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GEOGRAPHY
I
LESSON PLANS
GLOBAL HISTOR Y I
AIMS
LESSON #1 WHY STUDY HISTORY?
LESSON #2 WHAT ARE THE DIFFERENT SOCIAL STUDIES? POWERPOINT LESSON
LESSON #3 HOW DOES HISTORY TELL TIME?
LESSON #4 HOW DO CULTURE AND CIVILIZATION CREATE GLOBAL HISTORY?
LESSON #5 WHAT ARE THE DIFFERENT TYP ES OF P OLITICAL SYSTEMS?
LESSON #6 CAN GLOBAL ECONOMIC INTERDEP ENDENCE BRING ABOUT SECURITY AND
P ROSP ERITY FOR ALL?
LESSON #7 WHAT ARE THE BASIC TYP ES OF GEOGRPAHIC FEATURES?
LESSON #7A HOW CAN GEOGRAPHY AFFECT THE WAY P EOLE LIVE?
LESSON #8 WHAT INFORMATION DO MAP S CONTAIN?
LESSON #9 HOW DO WE INTERP RET CHARTS AND GRAP HS?
LESSON #10 HOW CAN I IMP ROVE MY COMMUNICATION SKILLS?
LESSON #10A HOW CAN WE LEARN ABOUT THE P AST BY STUDYING ARTIFACTS?
LESSON #11 HOW DID EARLY HUMAN LIFE DEVELOP ?
LESSON #12 WHAT CAN WE LEARN ABOUT HISTORY FROM THE EARLY ARTISTS?
LESSON #13 WHY WAS THE NEOLITHIC REVOLUTION IMPORTANT TO THE DEVELOP MENT OF
CIVILIZATION?
LESSON #14 HOW DID THE NEOLITHIC REVOLUTION CHANGE HUMAN SOCIETY?
LESSON #15 WHAT FACTORS CONTRIBUTED TO THE CREATION OF EARLY CIVILIZATION?
LESSON #16 WHY DID EARLY CIVILIZATION DEVELOP IN THE FERTILE CRESCENT?
LESSON #17 WHAT WERE THE OUTSTANDING ACHIEVEMENTS OF SUMERIAN CIVILIZATION?
LESSON #18 HOW DID STRONG RULERS SHAP E THE CIVILIZATION OF THE FERTILE CRESCENT?
LESSON #19 DID HAMMAURABIS CODE P ROVIDE JUSTICE FOR ANCIENT BABYLON?
LESSON #20 HOW DID GEOGRAPHY INFLUENCE ANCIENT EGYP TIAN CIVILIZATION?
LESSON #21 HOW WAS EGYP TIAN SOCIETY ORGANIZED?
LESSON #22 HOW DID RELIGIOUS BELIEFS SHAP E THE LIVES OF EGYP TIANS?
LESSON #23 WHAT CONTRIBUTIONS FROM ANCIENT EGYP T DO WE SEE IN THE MODERN WORLD?
LESSON #24 HOW DID GEOGRAPHY HELP SHAP E THE EARLY INDIAN CIVILIZATION?
LESSON #25 WHAT HAVE ARCHEOLOGISTS DISCOVERED ABOUT THE EARLY CITIES OF THE INDUS
RIVER VALLEY?
LESSON #26 HOW DID GEOGRAPHY AFFECT THE DEVELOP MENT OF EARLY CHINESE
CIVILIZATION?
LESSON #27 HOW DID PHOENICIAN IDEAS SP READ THROUGHOUT THE MEDITERRANEAN WORLD?
LESSON #28 WHAT CONTRIBUTIONS DID PERSIANS MAKE TO CIVILIZATION?
LESSON #29 HOW WERE HEBREW RELIGIOUS BELIEFS UNIQUE IN THE ANCIENT WORLD?
LESSON #30 HOW DID GEOGRAPHY SHAP E GREEK CIVILIZATION?
LESSON #31 HOW DID P OLITICAL LIFE IN SP ARTA DIFFER FROM ATHENS?
LESSON #32 HOW DID GREEK IDEAS ABOUT GOVERNMENT INFLUENCE LATER SOCIETIES?
LESSON #33 WHAT CONTRIBUTIONS DID GREEK PHILOSOPHERS MAKE TO THE WORLD?
LESSON #34 WHAT CONTRIBUTIONS FROM ANCIENT GREECE DO WE SEE IN THE MODERN
WORLD?
LESSON #35 WHY DID TRADE ROUTES FOSTER INTERDEP ENDENCE AND CULTURAL DIFFUSION?
LESSON #3 6 WAS ALEXANDER THE GREAT A HERO OR A VILLAIN?
LESSON #37 WHY DID ALL ROADS LEAD TO ROME?
LESSON #38 TO WHAT EXTENT WAS ROME AN IMITATOR OF GREEK CULTURE?
LESSON #39 HOW DID ROMANS INFLUENCE OUR SYSTEM OF GOVERNMENT?
LESSON #40 WHY WERE CHRISTIANS P ERSECUTED UNDER THE ROMAN EMP IRE?
LESSON #41 WHY WAS JULIUS CAESAR ASSASSINATED?
LESSON #42 HOW DID HAN RULERS SHAP E CHINESE GOVERNMENT?
LESSON #42A WHAT IDEAS ABOUT GOVERNMENT DID THE CHINESE DEVELOP ?
LESSON #43 WHY DO GREAT EMP IRES DECLINE?
LESSON #44 HOW DID THE CASTE SYSTEM ORGANIZE HINDU SOCIETY?
LESSON #45 WHAT MADE THE MAURYA EMPIRE A CLASSICAL CIVILIZATION?
LESSON #46 HOW DID HINDUISM HELP THE GUP TA CONTROL THEIR EMOIRE?
LESSON #47 HOW DO CLASSICAL CHINESE CIVILIZATIONS HELP US TO UNDERSTAND HUMAN
SOCIETY?
LESSON #47A WHAT WERE SOME OF THE ACHIEVEMENTS OF THE EARLY CHINESE?
LESSON #48 DID THE CHINESE HAVE A TRUE CLASSICAL AGE?
LESSON #49 HOW DID THE SILK ROAD ENCOURAGE CULTURAL DIFFUSION?
LESSON #50 HOW DID CONFUCIAN P HILOSOP HY HELP CREATE CHINESE CIVILIZATION?
LESSON #51 WHAT ARE THE CENTRAL BELIEFS OF HINDUISM?
LESSON #52 HOW DO THE CHINESE P HILOSOP HIES OF LEGALISM AND TAOISM DIFFER?
LESSON #53 WHAT ARE THE CENTRAL BELIEFS OF BUDDHISM?
LESSON #54 HOW DID BUDDHISM BECOME A MAJOR WORLD RELIGION?
LESSON #55 WHAT MORAL VALUES DOES JUDAISM TEACH?
LESSON #56 WHY DID CHRISTIANITY SPREAD THROUGHOUT THE WORLD?
LESSON #57 WHAT ARE THE CENTRAL BELIEFS OF ISLAM?
LESSON #58 HOW DID ISLAM SP READ RAP IDLY OVER A WIDE AREA?
LESSON #59 HOW DID THE BYZANTINE EMP IRE SHAP E WORLS HISTORY?
LESSON #60 HOW DID THE BYZANTINE EMP IRE INFLUENCE EUROP EAN HISTORY?
LESSON #61 HOW DID FEUDALISM ORGANIZE MEDIEVAL LIFE IN EUROP E?
LESSON #62 WHAT WAS THE GOAL OF THE CRUSADES?
LESSON #63 WHAT CHANGES DID THE CRUSADES MAKE TO THE MEDIEVAL WORLD?
LESSON #64 TO WHAT EXTENT CAN ONE CIVILIZATION IMPACT ON ANOTHER?
