-Write TEAL paragraph in response to the AIM question, using 3-4 details from the lesson to support your ideas.

Diary entry students will write a diary entry pretending they live in one of the river valley civilizations. In the diary students will reflect upon geography, technology and the development of civilization

Letter Writing -students will write a ½ page letter to Hammurabi that agrees or disagrees with the Code…using facts and details from the lesson.

Complete a THEMATICE essay (or DBQ essay) Using the Neolithic revolution mentioned in the historical context • Describe the TWO change in food production during that revolution • Discuss political, social, and/or economic effects the change in food production had on society or a region

Performance Task(s) – Other Evidence Unit exam with MC questions Analyze and answer questions about primary and secondary

source documents Participate in discussion about the origins of man Create a timeline of the development of early humans T-Chart: Compare and contrast 4-6 achievements between

the two River Valley Civilizations studied Compare and contrast, analyze visuals to draw conclusions

on the daily life of people Discussion: “Was life in ancient river valleys civilized?” Discussion: “How should society treat lawbreakers?”

Accommodations: Scaffolds and Differentiation

Cont

ent o Modify primary source texts (variety, complexity, length)

o Incorporate alternative materials (visual, video, audio, internet)o Provide supplementary resources for supportso Group with a purpose

Proc

ess

o Model skills, task and/or producto Utilize graphic organizers / note taking templateo Provide individual or group intervention and supporto Re-enforce vocabulary / concept developmento Provide choice / variety of activities or taskso Group with a purpose

Prod

uct

o Assign specific, purposeful assessments to individuals or groupso Allow students to choose from a variety of assessmentso Provide scaffolds / supports (outlines, templates, models)o Provide extension activities to expand thinking or understandingo Group with a purpose

Stage 3: Learning PlanAim: Can we benefit from studying the past?

Aim: Can understanding cultures help us solve conflict?

Aim: Can geography direct the course of history?

Aim: Which form of government is best for society?

Aim: Which form of economy is best for society?

Aim: Did human life originate in Africa? Explain recent theories by archaeologists such as Mary and Louis Leakey and Donald Johnson (the “Lucy” skeleton) that trace the origins

of human life to East Africa (Tanzania, Ethiopia, Kenya). Differentiate among the methods used and evidence found by archaeologist in recent years to learn about the origins of human life. Assess the evidence that the Stone (Paleolithic) Age and Iron Age cultures first appeared in East Africa and spread throughout the

continent and their descendents migrated north and east to Europe and Asia and later to the Americans and Australia. Evaluate to what extent there is proof that human life originated in Africa and that the past can be accurately recreated through artifacts. Activity: Examine fossils (Lucy’s bones and the Laetoli footprints) and determine how these specific fossils and fossils

generally help scientists piece together the history of humanity.

Aim: How did the Bantu migration shape Africa? Define: migration, cultural diffusion, Bantu speaking peoples, slash and burn farming, and desertification. Describe the roots of the Bantu migrations. Explain the reasons why people migrate. Discuss the problems the Bantu’s encountered in their migrations. Discuss the effects of the Bantu’s migration on Africa. Explain the problems natives might have in dealing with newcomers. Evaluate whether both natives and newcomers benefit from migration and interaction. Evaluate the extent to which migration unifies or divides communities. Activity: Write a diary entry as a Bantu person detailing your experience as you migrate. You can be a teenager, woman, tribal

leaser or a warrior.

Aim: Do human’s methods of meeting their basic needs affect their patterns of living? Define: Paleolithic Age, Neolithic Age, Neolithic/Agricultural Revolution, Pastoralists, domestication of animals, and nomads. Describe Paleolithic and Neolithic life styles. Compare and contrast Paleolithic and Neolithic life styles. Evaluate the effects of the Neolithic revolution on people’s patterns of living and on the development of civilizations. Discuss the social impact of agriculture on people’s life styles. Evaluate whether humans’ methods of meeting their basic needs affect their patterns of living. Activity: Create a dialogue between a nomad and a person living in an early civilization as to who has a better way of life.

