HIST416

"But we have no promise from God that our greatness will endure. We have been allowed by Him to seek greatness with the sweat of our hands and the strength of our spirit. I do not believe that the Great Society is the ordered, changeless, and sterile battalion of the ants.

It is the excitement of becoming-always becoming, trying, probing, falling, resting, and trying again--but always trying and always gaining.  In each generation, with toil and tears, we have had to earn our heritage again. If we fail now then we will have forgotten in abundance what we learned in hardship: that democracy rests on faith, that freedom asks more than it gives, and the judgment of God is harshest on those who are most favored.

If we succeed it will not be because of what we have, but it will be because of what we are; not because of what we own, but rather because of what we believe.  LBJ (Inaugural Address, January 20, 1965.)

Class Website: https://connected.mcgraw-hill.com/connected/login.do

Timeline for world history:  https://britishmuseum.withgoogle.com/  

Unit One:  Rise of Civilization, Spread of Civilization, and Early Empires of the Ancient Near East.

Key Ideas:  Archeological evidence indicates that during the Paleolithic era, huntingforaging bands of  humans gradually migrated from their origin in East Africa to Eurasia, Australia and the  Americas, adapting their technology and cultures to new climate regions.

Beginning about 10,000 years ago, the Neolithic Revolution led to the development of new and more complex economic and social systems.

Core and foundational civilizations developed in a variety of geographical and environmental settings where agriculture flourished. The first states emerged within core civilizations. Culture played a significant role in unifying states through laws, language, literature, religion, myths and monumental art.

Text Pages:  1-60 (Chapters 1, 2, 3)

Hominids emerged as early as 3.5 million years ago in Africa. Homo sapiens sapiens, or modern humans, who are only about 200,000 years old, migrated out of Africa and populated Europe and Asia. These early humans were mainly nomadic hunter-gatherers who developed the first tools, including spears and the bow and arrow, and made use of fire. Reaching back to approximately  8000 and 4000 B.C., these peoples developed methods of systematic farming and domesticating animals. Because most early humans no longer needed to follow migrating herds of animals, they settled down and eventually formed communities along fertile river valleys. These communities, such as those of the Sumerians in Mesopotamia, slowly grew into civilizations with their own cities, governments, religions, social structures, writing, and art.

Few events in all of history can rival the significance of the rise of the first complex societies in Mesopotamia.  With it came literally --- the birth of history.  The Nile River valley gave rise to Egyptian civilization, the history of which can be divided into several different periods, beginning around 3100 B.C. Egyptian social, religious, and economic life revolved around the Nile, which provided fertile farmland and a steady means of communication and travel. Between 3100 and 200 B.C., many civilizations also flourished in central and western Asia and throughout the Mediterranean world. All of these civilizations developed their own political, social, and cultural structures and helped pave the way for the great empires of future centuries.

There were many significant early empires in the ancient Near East. Civilization in Mesopotamia continued, characterized by trade and strong leaders such as Sargon in Akkad and Hammurabi in Babylon. After the invasion of the Hyksos, Egypt rose to power once more during the New Kingdom. It finally fell to the "Sea Peoples," providing the Kushites to the south with an opportunity to develop into a powerful empire. The Assyrians had a successful empire supported by elite militaries. The Assyrians set up a great capital at Babylon.

Calendar of Activities and Assignments:

16 August:  First day of class.  Go over class outline, hand out text books, personal information worksheet (Due on August 17th).  Introduction to what World History is. 

17 August:  Start with class activity (listening/discussion).  Also, consider the traditions of history --- rather the poles of historical approach we are drawn to.  Finally, read or allow students to read “experience of history” paragraph in class, discuss.  Discuss the challenges historians face with evidence, refer to “All that remains…” quote, caution students to be careful about interpretation without flexibility.  Show portions of class textbook website.  Log-in required for next day. Assign Pre-Test online, complete by August 21st. 

18 August:  Text pages 1-6 (Chapter 1, Lesson 1). Human Beginnings. In-class discussion of key markers in the story of human development.  Consider “Becoming Human” presentation online.  http://www.becominghuman.org/

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21 August:  Text pages 7-13 (Chapter 1, Lesson 2). Consideration of Ain Sakhri figurine.  http://www.bbc.co.uk/ahistoryoftheworld/objects/vNEwNR8rSzGPSwSn3yeJwA

What is the significance of this object? What can it tell us about the mind-set of early humans? Why would this image represent fertility to early humans?  Text reading in class, Paleolithic into Neolithic. 