LESSON #65 HOW CAN I WRITE A DOCUMENT BASED ESSAY?
Lesson #1
Topic: Introduction to Global History: Methods of Social Sciences
Aim: Why Study History?
Instructional Objectives: The students will be able to:
1. understand how we learn from the past
2. discuss social movements
3. understand cultural achievements
4. understand the concept of Cultural Diffusion
Motivation: History is bound to repeat itself.
The students will write in their notebooks what they think this quote
means.
Materials: handout: Documents #1-3
Global History I Resource Guide
Development:
1. Write, the phrase History is bound to repeat itself on the board.
2. Have the students write in their notebook what they think this
quote means.
3. Teacher will select students to read their written responses to the
motivation question.
4. Discuss the role of the Historian.
5. How are history and society connected?
6. Discuss the sources of history:
a) primary
b) secondary
7. Distribute handout with documents #1-3
8. Ask for volunteers to read each document
9. Teacher will select students to read their written responses to
document questions #1-3.
Homework:
Based on the documents the students will answer question regarding
each document (DBQ)
Name: ______________________________
Global History I
WHAT IS HISTORY?
Global History has two fundamental characteristics:
1. it is a branch of history
2. it deals with the whole world
What is History?
I.
II.
III.
Sources of History
A. Primary Sources
1. original record of an event
a) documents left by eyewitnesses
b) records written at the time of the event
c) text of speeches and reports
d) letters, paintings, photographs, and artifacts
B. Secondary Sources
1. writings and interpretations of historian and other writers
a) textbooks
b) articles
Historical Periods
Historians divide the continuous stream of events into historical periods.
1. Spans of time identified by some common characteristics, circumstances,
events, or people.
Lesson #2
Topic: The Social Sciences PowerPoint Lesson
(CD supplied by the writers)
Aim: What are the different Social Studies?
Instructional Objectives:
Students will understand the various disciplines in Social Studies
Students will apply their knowledge of social studies to various
problems
Materials:
PowerPoint lesson #2
Motivation:
Begin PowerPoint presentation. Have students write their answers to
the question on slide #2
Development:
1. Discuss students answers to slide #2. Reveal answers. Proceed to
slide #3 and repeat process
2. Slide #4-students will copy notes.
3. Students will read questions and answer in notebooks for slides #
5,6,8,9,11,13
4. Students will copy notes from slides #6,7,10, 12
5. NOTE: WHEN ADVANCING THE POWERPOINT
PRESENTATION, MAKE SURE STUDENTS HAVE WRITTEN
THEIR ANSWERS BEFORE THE CLASS DISCUSSES THEIR
ANSWERS.
Homework:
Students will explain how the five social studies could be used to
understand the events of their great-grandparents lives.
Lesson #3
Topic: Social Studies Skills Timelines
Aim: How Does History Tell Time?
Instructional Objectives:
None
Motivation:
Have students write down the exact year they were born as well as copy the definitions.
Development:
1. Discuss students answer. Explain that history has divided time into two distinct
periods. (BC and AD) and that three thousand years ago, a student would have
answered 1000 BC
2. Draw timeline. Place the following dates on it. 1000 BC and 1000 AD. Ask how
many years are between those two dates. Write board notes (A)
3. Add the dates 500 BC and 500 AD to the timeline. Ask how many years are
between 500 AD and 1000 AD.
4. Repeat the process with various dates until students have a full understanding of
the concept.
5. Summary: If a man was born 3476 years ago, what year was he born in?
I.
Timelines
A. Measuring the passage of Time
1. The earliest events on a timeline are always on the left; the latest
on the right
2. Time is divided into two periods; BC refers to the years before the
birth of Christ, AD refers to the years after the birth of Christ.
3. To measure the years between a BC and AD event, add the dates
together.
4. To measure the years between a BC and BC event or an AD and
AD event, subtract the smaller from the larger date.
Homework : Students will create a timeline of their lives that includes the five most
important events. Include a title and label each event with the appropriate date.
I.
Timelines
A. Measuring the passage of Time
1. The earliest events on a timeline are always on the left; the
latest on the right
2. Time is divided into two periods;
a) BC refers to the years before the birth of Christ
b) AD refers to the years after the birth of Christ.
3. To measure the years between a BC and AD event, add the
dates together.
4. To measure the years between a BC and BC event or an AD
and AD event, subtract the smaller from the larger date.
Lesson #4
Topic: Culture, Civilization, and History
Aim: How do culture and civilization create global history?
Instructional Objectives: The students will be able to:
1. Define and give examples of culture and civilization
2. Show how the development of cities, literacy, and technology have affected
civilizations
3. Demonstrate how cultural diffusion occurs
Materials: Textbook Global History: The Growth of Civilizations (Amsco)
Motivation: Students will answer the following question in their notebooks:
What are some of the things that make up your culture?
Development:
1. Students will answer the motivation question in their notebooks
2. Select students to read their written answers to the motivation question
3. Have students open to page 35 of their textbooks The Meaning of Culture
4. Ask for a volunteer to read the paragraph The Meaning of Culture
5. Question:
A. How do cultures and civilizations differ?
6. Have the students open to pages 36-37 The Significance of Civilization
7. Ask for volunteers to read from this section
8. Ask the students the same question: How do cultures and civilizations
differ? Determine if their answers are now more developed.
9. Divide the class into two groups. One group will read pages 40-41 Written
Languages and Civilizations. The other group will read Technological
Development on page 41.
10. Have students from both groups give specific examples of how literacy and
technology are necessary for the development of civilizations.
11. Write the examples given by the students on the board.
12. Create board notes. Have students copy into their notebooks
Homework : List the cultural elements that are most evident in your life. Select ONE of
these elements and explain how it enriches your life.
Lesson #5
Topic: Introduction to Governments
Aim: What are the different types of political systems?
Instructional Objectives: The students will be able to:
1. Understand why people need government
2. Understand the importance of government
3. Understand different types of government
Materials: handout Types of Government
Global History I Resource Guide pages 6-7
Motivation: Should society be ruled by one individual, a small group, or all the
people? Explain your answer?
Development:
1. Teacher will select students to read their written responses to the
motivation question.
2. Divide students into four groups
3. Each group will represent a different type of government:
a) Monarchy
b) Democracy
c) Oligarchy
d) Dictatorship
4. Each group must complete three things:
Set five rules for the new government
Convince their citizens that theyve selected are fair and good
Explain why they should have the right to rule
5. Each group will report their findings to the class
Homework: Imagine you have been given the chance to lead a new country. Your
first job is to write a Constitution, which lays out the structure and function of your
new government. Write a Constitution, which handles the following questions:
a)
b)
c)
d)
e)
f)
g)
h)
i)
Name: _________________________________________
Global History I
GOVERNMENTS
Government #1
MONARCHY
Government #2
DEMOCRACY
Government #3
OLIGARCHY
Government #4
DICTATORSHIP
Each group must complete three things: THE GROUP WILL BE GRADED AS A
WHOLE
1. Set five rules for the new government
2. Convince their citizens that the laws theyve selected are fair and good
3. Explain why they should have the right to rule
Lesson #6
Topic: Economic Systems
Aim: Can global economic interdependence bring about security and prosperity for all?