Aim: Do all people have a civilization? Identify/define: culture, civilization. Explain the eight common characteristics of ancient civilizations: cities, well-organized central governments, complex religions, job

specialization, social classes, arts and arch., public works, writing (literacy) . Assess if all people have a civilization and the factors that influence civilization (cultural diffusion and shifts in physical (geographic)

environment.

Aim: Was geography or technology more responsible for the development of civilization? Identify/define: Fertile Crescent, river valley, domesticate, agriculture, ziggurat, city-state, cuneiform, polytheism. Explain how factors in geography and technology/architecture played a role in the development of Mesopotamia. Assess if geography or technology was more responsible for the development of civilization.

Aim: How civilized was life in the ancient river valleys?[Comparative case study of the following civilizations: Nile River Valley, Indus River Valley, and Yellow River Valley]

Explain the architectural, economic, educational, political, religious, and social achievements of the ancient civilizations in the Nile, Indus, and Yellow River Valleys.

Analyze the similarities and differences among these ancient river valley civilizations. Evaluate how civilized life was in the ancient river valley civilizations.

Aim: How should society treat lawbreakers? Define patriarchal, Lex Talionis, Code of Hammurabi, Jewish Law, Old Testament and Ten Commandments. List and describe the basic ideas expressed in the Code of Hammurabi and Ancient Jewish Law from the period between 1200 and 1100 BCE. Compare and contrast Hammurabi’s Code with Ancient Jewish Laws and our current law. Evaluate the extent to which these laws reflect religious beliefs. Assess how these law codes would shape people’s lifestyles and their society. Evaluate how society should treat lawbreakers.

Reflection for Future PlanningTEACHER

Evaluate student work and response to questions during discussion Will explore test results and essay writing skills on class exams to shape future writing lessons

Student Unit exam with feedback Homework assignments with feedback

Multiple Choice: Neolithic / Bantu / Geography

1 The Neolithic Revolution was a turning point in history because(1) factories began to use assembly-line techniques(2) new inventions led to overseas exploration(3) alternatives to hunting and gathering developed(4) the use of chemical fertilizers increased agricultural production

2 The Neolithic Revolution is considered a turning point in global history because it led to(1) increasing migrations of people in search of food(2) increasing use of animal skins for clothing(3) a belief in a spiritual world(4) the development of civilization

3 During the Neolithic Revolution, production of a food surplus led directly to(1) a nomadic lifestyle(2) a reliance on stone weaponry(3) an increase in population(4) a dependence on hunting and gathering

4 Which description best fits the Neolithic Revolution?(1) moving from urban centers to rural centers(2) using petrochemical fertilizers and pesticides to increase production(3) replacing human laborers with machines(4) shifting from hunting and gathering to farming as a way of life

5 The Neolithic Revolution is most closely associated with

(1) using child labor in factories(2) domesticating plants and animals(3) learning to control fire(4) developing iron technology

6 Some archaeologists believe the earliest human presence in the Americas is associated with the(1) migration of nomads across the Bering Strait(2) exploration of the Caribbean by Europeans(3) movement of tribes during the Bantu migration(4) journey of traders along the Silk Roads

7 Which conclusion can best be inferred from the information on this map?(1) The peoples of Europe and Southwest Asia were influenced by Eurasian nomads.(2) Significant amounts of trade took place between Asia and Europe.(3) African culture was shaped by Asian migration.(4) The peoples of Southeast Asia migrated to South Asia

8 Which practice is closely associated with most ancient river valley civilizations?(1) recording events in cave paintings(2) using irrigation systems(3) developing democratic traditions(4) spreading monotheistic religious customs

Base your answer to question 9 on the map below and on your knowledge of social studies.

