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| 8455018946 | Students need to understand the significance of the Neolithic Revolution | Neolithic revolution = the wide scale transition of many human culture from a lifestyle of hunting and gathering to one of agriculture and settlement which supported an increasingly large population | 0 | |
| 8455018947 | Students need to be able to determine when governments developed | Mesopotamia-->government first developed as a way to cooperate large groups in dealing with flooding.Agricultural communities had to work cooperatively to clear land and create the water control system needed for crop production | 1 | |
| 8455018948 | Students need to be able to recall the impact of surplus products on Neolithic communities | Surpluses of food and other goods led to specialization of labor, including new classes of artisan and warriors, and the development of elites (rich). Surplus-->time-->specialized labor-->trade-->social classes( creates the have and have nots) | 2 | |
| 8455018949 | Students need to understand the dispute that led to the establishment of government in Neolithic communities | Dispute over land & cooperation to deal with flooding to use water effectively for agriculture | 3 | |
| 8455018950 | Students need to be able to recall how the geography of Mesopotamia differed from that of Egypt of the effects geography had on each civilization | Mesopotamia= violent unpredictable flooding + no geographic features that protect Mesopotamia from invaders = different groups conquering Mesopotamia ( Sumerians, Phoenician, Akkadians, Assyrians ) Egypt= predictable periodic flooding + desert as geographic protection=stable government | 4 | |
| 8455018951 | Students need to recognize the writing system of the four ancient river valley civilizations | Mesopotamia= cuneiform--> examples= Hammurabis code (first legal code) & epic of Gilgamesh Egypt= Hieroglyphics--> Example= Book of the dead Yellow river= oracle bones Indus River= hand written language but we are unable to decipher it | 5 | |
| 8455018952 | Students need to be able to recall what event(s) distinguished European and East Asian Classical and Neoclassical time periods | Europe: Shift from Roman Empire to decentralized Feudalism to rise of regional Kingdoms The classical era in Europe included certain events such as the formation and fall of the Roman republic and then the Roman Empire and the fall of classical Greece. In the Neoclassical period the kingdom of the angles and saxons, the franks, and Visigoth ruled the European section East Asia: Shift from Han to era of disunion( decentralized ) to ride of Sui, Tang, Song In East Asia the Qin Dynasty and the Han Dynasty rose and fell. The East Asian Neoclassical period included the Sui, Tang, and Song Dynasty in China, the Nara Heian, Kamakura, and Muromachi periods in Japan | 6 | |
| 8455018953 | Students need to know what intra and interregional trade routes (and products exchange) that existed at the end of the periodization | Silk roads: Silk and porcelain from china & jewels and from Rome Trans-Saharan: Gold,ivory, and slaves from east Africa--> intro of camel from Arabia made this trade route possible Indian Ocean: Spices from Southeast Asia & pepper, gems, pearls, and cotton from India & incense and horses from Arabia and southwest Asia | 7 | |
| 8455018954 | Students need to identify ways man changes his environment to accommodate trade | Creation of roads (Roman roads in particular) and trade routes, creation of Grand Canal under the Sui (north/south)...anything else you can think of | 8 | |
| 8455018955 | Students need to compare and contrast the Bantu and the indo European migrations | The Bantu: (think spread of Iron, Language, and Argo techniques)--> left no written material originated in the forest lands of central Africa. They took two basic routes out of their home, one mostly southward, and one mostly eastward. They took with them their skills at agriculture and iron working, & they also brought their language and culture. We generally trace their movements through that spread of agriculture and iron. The migration itself seems to have been small scale and peaceful, more of a blending between small migratory families and local communities. These migrations may have started as early as 1000 BCE, though most historians date the migrations from 1CE to about 1000 CE Indo-European: also brought introduced iron. Indo- European originated in the region between the Caspian and Black seas, in the Caucasus Mountains. This is so important to us because indo-Europeans make up the great majority of people's ancestors in Europe, India, the Middle East, and even people's in North Africa and aunt as Far East as Japan | 9 | |
| 8455018956 | Students need to be able to recall why Buddhism is considered an " export religion " in what areas of the world did Buddhism take root and why | Buddhism started in India, but became popular in China during the Tang Dynasty. It spread along the silk roads. (It was exported from India to China) | 10 | |
| 8455018957 | Students need to be able to recall modern day evidence of Hellenism and the extent of the Hellenistic world | Hellenism= syncretism (mixture) of Greek, Persia, and Egyptian Alexander the Great wanted to create a new race/ethnicity by uniting his conquered lands | 11 | |
| 8455018958 | Students need to be able to recall which areas of the world developed city states instead of empires and why | City states: 1. Greece--> Why? Geography?: Greece was many islands spread out 2. Swahili city states 3. Maya | 12 | |
| 8455197953 | Students need to understand the relationship between imperial, Imperium, Empire and Emperor | An empire is a large political and economic organization-- what we might today call a large country or a superpower. In many empires, the head of the government was called the emperor. The imperium is the political power in the empire: it's a concept, not a tangible thing or a person. ( The emperor has or exercises the imperium.) "Imperial" is the adjective relating to empires l: "the imperial army" is the army belonging to the empires | 13 | |
| 8455197954 | Students need to be able to recall similarities among religion originating in South Asia | Reincarnation is a similarity between Hinduism, Buddhism, and Jainism--> try to find some more | 14 | |
| 8455197955 | Students need to be able to recognize examples of administrative institutions from China, Persia, Rome, or South Asia | China= bureaucracy, scholar gentry, civil service exam connected to Confucianism Persia= satrapies Rome= imperial bureaucracy, Roman law South Asia= Gupta and Mauryan Dynasties (caste system) | 15 | |
| 8455197956 | Students need to be able to explain the Chinese Dynastic Cycle including the Mandate of Heaven | Mandate of Heaven: religious and political term created by Zhou. This means that the deity granted power for Zhou to rule. The ruler would have to keep the kingdom stable. If the ruler would be chosen. The ruler was called " Son of Heaven " | 16 |