Instructional Objectives: The students will be able to:
1. Outline the way traditional, command, and market economic systems operate
2. Compare and contrast the strengths and weaknesses of each of the three
economic systems
Materials: Textbook: Global History: The Growth of Civilizations (Amsco)
Dictionary (each student or some can share if limited copies are available)
Motivation: Using the dictionary the students will define the following terms in their
notebooks:
Command Economy, Capitalist, capital, privatized, tariffs, traditional, market,
interdependence
Development:
1. Teacher will write the following terms on the board: command economy,
capitalist, capital, privatized, tariffs, traditional, market, interdependence
2. Students will copy the term into their notebooks. Explain that they should
leave space to define the terms
3. Distribute dictionaries
4. Have students work together to define the motivation terms.
5. Select students to read their written definitions for the motivation terms
6. Students will open textbooks to page 21 Traditional Economy
7. Ask for volunteers to read from the section
8. Questions for discussion:
A. Who makes decisions in the traditional type of economy?
B. How much was a government involved in making these decisions?
C. Why do you think barter was important in a traditional economic
system?
D. Why do you think that most people were poor in the English villages
of the early Middle Ages?
9. Ask for volunteers to discuss the above questions
10. Create board notes. Students will copy into their notebooks
Homework : Have the students look in the newspaper or watch the nightly news and keep
a record of how many stories are about economic issues.
Economic Systems
I. Three major economic systems
A. Traditional Economy
1. families and community produce basic necessities.
2. people survive by farming, herding, fishing, or a
combination of all three.
B. Command Economy
1. government controls industry and agriculture
a) deciding on producers, products, quantities and
prices
C. Market Economy
1. capitalist system
2. people and businesses decide what to produce, sell, and
purchase
3. means of production are privately owned
4. businesses compete for profits
II. Interdependent
A. countries far distant from one another have become trading
partners
1. regional economies are globally interdependent
a) an economic crisis in one region can spread rapidly to
other regions
Lesson #7
Topic: Social Studies Skills
Aim: What Are the Basic Types of Geographical Features?
Instructional Objectives:
Students will understand the fundamentals of geographic landforms
Students will apply their knowledge of geography to various maps
Materials:
Handout #1 World Map
Prentice Halls World History: Connections to Today
Motivation:
Distribute handout #1 World Map. Have students fill in the names of the appropriate oceans
and continents
Development:
1. Discuss students answers to handout #1 World Map. If students are unsure of their
answers, have them use the textbook (p. 984-985) to fill in any missing answers.
2. Write the board notes (a, b). Have students copy
3. Have students turn to page 988-9. Have a student write the name of a specific nation
that corresponds to each geographical feature from the board notes. Ex.
Japan=archipelago)
4. Medial summary question: Which map of Asia would you want if you were to go
mountain climbing? Why?
5. Discuss students answers. Add board notes (c).
6. Summary Question: What geographic landforms do we have in New York City?
(Island, Peninsula)
I. Basic Geography
A. Landforms
1. Continents seven large masses that make up most of the earths land surface
2. Peninsula land that is surrounded on three sides by water
3. Archipelago- a chain of islands
4. Island land completely surrounded by water
5. Plateau an area of elevated flat land
B. Bodies of Water
1. Oceans- large masses of saltwater
2. Strait a narrow channel of water between two large land masses
3. River- freshwater channel of water flowing from higher elevation to lower elevation
4. Lake a body of freshwater surrounded by land.
C. Geographical Maps
1. Physical/Topographical- illustrates the physical features of the area (mountains, rivers)
2. Political- illustrates the borders, names, and capitals of each nation
Homework: Students will photocopy a map of Europe and circle an example of each of the
basic geographical features learned in class.
Global History I
Name:
Geographic Features
I. Basic Geography
A. Landforms
1. Continents seven large masses that make up most of the
earths land surface
2. Peninsula land that is surrounded on three sides by water
3. Archipelago- a chain of islands
4. Island land completely surrounded by water
5. Plateau an area of elevated flat land
B. Bodies of Water
1. Oceans- large masses of saltwater
2. Strait a narrow channel of water between two large land
masses
3. River- freshwater channel of water flowing from higher
elevation to lower elevation
4. Lake a body of freshwater surrounded by land.
C. Geographical Maps
1. Physical/Topographical- illustrates the physical features of
the area (mountains, rivers)
2. Political- illustrates the borders, names, and capitals of each
nation
Lesson #7a
Topic : Geography Introduction to Global History I
Aim: How can geography affect the way people live?
Instructional Objectives: The students will be able to:
1. Identify different kinds of maps
2. Understand latitude and longitude
3. Identify things found on a map
Motivation: Have you ever been lost? Explain how you felt?
Students will answer in their notebooks
Development :
1. Discuss motivation question with students
2. Write the following information on the board:
Mr. Mulvena (substitute your name)
Global History I
Period
Room
Social Studies Department
Franklin K. Lane High School (substitute your High School)
Brooklyn Queens
New York
United States of America
North America
Western Hemisphere
Planet Earth
Solar System
Milky Way Galaxy
Universe
Homework:
Documents #1-3, the students will answer the DBQs from the handout
Name: ______________________________
Global History I
Continents:
A. major land masses of the world
B. geographers have identified 7 continents
1.
2.
3.
4.
5.
6.
Asia
Africa
North America
South America
Antarctica
Europe
Australia
7.
C. Western Hemisphere
1. the continents of North America, South America, and part of Antarctica
D. Eastern Hemisphere
1. the continents of Asia, Africa, Europe, Australia, and part of Antarctica
II.
Oceans
A. Most of the earths surface is covered by water.
B. Extremely large body of water
C. Four Oceans
1.
2.
3.
4.
the Atlantic
the Pacific
the Indian
the Arctic
Longitude:
A. Imaginary lines running up and down the earth from the North
Pole to the South Pole
B. Middle longitude line is at zero degrees O0 and is called the Prime
Meridian
Latitude
A. Imaginary lines running horizontally across the earth.
B. The middle latitude line is known as the equator, 00, divides the
world into the Northern and Southern Hemispheres.
2. Place
A. Refers to the special features of a location that make it different from
other locations.
B. Physical Characteristics of a Place:
1. topography
land surface features
2. climate
weather conditions over a long period
3. natural resources
minerals, fertile soil, fresh water, oil, etc.
3. Region
A. An area that shares common features and whose people have greater
contacts within the area than outside it.
4. Human-Environmental Interaction
A. describes the way in which the physical features of a place interact with
the people who live there.
B. Planting fields, irrigating land, and building cities
5. Movement
A. some areas have had surpluses of certain resources and goods, while
others have had shortages of these same items.
B. Stimulated trade and other contacts among people
LESSON #8
Aim: What Information Do Maps Contain?
Instructional Objectives: The students will be able to:
1. Use latitude and longitude to determine location
2. Analyze and understand various map symbols
Materials: Handout #1- Mexico and the Caribbean World, globe (flat map will also
suffice)
Motivation: Have students write a sentence that explains precisely where there are in the
world right now.
Development:
1. Write Board Notes Section A on board. Use the globe to illustrate the main
points.
2. Discuss students answers to the motivation question. Teacher will select
students to read their written responses. Explain that in order to determine your
precise location in the world, the system of latitude and longitude must be used.
3. Distribute handout #1 (Mexico and the Caribbean World). Call on a volunteer
to read question 1. Have students Brainstorm the correct answer to the problem.
4. Have students work in pairs to answer the remaining questions in writing.
5. Teacher will walk around and check the progress of each group.
6. After approximately 15 minutes, review students answers. Students should
prove their answers using data from the map.
7. Summary Question: What is the latitude and longitude where the Equator and
Prime Meridian meet? (Zero, Zero)
I.
Location
A. Latitude and Longitude
1. Latitude lines divide the earth horizontally and are measured in degrees
2. Zero degrees latitude is the equator; any location above the equator is labeled
N (Example. 10 Degrees N). Below the equator is labeled S
3. Longitude lines divide the Earth vertically; Zero Degrees longitude is known
As the Prime Meridian.