9 One way in which the Bantu people of West Africa (500 B.C.–A.D. 1500) and the people of Ireland (1840s) are similar is that both groups(1) carried out successful conquests(2) supported nationalist movements(3) experienced large migrations (4) represented early civilizations

10 Which statement about the Bantu migration is an opinion rather than a fact?

(1) The migration occurred gradually over a long period of time.(2) Language and knowledge spread from northwestern to southern and eastern Africa.(3) The lack of primary documents makes it difficult to determine the exact cause of the migration.(4) Bantu civilization was superior to those civilizations that it displaced.

11 Between 500 B.C. and A.D. 1500, the migration of the Bantu people of Africa led to the diffusion of(1) languages and metallurgical skills (2) porcelain and cannons(3) camels and Islam(4) cuneiform and galley ships

12 The Bantu migrations in Africa (500 B.C.– A.D. 1500) had the greatest impact on the development of modern African(1) languages(2) market systems(3) transportation systems(4) architecture

13 Which action is a direct cause of desertification?(1) contaminating fresh water supplies(2) burning fossil fuels in factories(3) damming rivers to produce hydroelectricity(4) removing vegetation through overgrazing

14• Over farming and overgrazing on marginal lands• Extended droughts in the Sahel region• Wind erosion of topsoil

These situations have all contributed to(1) population growth in Southwest Asia(2) deforestation in South America(3) desertification in sub-Saharan Africa(4) increased reliance on fossil fuels in Asia

15 Which condition, in combination with drought, has most directly forced the migration of people out of the southern regions bordering the Sahara?(1) urbanization (2) coastal pollution(3) wildlife tourism (4) desertification

16 Which academic discipline focuses study on the roles and functions of government? (1) political science (2) anthropology (3) geography(4) economics

17 A library’s holdings include the following title: A Forgotten Kingdom, Being a Record of the results obtained from the excavation of two mounds, Atchana and Al Mina, in the Turkish Hatay. Which field of study would have been most responsible for conducting the excavation?(1) economics (2) sociology(3) archaeology(4) political science

18 Which type of economic system relies primarily on hunting, gathering, herding, and farming to maintain self-sufficiency?(1) traditional

(2) command (3) capitalism(4) mixed

Base your answers to questions 1 and 2 on the model below and on your knowledge of social studies.

19 The activity portrayed in this model could be used as evidence to argue that Egyptians(1) lived in settled communities(2) relied on slash-and-burn technology(3) practiced hunting(4) engaged in foraging

20 An examination of this model would suggest that(1) peasants are excluded from political activity(2) this society lacks a social class system(3) art can provide an understanding of history(4) everyday life is based on religious beliefs

Base your answers to questions 7 and 8 on the map below and on your knowledge of social studies.

7 Which aspect of geography is the primary focus of this map?(1) latitude and longitude(2) climate and culture(3) humans interacting on Earth(4) humans adapting their environment

8 Based on this map, which statement is true of trade routes around A.D. 600?(1) Most trade was occurring across the Pacific Ocean.(2) Trade began in Ghana and spread down the Niger River.(3) Northern Africa was isolated from trade with Asia.(4) Trade took place over a network of land and sea routes.--------------------------------------------------------------------------------------------------------------------------- Multiple Choice: Early River Civilizations

Base your answer to question 1 on the map below and on your knowledge of social studies.

1 Based on the information provided by this map, where did Abraham’s journey originate?(1) Sahara Desert (2) Nile River valley(3) Mesopotamia(4) Mediterranean Sea

2 Which statement about the early Indus River valley civilization is an opinion rather than a fact?(1) Farmers grew a surplus of barley, wheat, and dates.(2) The Indus people developed a system of writing.(3) Planned cities indicated a use of technology.(4) The Indus city-states were the most developed of the time period.