22 August:  Watch short excerpt of Cave of Forgotten Dreams film.  Writing completed in class. What could the cave painting on page 8 tell the modern viewer about the Paleolithic world? How does it express the Paleolithic belief of sympathetic magic? http://www.metmuseum.org/toah/hd/chav/hd_chav.htm

Assign Cave Painting at  Lascaux (2 questions) 1:1. Due on August 23 for notes check at the start of class.

23 August:  Text pages 14-17 (Chapter 1, Lesson 3). Read text in class regarding Mesopotamian landscape.    Read/discuss portions of Epic of Gilgamesh in class - some writing with guide.  Consider this website for more insight:  http://www.learner.org/courses/worldlit/gilgamesh/watch/

Assign the interactive image of the Standard of Ur (1 question), City of Ur map (4 questions).  Ziggurat at Ur (1 question) 1:3.  Due on August 24 for notes check at the start of class.

Consider this short video from Khan Academy about the Standard of Ur (https://www.khanacademy.org/humanities/ancient-art-civilizations/ancient-near-east1/sumerian/v/standard-of-ur-c-2600-2400-b-c-e )

24 August:  Text pages 20-30 (Chapter 2, Lesson 1, 2).  Kingdoms of Egypt. Cultural contributions of Egypt, invasion of Hyksos, chariot revolution. Also consider the Egyptian image for analysis into beliefs. 

25 August:  Text pages 45-56 (Chapter 3, Lesson 1, 3).  Watch online video on Mesopotamia (referenced in text on page 48 – 3:11 minutes long).  Assign Hammurabi’s Stela image online (2 questions) 3:1.  Also, assign Geography of Ancient Egypt map (3 questions) 2:1.    Due on August 28 at start of class for notes check.

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28 August:  Read/discuss Hammurabi’s Code in class - some writing with guide. Discuss answers to reading guide.   Students should carefully look for the following information: political and legal structures; role of women; occupations; science and technology; and family structures.  Also – look over the textbook Assyrian War machine slide show.  Discuss. Review for test. Note all Self-Check resources posted online for review. 

For more information:  https://www.khanacademy.org/humanities/ancient-art-civilizations/ancient-near-east1/babylonian/v/law-code-stele-of-king-hammurabi-792-1750-b-c-e

29 August:  Unit One Test (30 Multiple Choice questions, 5 short answer questions, 1 extended response.)  You may use your notes on the test.  30 points + 10 points + 20 points.  Total points = 60 points.

Extended Response selections:  Write an extended response to answer the following question.  Answer the question with specifics. 

Examine the profound changes brought about by the discovery of agriculture. What was the Neolithic Revolution (how was it different from the Paleolithic) and how did this seemingly simple discovery change the course of human history?

Key Terms: Who, what, where, why, when, how, so what?

archeology, anthropology, hominid, Lucy, homo sapiens sapiens, Paleolithic, Neolithic, Venus figurines, Lascaux cave paintings, Chauvet Cave, civilization (complex society), social structures,  The Epic of Gilgamesh, city-states, polytheistic, ziggurat, irrigation, cuneiform, Akkadian, Sargon of Akkad, Hammurabi, Hammurabi’s Codes/Laws, stele, Hittites, Assyrians, Hanging Gardens of Babylon, stratified patriarchal society, Hebrews, Israelites, Abraham, Moses, monotheism, Phoenicians, mummification, savannah, Menes/Narmer, pharaoh, cataracts, hieroglyphics, Rosetta stone, pyramids, Old, Middle, New Kingdoms, Hyksos, Osiris, Isis, “holy inscriptions”, Pharaoh Akhenaten, Neandertal, Nebuchadnezzar, Herodotus, domestication, Narmer, note/arrange significant time periods.

Artifacts: Standard of Ur, Stele of Hammurabi, Cult of Isis image, Ziggurat of Ur, Fertility Figurine, Assyrian War Machine text images.

Documents: Code of Hammurabi, Epic of Gilgamesh

Video: Cave of Forgotten Dreams 
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