4. Any location east of the PM is labeled E (Example 45 Degrees E).
Locations west of the Prime Meridian are labeled W
5. When recording a location, latitude is first, longitude is second. (Example
15 Degrees N, 45 Degrees W)
Homework: Students will use a map to establish the lat/longitude of the following
capitals: 1) London, 2) Paris 3) Berlin 4) San Juan, Puerto Rico 5) Washington DC
LESSON #9
Topic: Social Studies Skills
Aim: How Do You Interpret Charts and Graphs?
Instructional Objectives: The students will be able to:
1. Analyze and interpret various types of charts and graphs.
2. Draw conclusions from data-based questions.
Materials: Handout #1 Charts and Graphs
Name ____________________
Global History II
$1,000.00
$900.00
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$100.00
$0.00
HS DROPOUT
H.S. GRADUATE
COLLEGE DEGREE
1999
2000
2001
2002
#2 PIE CHARTS - These types of charts use slices of a pie to illustrate different
amounts and values. They should always be accompanied by a legend (see box below)
which explains what each slice represents.
7%
13%
55%
25%
Freshie
Sophmore
Junior
Senior
Directions: Study the chart carefully and answer the questions that follow.
1. Which group is most likely to dropout of Lane? Prove it !_________________
2. Which group is least likely to dropout of Lane? Prove it ! _________________
3. Which two groups have the highest dropout rate? Prove it ! ______________
4. Which two groups have the lowest dropout rate? Prove it ! _______________
LESSON #10
Topic: Social Studies Skills
Aim: How Can I Improve My Communications Skills?
Instructional Objectives: The students will be able to:
1. Understand the correct method of writing paragraphs
2. Demonstrate their proficiency in writing paragraphs
Materials: Handout #1- Practice Paragraph Skills
Motivation: Distribute handout #1 Practice Paragraph Skills. Have students read the
motivation question on the handout and write their answer.
Development:
1. Discuss students answers to the motivation question. (Both situations involve
effective Communication Skills)
2. Ask for two volunteers, one to read each of the two paragraphs. At the end, the
teacher will the write board notes.
3. Have students read Practice Paragraph Skills aloud. Have students complete
the assignment.
4. Review students answers. Compare their answers to the diagram in the board
notes. Explain this is the correct paragraph format.
5. Have students choose two of the three topics listed at the bottom of the handout
and write a perfect paragraph for each.
6. Ask for a volunteer to read one of their paragraphs aloud. Compare their
paragraph with the diagram on the board.
Board Notes-The
Perfect
Sentence
#1 Paragraph
Topic SentenceThethe
Perfect
Paragraph
Expresses
main idea
of the paragraph
Supporting
Sentencefact, example
#1
Supporting
sentenceFact,
example #2
Supporting
sentenceFact,
example #3
Global History I
NAME: _____________________________________________
Great Job! Now its your turn to write a decent paragraph that you and all of your
teachers will be proud of. Pick two of the three topics below. For each topic, write a
perfect paragraph.
1) Your favorite music artist 2) Why you love school 3) Your favorite food
Lesson #10a
Topic: Early Peoples
Aim: How can we learn about the past by studying artifacts?
Instructional Objectives: The students will be able to:
1. understand cultural diffusion
2. understand the concept of evolution
3. define:
Homo Sapiens
Fossil
Nomad
Migration
Name: ____________________________________
Global History I
2. According to Document #2, why did early people migrate to all corners of the earth? _____________________
___________________________________________________________________________________________
___________________________________________________________________________________________
3. According to Document #3, why did Donald Johanson and his colleagues believe that Lucys species is the
common ancestor of modern humans? ____________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Essay Task:
Scientists have found and analyzed artifacts in recreating the story of the human past; however, explanations and
conclusions are under constant revision. Refer to documents #1-3 as well as your outside knowledge to discuss
how scientists go about recreating the human past
Lesson #11
Topic: Stone Age People
Aim: How Did Early Human Life Develop?
Instructional Objectives:
Students will understand how, when, and where human life developed
Materials:
Handout #1 Ancestors of Modern Humans/Stone Age Sites of Western Europe
Motivation:
Distribute handout #1. Have students complete the two map questions on the handout.
Development:
1. Discuss students answers to handout #1. Have students identify a peninsula, a
strait and an island from the map to reinforce the previous geography lesson.
2. Have students copy the following questions in their notebook. Be sure that
students skip a minimum of two lines between questions. Emphasize that these
questions will count as their class notes
3. Have students use the handouts reading selection to answer each of the questions.
4. Review questions and answers with students.
5. Summary question: How is life today different from early human life?
1. When did the earliest pre-humans exist?
2. What continent were their bones found in?
3. Why did the pre-humans go extinct?
4. What are Neanderthals?
5. When did the Ice Age begin?
6. Why did The Neanderthals die out?
7. Who are modern human beings closest relative?
8. Why do you think early humans were much stronger than modern humans?
Homework:
Students will write a creative, first-person story that explain what life was like as
either a Cro-Magnon or a Neanderthal.
Name: ___________________________________________________
Global History I
Name: ____________________________________
Global History I
Directions: Answer the following questions based on the reading: Ancestors of Modern
Humans . Remember to write neatly and be specific, these are your notes.
Anthropologists:
Study the origins, customs, and beliefs of humankind
II.
III.
Homo-Sapiens
Human beings as we know today first appeared between 400,00 and
200,000 years ago.
Lesson #12
Topic: Early Artists Cooperative Learning lesson
Aim: What can we learn about history from the early artists?
Instructional Objectives: The Students will be able to:
1. learn that Paleolithic societies existed in many parts of the world
2. research the art of one Paleolithic society
3. understand some of the ways in which the art of different Paleolithic societies
resembles that of other contemporary societies, and the ways in which the art
of each society is unique.
Materials: Handout #1 Early Artists, large sheets of brown paper, paints in earth colors
Motivation: Students will answer the following question in their notebooks:
How do artists today convey their message?
Development:
1. Select students to read their written responses to the motivation question.
2. Divide the students into groups (5 students per group)
3. Distribute handout #1 Early Artists
4. Ask for volunteers from each group to read the passage from the handout to
the other members of their group.
5. As a group the students will answer that follow the reading
6. One member from each group will read one answer to the class
7. Each group will be assigned a continent (Africa, Asia, Europe)
8. Each group will research (using textbooks or the internet, if available) artwork
from the Paleolithic era found on their assigned continent.
9. Distribute brown paper and paints to each group.
10. Based on the groups research they will produce rock artwork that represents
their continent.
11. Each member of the group will write a short essay describing their rock art.
Homework : Students will finish writing their essays describing their artwork
NAME: ________________________________________
Global History I
Lesson #13
Topic: Neolithic Revolution
Aim: Why was the Neolithic Revolution important to the development of
civilization?
Instructional Objectives: The students will be able to:
1. Understand the Neolithic Revolution
2. Understand Agricultural Society
3. Define:
Herder
Subsistence
Horticulture
Bronze Age
Domesticated
Motivation: students will copy timeline from board
Neolithic Revolution and Early River Valley Civilization
(8000 BC 1790 BC)
Materials: handout Domestication of Animals
World History Basic Skills Worksheet 1 page 1
Handout Recognizing Causes and Effects
Skills Application: Critical Thinking
Development:
1. Discuss the Neolithic timeline with the students
2. The students will read pages 29-31 Neolithic Revolution World
History
3. Ask for volunteers to read from the chosen section
4. The students will copy notes from board:
I. Hunters-Gathers
II. Important Development
III. Anthropologists
IV. Agriculture
V. Benefits and Problems
5. Students will answer question #4 from section review, page 31
6. Ask for volunteers to read their answers
Homework: handout Domestication of Animals
Students will answer questions 1-4 based on the chart
Name: ____________________________________________
Global History I
1. What time period do you believe it is? How can you tell? _________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. What are some similarities between the two paintings? ____________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. What are some differences between the two paintings? ___________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. Based on these two cave paintings, what conclusions can we make? ____________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Name: _________________________________________
Global History I
NAME: _______________________________________
Global History I
2. List one hypothesis (educated guess) why the Neolithic Revolution occurred.
4. What was a major result that occurred now that people could produce as much
food as needed?