3 Which river system is found in Mesopotamia?(1) Nile River(2) Yellow River(3) Tigris and Euphrates rivers(4) Ganges and Brahmaputra rivers

4 The primary reason ancient peoples of the Nile River valley built levees, dikes, and reservoirs was to(1) purify sacred waters(2) create a shorter route to distant cities(3) defend against invaders(4) increase agricultural production

Base your answer to question 5 on the passage below and on your knowledge of social studies....The deposits of fine sediment left by natural floods sustain the fertility of floodplain soils. The 5,000-year history of agriculture in the Nile Valley and delta of Egypt depended on the annual Nile River flood that left a veneer of new silt over the valley floor each year. Modern dams on the Nile — particularly the Aswan High Dam, which can store the entire annual flood — have destroyed the natural system of fertilization, necessitating huge imports of artificial fertilizers....

— Oberlander and Muller, Essentials of Physical Geography Today, Second Edition, Random House, 1987

5 Based on this passage, a valid conclusion would be that(1) natural fertilizers are less effective than artificial fertilizers(2) technological advances sometimes create unforeseen problems(3) yearly flooding is harmful to Egyptian agriculture(4) farmers in the Nile Valley operate at a subsistence level

6 The Code of Hammurabi of Babylon and the Justinian Code of the Byzantine Empire served functions similar to the(1) Ziggurats of the Sumerians(2) Buddhist stupas(3) Maya hieroglyphics(4) Twelve Tables of the Romans

7 The Egyptians used hieroglyphics in the same way as the Sumerians used(1) ideographs (2) calligraphy (3) cuneiform(4) letters

8 The ancient Sumerians modified their environment to increase food production by(1) building terraces(2) removing rain forests(3) digging irrigation canals(4) developing chinampas

9 One way in which the ancient Sumerians, Egyptians, and Mayas are similar is that these civilizations developed(1) irrigation systems(2) iron weapons(3) wheeled vehicles(4) block printing systems

10 Which practice is closely associated with most ancient river valley civilizations?(1) recording events in cave paintings(2) using irrigation systems(3) developing democratic traditions(4) spreading monotheistic religious customs

June 2013Theme: Change—Revolution Throughout history, revolutions have developed in response to a variety of conditions. These revolutions have often resulted in significant political, economic and social change.Task: Select two revolutions and for each ● Describe the historical circumstances leading to this revolution ● Discuss the political, economic and/or social effects of this revolution

You may use any revolution from your study of global history and geography. Some suggestions you might wish to consider include the Neolithic Revolution, French Revolution, Haitian Revolution, Industrial Revolution, Russian Revolution, Mexican Revolution, Chinese Cultural Revolution, and Green Revolution in Agriculture.

DBQ ESSAY – Abridged Historical Context:Throughout history, many changes have occurred in the way food is produced. Some of the major changes occurred during the Neolithic Revolution… These changes in food production had political, social, and economic effects on societies and regions.

Using the Neolithic revolution mentioned in the historical context • Describe the TWO change in food production during that revolution • Discuss political, social, and/or economic effects the change in food production had on society or a region

Document 1 From Food Gathering To Food Producing

. . . Paleolithic men could not control their food supply. So long as they relied on foraging, hunting, fishing, and trapping, they were dependent on the natural food supply in a given area to keep from starving. But while Paleolithic men continued their food-gathering pattern of existence in Europe, Africa, and Australia, groups of people in the Near East began to cultivate edible plants and to breed animals. Often described as the “first economic revolution” in the history of man, this momentous change from a food-gathering to a food-producing economy initiated the Neolithic Age. Paleolithic man was a hunter; Neolithic man became a farmer and herdsman. . . . Source: T. Walter Wallbank, et al., Civilization: Past and Present, Scott, Foresman and Company

1 According to the authors of this passage, what is one significant change that occurred between the Paleolithic Age and the Neolithic Age?

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Document 2

2A Based on this comic, state two effects of the Neolithic Revolution._________________________________________________________________________

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2B

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Document 3A

Document 3B

3. Based on these images, state one advance that occurred as the Mesopotamian culture developed a stable food supply.

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