I.
II.
Lesson #14
Topic: Neolithic Revolution
Aim: How Did the Neolithic Revolution Change Human Society?
Instructional Objectives:
Students will understand the impact of the Neolithic Revolution on human history
Materials
Handout #1 - Documents
Motivation:
Distribute handout #1. Have students complete the two timeline questions on the
handout.
Development:
1. Discuss students answers to handout #1. Have students write a brief definition
for the following terms; revolution, irrigation.
2. Discuss answers and write definition under their vocabulary section.
3. Have students read from the handout. Write the question son the board and have
students copy them and answer them. Working with a partner is also a viable
option.
4. Discuss students answers. Add board no tes.
5. Summary question: What was so revolutionary about the Neolithic Revolution?
1.
2.
3.
4.
5.
6.
7.
8.
What year did the New Stone Age begin in? (10,000 BC)
What does Neolithic mean?
How did nomads feed themselves?
How did people feed themselves after the Neolithic Revolution?
Why did farmers establish permanent homes?
Why is animal herding better than hunting animals?
What skills did people develop during the Neolithic Revolution?
Why did early religions develop?
Before
Neolithic Revolution
After
Vocabulary:
Revolution: a major change in society; usually an improvement
Irrigation: man- made methods of watering crops
Homework: Have students write two paragraphs explaining how human life improved after the
Neolithic
Revolution
Name: _________________________________
Global History I
Neolithic Revolution
_____________________________________________________________________________
_____________________________________________________________________________
Document #2
Once agriculture was introduced, Fred and Barney no longer had to wander around for food.
Wilma and Betty soon followed in the footsteps of Fred and Barney. They began to build permanent
homes and villages. As farming techniques improved, more food was produced, which allowed the
population to grow in these villages. Soon large cities began to appear in areas such as the Fertile
Crescent and the Nile River Valley.
According to document #2, why did human population begin to grow after the Neolithic
Revolution? _________________________________________________________________
___________________________________________________________________________
Document #3
The Neolithic Revolution brought further changes to human society. Once large cities began to
develop, they were vulnerable to attack from other people or tribes. To protect themselves, two
classes of people began to develop; a warrior class to protect Betty and Wilma, and a priest class to
perform religious rituals that would protect the crops and the cities from danger.
According to document #3, why did a warrior class begin to develop? _____________________
________________________________________________________________________________
________________________________________________________________________________
Neolithic Revolution
Before
People were wandering huntergatherers with no established
communities
People had few specialized skills
After
Lesson #15
Topic: Early River Valley Civilizations
Aim: What factors contributed to the creation of early civilization?
Instructional Objectives: The students will be able to understand:
The elements necessary for civilization and the process by which this
occurs.
Motivation: handout The Appearance of Homo Sapiens
Students will answer questions #1-3 based on the drawing.
Materials: handout The Appearance of Homo Sapiens
World History Transparency Activity 1-2 page 2
Handout Four River Valleys
Ancient Civilizations page 1
Development:
1. Distribute motivation handout The appearance of Homo Sapiens
2. Teacher will select students to read their written responses to the
motivation questions.
3. Distribute class reading Four River Valleys
4. Ask for volunteers to read from handout Four River Valleys
a) have students use their highlighters to underlines important
information in the reading
5. The students will label each of the following areas on the map
provided in the reading: Students may use a textbook
Tigris River, Nile River, Euphrates River, Indus River, Hwnag Ho
River (Yellow), Mesopotamia, India, Ancient Egypt, China
6. Using board notes discuss the rise of river civilizations. (see
included notes)
Homework: Timeline activity Early Civilizations
The students will answer questions #1-10 based on the timeline
Name: ________________________________
Global History I
II.
Lesson #16
Topic: River Valley Civilizations
Aim: Why Did Early Civilizations Develop in the Fertile Crescent?
Instructional Objectives:
Students will understand the how geographic features helped establish civilization in the
Fertile Crescent
Materials
Handout #1 Fertile Crescent map
Motivation:
Have students define the word fertile and crescent.
Development:
1. Discuss students definitions. Draw a picture of a crescent on the board. Add
definition of both terms to the board.
2. Distribute handout #1 Fertile Crescent map. Have students work in pairs and
answer all questions. Allow approximately 15 minutes for students to finish.
3. Discuss answers and write board notes (A) after question #7.
4. Discuss answers to question #8. Add board notes (B).
5. Summary Question: What was the most important reason why the first
civilization began in the Fertile Crescent? Why?
Vocabulary:
Fertile: ability to reproduce
Crescent- curved area (add diagram0
I.
Homework: Mesopotamian people often worshipped the Tigris and Euphrates as gods. Have
students write three paragraphs explaining why this occurred.
Lesson #17
Topic: Ancient Sumer
Aim: What were the outstanding achievements of Sumerian Civilization?
Instructional Objectives: The students will be able to understand:
1. The significant cultural and scientific events associated with the
Sumerian civilization.
Motivation: Emergence of Civilization handout
Students will answer questions #1-3 based on the cuneiform symbols
Materials: The Sumerians Ancient Civilizations page 6 handout
Emergence of Civilization World History Activity 1-3 page 3
Human-Environment Interaction: Sumerian City Planning
World History geography and history activities page 1
Development:
1. distribute motivation handout Emergence of Civilization
2. discuss answers to motivation questions with students
3. distribute handout The Sumerians
4. ask for volunteers to read from handout
5. students will answer questions 1-11 based on the reading
6. along with reading create board notes
A. Inventions, Science and Mathematics
B. Building
C. System of Law
7. discuss answers to The Sumerians
Homework: handout Human-environment Interaction: Sumerian City
Planning. Answer questions 1-6 based on the reading
Achievements of Mesopotamia
Some of the most important inventions in human history were made in
ancient Mesopotamia.
wheel
sailboat
tools and weapons of copper and bronze
earliest writing system
a) cuneiform symbol writing on clay tablets
5. calendar
a) divided into 12 months
B. Babylonians
1. number system based on 60
a) basis for our clock time: seconds and minutes
II. Building
A. Sumerians were the worlds first city-builders
1. lacked stone and timber
2. used mud bricks and crushed reeds
3. constructed
a) walled cities
b) temples with arches
c) stepped pyramids ziggurats
LESSON #18
Topic : Cooperative Lesson Code of Hammurabi
Aim: How did strong rulers shape the civilization of the Fertile Crescent?
Instructional Objectives : The students will be able to :
1. Learn about the Code of Hammurabi
2. Analyze and interpret specific laws from the Code
3. Understand the overall intent of the Code
Materials : Copy of the Code of Hammurabi handout for each student
Motivation: Students will answer the following question in their notebook.
How should we deal with merchants who sell cigarettes to minors?
Development:
1. Teacher will select students to read their written responses to the
motivation question.
2. Divide the class into groups of five.
3. Distribute the handout to each student in the group
4. Ask for volunteers to read the introduction: 1750B.C.: The Code of
Hammurabi
5. The teacher will assign each student in the group a letter from A to E.
6. All students with the letter A meet in one area of the classroom, those
with the letter B in another area, etc.
7. Each group will discuss and analyze two laws from the Code of
Hammurabi, as directed on the handout.
8. The original student teams will then reconvene.
9. Each student interprets two laws to the rest of the group. The group then
comes to a conclusion as to the overall purpose of the laws in the Code of
Hammurabi
Homework : Students will write a short essay explaining how lawbreakers should be dealt with
today. They will pick at least three examples.
Lesson #19
Topic: Hammurabis Code of Law
Aim: Did Hammurabis Code Provide Justice for Ancient Babylon?
Instructional Objectives:
Students will evaluate the system of justice established under Hammurabi.
Materials
Handout #1- Hammurabi documents #1-4
Motivation:
Have students write down an example of justice and injustice.
Development:
1. Discuss students examples. List three qualities of justice from students answers
on the board. Explain that they will be evaluating an ancient system of laws.
2. Distribute handout #1 Hammurabi Documents #1-4. Have students write their
responses to each of the documents. Write board notes while students are
working.
3. Discuss students answers after fifteen minutes of students working.
4. Summary Question: Have students answer the Aim question in two sentences in
their notebooks and then have them read answers aloud.
I.
Hammurabis Code
A. Laws of Ancient Babylonian King
1. In 1790 BC, king wrote the worlds first large collection of laws onto stone pillars
in the center of town.
B. Legal Principles of Hammurabi
1. Established the principle of an eye for an eye, a tooth for a tooth as a method to
Punish lawbreakers. Ex. If you break someones arm during a robbery, your arm
would be broken.
2. Punishments would also be based upon the social class of the lawbreaker.
Wealthy citizens paid fines; commoners were physically punished.
C. Impact of Hammurabis Code
1. All modern justice systems are based upon a written set of laws.
2. Death penalty is based largely upon the principle of an eye for an eye
Homework: Students will pretend that they are Hammurabi and must explain what punishment (and
why) each of following lawbreakers deserves: 1) a car thief 2) a drug dealer 3) a shoplifter 4) a
subway turnstile jumper
Name: ________________________________________
Global History I
Document #1
As king of Babylon in 1790 BC Hammurabi had artisans carve 300 laws into a stone pillar
located in the center of town. Never before had history seen such a vast collection of laws such
as Hammurabis Code.
1. According to document #1, why was Hammurabis Code an important historical
development?
___________________________________________________________________________
___________________________________________________________________________
Document #2
During the course of an armed robbery, Babboo stabs and blinds his victim, a fellow citizen of
Babylon. Under Hammurabis Code, Babboo punishment was having his own left eye removed
with a sharpened knife.
2. According to document #2, why was Babboos eye cut out?
___________________________________________________________________________
___________________________________________________________________________
Document #3
If a house collapses because of poor construction techniques by the builder and the homeowner
is killed, the builder shall himself be put to death.
3. According to document #3, why was the builder put to death?
___________________________________________________________________________
___________________________________________________________________________
4. Do you think justice was served? Why?
___________________________________________________________________________
___________________________________________________________________________
Document #4
The purpose of punishment can only be to prevent the criminal from inflicting new injuries on
its citizens and to stop others from similar actsPunishment should inflict the least torment on
the body of the criminal.
- Cesare Beccaria 1764 AD
5. According to document #4, what is the reason for punishing criminals?
___________________________________________________________________________
___________________________________________________________________________
6. Does this philosophy differ from Hammurabis Code?
___________________________________________________________________________
___________________________________________________________________________
Hammurabis Code
A. Laws of Ancient Babylonian King
1. In 1790 BC, king wrote the worlds first large collection of
laws onto stone pillars in the center of town.
B. Legal Principles of Hammurabi
1. Established the principle of an eye for an eye, a tooth for a
tooth as a method to punish lawbreakers.
a) Ex. If you break someones arm during a robbery, your
arm would be broken.
2. Punishments would also be based upon the social class of the
lawbreaker.
a) Wealthy citizens paid fines; commoners were physically
punished.
C. Impact of Hammurabis Code
1. All modern justice systems are based upon a written set of
laws.
2. Death penalty is based largely upon the principle of an eye
for an eye
Lesson #20
Topic: Ancient Egypt
Aim: How did geography influence Ancient Egyptian civilization?
Instructional Objectives: The students will be able to:
1. show how geographic factors influenced the way people lived in ancient
Egypt
2. explain how the Nile River promoted the growth of Ancient Egypt
Materials:
Handout #1 The Nile Valley (motivation)
Handout # 2 Documents and essay question
Overhead Nile River
Handout #3 Geography Skills Ancient Egypt
Motivation: handout #1 The Nile Valley
Students will answer questions #1-3 based on the drawing
Development:
1. Distribute handout #1 The Nile Valley
2. Students will answer questions #1-3
3. Teacher will walk around and monitor the students progress
4. Select three students to read their written responses to the motivation
questions
5. Display the picture on the overhead Nile River
6. Distribute handout #2 Documents #1-3
7. Using the map on the back of the handout and the overhead students will
answer questions for documents #1-3
8. Select students to read their written responses to documents #1-3
9. Have the students being to copy the board notes into their notebooks
10. Students will answer the DBQ on handout #1
11. Teacher will walk around and help students with the DBQ
Homework : handout #3 Geography Skills Ancient Egypt
NAME: ___________________________________
Global History I
Document #3
Life was often very pleasant in the Nile River Valley until the heavy winter rains came. Then the
friendly Nile River became our enemy and destroyed our homes and our crops.
Ima Wet, citizen of Ancient Egypt
According to document #3 what problems did people face living in the Nile River Valley?
____________________________________________________________________________________
____________________________________________________________________________________
Essay Question
The ancient civilization that started in Egypt was greatly affected by its geography.
Based on the information from the above documents, discuss the effects of geography on life in Ancient Egypt.
My topic sentence will be:
My bridge sentence will be:
My first main paragraph will be:
Ancient Egypt
(3200 BC 500 BC)
I. Egypt
A. Location North Africa
B. Nile River worlds longest river 4000 miles long
1. each year floods its banks between June and October depth
of 45 feet
2. two Niles: The White Nile and The Blue Nile
3. depositing rich soil nickname: Gift of the Nile
4. ample fresh water
5. only major river which flows Northward
6. divided into the Southern part known as Upper Egypt and
Northern part known as Lower Egypt
D. Topography:
1. ample stone for building large monuments lack of wood
2. lower Egypt arid desert
3. protected by natural boundaries on all sides
a) north Mediterranean Sea
b) west Sahara Desert
c) south Nubian Desert and swamps
d) east Red Sea
E. Communication
1. ease of communication along the river encouraged the
development of a highly centralized government
F. Invasion
1. less prone to invasion surrounded by desert
Lesson #21
Topic: Ancient Egypt
Aim: How Was Egyptian Society Organized?
Instructional Objectives:
Handout #1- Gift of the Nile and #2 How was Egyptian Society Organized Worksheet
Motivation:
Distribute handout #1 Gift of the Nile and have students complete it.
Development:
Discuss students answer. Explain that today they will learn about a different type of
pyramid structure, a social class pyramid that ranks people in society according to their
importance.
Distribute handout #2 How was Egyptian Society Organized Worksheet. Have a student read
each of the word bank choices aloud.
Then have a student read the first selection. Ask for a volunteer to explain what occupation
speaker #1 is. Students must refer to the reading selection to prove their answers. (Have
students underline the relevant phrase/s)
Have students repeat the process for the remaining speakers.
Discuss students answers. Explain that they must now place each occupation in its correct
slot on the pyramid. Have students list the speakers in order of importance in their notebook.
Discuss students answers. Add pyramid diagram with appropriate social class rankings onto
board.
Summary Question: What conclusions can we draw about Egyptian society based on this
pyramid?
Homework : Have students pick one of the five social class ranks and write a creative story
explaining what life is like for them in Ancient Egypt.
NAME: ___________________________________
Global History I
I. Social System
1. The Pharaoh (king) translated means Great House
A. governed Egypt as an absolute ruler
1. commanded the army
2. controlled irrigation
3. grain supplies
Priests
Nobles
Warriors
Scribes
Merchants
Craftsmen
Peasants and slaves
a) farming
b) herding cattle
c) working on massive building projects for the pharaoh
Lesson #22
Topic: Ancient Egypt
Aim: How Did Religious Beliefs Shape the Lives of Egyptians?
Instructional Objectives:
Handout #1 How did religious beliefs shape the lives of Egyptians worksheet
Handout #2 - Worshiping many Deities (homework)
Motivation:
Have students write their responses to the following question:
Has religion affected your life? Explain
Development:
1. Discuss students answers to the motivation question. Explain that today they
will learn about the impact of religious beliefs on the lives of Egyptians.
2. Distribute handout #1. Have a student read document #1 aloud. Then have
students write their answers to the documents question.
3. Discuss students answers. Write board notes (a). Repeat the process with each
of the two remaining documents. Write board notes (b) and (c).
4. Summary Question: How are Egyptian religious beliefs similar to modern
religious beliefs?
I.
NAME: ___________________________________
Global History I
Egyptian Religion
Document # 1
Osiris, God of the dead and judge of people souls, would decide whether a person was a sinner or not when
hey died. Those who were judged to be sinners were fed to crocodile-shaped creatures named Eaters of the
Dead. Worthy souls went to the Happy Field of Food.
1. Did Ancient Egyptians believe in life after death? _______________ Prove it! ____________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Why do you think Egyptians did not revolt against their cruel pharaohs (king-gods)? _______________
_____________________________________________________________________________________
3. How are Egyptian religious beliefs similar to your own? _____________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Document #2
The huge tombs of Egyptian kings and pharaohs were often filled with fantastic riches as well as
weapons, furniture, jewelry, toys, games, and food. The dead were buried with everything they would
need for their next life.
1. Why were Egyptians buried with many different types of objects?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2.What two items would you want to be buried with? _________________________________________
____________________________________________________________________________________
Document #3
To give a person's soul the use of its body in the afterlife, bodies were mummified. All of a person's
internal organs were removed and the body was dried and wrapped in linen strips.
1.Why were pharaohs' bodies mummified? _________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. How are Ancient Egyptian burial rites similar to our own? ___________________________________
____________________________________________________________________________________
____________________________________________________________________________________
NAME: ___________________________________
Global History I
Egyptian Religion
Lesson #23
Topic: Ancient Egypt
Aim: What Contributions From Ancient Egypt Do We See in the Modern World?
Instructional Objectives:
Students will learn how modern society has benefited from Ancient Egyptian
inventions.
Materials
Development:
1. Discuss students answer to the motivation question. Explain that today they will
learn about how inventions of three thousand years ago are still being used today.
2. Distribute handout. Have a student read document #1 aloud. All students will
then write their answers to both questions.
3. Discuss students answers. Write board notes (a)
4. Repeat process for documents #2 & 3. Write board notes (b) (c) (d) (e)
5. Summary question: Which contribution do you think is the most important?
Why?
I. Contributions of Ancient Egypt
A. Calendar
1. Invented one of the first calendars
2. Based on 360 day year
3. Used to plan for religious ceremonies
B. Pyramids
1. Huge stone buildings used to house dead pharaohs
2. Established principles of architecture (how to build structures)
C. Mathematic s
1. Earliest written form of math was recorded
2. Used system of picture symbols (hieroglyphics) to count objects
D. Hieroglyphics
1. Early system of writing that used picture symbols
E. Papyrus
1. First type of paper- like material
2. Made from reeds found in marshes.
Homework: Have students invent their own system of hieroglyphics that uses ten
symbols to represent common objects.
NAME: _____________________________
Global History I
III. Building
A. Egyptian architects and engineers built
1. magnificent stone pyramids
2. palaces temples
3. statues
Lesson #24
Topic: Indus River Valley
Aim: How Did Geography Help Shape Early Indian Civilization?
Instructional Objectives:
Students will understand the impact of geography on the development of the Indus River
Valley civilization.
.
Materials
Handout #1: Indus River Valley map and questions
Handout #2: Geography Skills Worksheet; Rand McNally Historical Atlas if the World
Motivation:
Distribute handout #1 Indus River Valley map. Have students answer questions 1- 3.
Development:
Discuss students answers to questions #1-3. Write board notes (a) on the board.
Teacher will select students to read their written responses to questions #1-3
Have students complete the remaining question son the handout.
Review students answers 1-6. Write board notes (b) on board.
Summary Question: Use question # 7 to review key concepts.
Name: _________________________________
Global History I
Lesson #25
Topic: Indus River Valley
Aim: What have Archeologists Discovered About the Early Cities of the Indus River Valley?
Instructional Objectives:
Students will analyze and evaluate the significance of various artifacts from the Indus
River Valley
Materials
Handout #1 What have archeologists discovered about the early cities of the Indus
River Valley worksheet
Motivation:
Distribute handout #1. Have students complete Do Now question on the handout.
Development:
1. Discuss students answers to the motivation question. Have student draw correct
timeline on the board. Ask for a definition of archeology. If students are
unable to define term, write definition on board.
2. Display object #1 on screen. Have student volunteers read aloud each question
and then write their answers.
3. Write board notes (1)
4. Repeat process for slides #2 and #3. (Adding board notes 2 and 3, respectively)
5. Summary Question: Based on these three artifacts, what conclusions can you
draw about the people that lived in the Indus River Valley 5000 years ago?
Artifact
Quartz necklace
Statue of priestking
Clay Seal
Homework : Have students pick three objects from their belongings that they would bury
to help future archeologists understand who they were. Have students explain why they
chose each object.
NAME: ______________________________________
Global History I
Lesson #26
Topic: Early Chinese Civilization
Aim: How Did Geography Affect the Development of Early Chinese Civilizations?
Instructional Objectives:
Students will understand the impact of various geographic factors on the establishment of
the Yellow River Valley civilization.
Materials
Handout #1Historical Map Questions &2 Geography Skills Worksheet; Rand McNallys
Historical Atlas of the World
Motivation:
Distribute handout #1 Map Questions and atlas. Have students complete the fill-in
questions on the handout from pages 107 109.
Development:
1. Discuss students answer. Explain that today they will be learning about their
third river valley civilization. Have students complete the remainder of the fillins while you write board notes (A).
2. Discuss students answers. At completion, add board notes (B)
3. Summary Question: How is the Yellow River civilization similar to the other
civilizations you have learned about?
I.
NAME: _________________________________________
Global History I
Lesson #27
Topic: Ancient Phoenicia
Aim: How Did Phoenician Ideas Spread Throughout the Mediterranean World?
Instructional Objectives:
Students will learn how the location of Phoenicia and how it led to cultural
diffusion.
Materials
Handout #1 How did Phoenician ideas spread through the Mediterranean world
worksheet
Handout #2 - Rand McNally Historical Atlas (map)
Motivation:
Distribute handout #1. Have students write their responses to the Do Now question.
Development:
1. Discuss students answer to the motivation question. Explain that today they will
learn about how this civilization was able to spread its culture to Europe and Asia.
2. Distribute atlases. Have students work in pairs and answer each of the seven
questions on the handout.
3. Select students to read their written responses to the question.
4. Discuss students answer. Write board notes.
5. Summary question: What are some ways that we exchange our cultures today?
I. Phoenician Civilization
A. When?
1. 1200 BC to 500 BC
B. Where?
1. Middle Eastern; located on coast of Mediterranean Sea
C. Which Ideas Were Spread?
1. Phoenician alphabet is the basis for our modern alphabet. It shortened
The previous alphabet from 600 letters to 22 letters.
D. How Was Phoenician Culture Spread?
1. Through trade and conquest; Phoenician colonies were established along the
coast of the Mediterranean Sea.
2. Phoenicians were skilled sailors and built excellent ships
NAME________________________
Global History I
Ancient Phoenicia
I. Phoenician Civilization
A. When?
1. 1200 BC to 500 BC
B. Where?
1. Middle Eastern; located on coast of Mediterranean Sea
C. Which Ideas Were Spread?
1. Phoenician alphabet is the basis for our modern alphabet.
It shortened the previous alphabet from 600 letters to 22
letters.
D. How Was Phoenician Culture Spread?
1. Through trade and conquest; Phoenician colonies were
established along the coast of the Mediterranean Sea.
2. Phoenicians were skilled sailors and built excellent ships
Lesson #28
Topic: Classical Civilizations
Aim: What contributions did the Persians make to civilization?
Instructional Objectives: The students will be able to understand:
1. The significance of the Persian civilization
2. Persian contribution to future governments
3. Religious significance on western civilization
Motivation: the students will answer the following question in their
notebooks
The Persian Empire began in the year 2000 BC and ended 1900
years later. In what year did the Persian Empire end?
Materials: handout The Mighty Persians Ancient Civilizations page 11
People in World History Zoroaster World History
activity #3
Development:
1. students will answer the motivation question in their notebook
2. ask for a volunteer to show the class how their arrived at their
answer on the board
3. distribute reading The Mighty Persians
4. ask for volunteers to read from handout
5. students will answer questions #1-6 on the handout
6. discuss answers to questions #1-6 with students
7. create notes on the board based on the reading and supplementary
information
1. The Persian Empire
2. Political History
3. Culture and Religion
8. distribute reading Zoroaster
9. ask for volunteers to read from handout
10. students will answer question #1-4 in their notebooks
Homework: students will answer questions #7 & 8 from the reading The
Mighty Persians
Lesson #29
Topic: Ancient Hebrews
Aim: How were Hebrew religious beliefs unique in the ancient world?
Instructional Objectives: The students will be able to:
1. Explain how the monotheism of the ancient Hebrews has provided a common
reference for Judaism, Christianity, and Islam
Materials:
Handout #1 Early Israelites (motivation)
Handout #2 How were Hebrew religious beliefs unique in the ancient world?
(documents)
Handout #3 The Hebrews (homework)
Motivation: Handout #1 Early Israelites
Students will answer questions #1-3
Development:
1. Distribute handout #1 Early Israelites
2. Students will answer questions #1-3
3. Teacher will walk around and monitor the students progress
4. Select students to read their written answers to the motivation questions
5. Distribute handout #2 How were Hebrew religious beliefs unique in the
ancient world documents.
6. Have students answer question 1 for document #1 (map)
7. Select students to read their written answers to question #1
8. Have students read and answer questions for documents #2-4
9. Teacher will walk around and monitor the students progress
10. Ask for volunteer to read document #2 and their written answer
11. Repeat process for documents #3-4
12. Create board notes. Students will copy notes into their notebooks
Homework : handout #3 The Hebrews
Students will read the story and answer the questions that follow.
NAME: _____________________________________________
Global History I
The Hebrews were a nomadic people whose origins can be traced back to the city of Ur which lies on the
___________________________River. The entire region that extends from Ur to Jerusalem is known as the
________________________.
Document #2
Modern day Jews can thank us Hebrews because we are the founders of the Jewish religion. It wasn't easy being
a Hebrew back then. The Sumerians worshipped many gods, so did the Babylonians, so did the Egyptians and the
Hindus. We were the first people to believe that there was only ONE, almighty GOD to worship. Let the people of
the Nile worship Amon-Re and dozens of other gods. We will worship only Yahweh (Jehovah) from now on.
Ima Pickedon, Hebrew farmer 150OBC
According to this document, how did the religion of the Hebrews differ from other ancient religions?
____________________________________________________________________________________________
____________________________________________________________________________________________
Document #3
Those other Fertile Crescent religions are so difficult to follow. In one- part of the Nile there are certain holy
practices to follow, in other places priests tell us to follow the exact opposite holy practices. It seems as if there
are no organized rules for their religion. We Hebrews are blessed that Yahweh has revealed his message to us in
the holy writings of the Torah. The Torah tells us exactly what Yahweh wants and expects from us.
According to this document, what was unique about the religion of the Hebrews?
____________________________________________________________________________________________
____________________________________________________________________________________________
Document #4
The LORD spoke to Moses, saying: Speak to the whole Hebrew Community and say to them, You shall be
holy, for I , the LORD your God, am Holy. - The Torah
Based on this document, why were the Hebrews called the "Chosen Ones"? _______________________________
____________________________________________________________________________________________
Hebrew Civilization
I. The Hebrews
A. 2000 BC Hebrew (Jewish) civilization arose just south of Phoenicia
B. present day Israel, Lebanon, and Jordan
C. greatly influenced by both Mesopotamia and Egypt
D. Judaism the ancient Hebrew religion had a great influence on later civilizations.
II. Key Features of Judaism
A. Other peoples in the ancient world were animists, believing each object had its own
spirit, or polytheists, who believed in many gods.
B. The Hebrews believed in one God. Monotheism, the belief in one God, became the
basis for later religions such as Christianity and Islam
C. The history of the Hebrews and their relationship with God is told in the first books of
the Bible,
1) known as the Old Testament. Jews refer to the early books of the Old Testament as
the Torah
D. The Ten Commandments, which the Hebrews believed were given to
Moses by God,
forbade immoral conduct such as stealing and murder
III. The Exodus
A. 1800 BC ancient Hebrews migrated to Egypt
1) to escape food shortages
2) remained in Egypt for hundreds of years
3) became enslaved
B. Moses led the Hebrews out of Egypt
C. God gave Moses the Ten Commandments
IV. The Diaspora (dispersion)
A. 1000 BC Hebrews returned to Israel
1) occupied by the Philistines
2) led to a series of wars
3) Hebrews re-conquered Israel
B. Jerusalem capital
1) erected a temple to God
C. Conquered by Assyrians, Greeks, and Romans
1) rebelled against the Romans
2) destroyed their temple at Jerusalem
D. Large numbers of Jews fled to Europe, Asia, and Africa
Other peoples in the ancient world were
animists, believing each object had its own
spirit, or polytheists , who believed in many
gods. The Hebrews believed in one God.
Monotheism, the belief in one God, became the
basis for later religions such as Christianity and
Islam
Lesson #30
Topic: Greek Civilization
Aim: How did geography shape Greek civilization?
Instructional Objectives: The Students will be able to understand:
1. The significant traits of Greek geography
2. The impact on the development of civilization of classical Greece
Materials:
Handout #1 Beginnings (motivation)
Handout #2 The Early Greeks (class reading)
Handout #3 Finding Exact Location on a Map
Handout #4 Greek Colonies and Trade Routes (homework)
Motivation: handout #1 Beginnings students will answer questions #1-4 based on the
chart
Development:
1. Distribute handout #1 Beginnings. Students will answer questions number
#1-4
2. Select students to read their written responses to the motivation questions
3. Distribute class reading, handout #2 Early Greeks
4. Ask for volunteers to read from the handout
5. Create board notes based on the reading
6. Have students copy board notes into their notebooks
7. Distribute handout #3 Finding Exact Location on a map
8. Students will answer the six questions based on the map
9. Select students to read their written answers to the map questions
Homework : handout #4 Greek Colonies and Trade Routes
Students will match column A with column B based on the information in the
map
Name: ______________________________
Global History I
The Greeks
(1000 BC -150 BC)
The Greeks were the first Europeans to develop their own civilization
I. Impact of Geography
A. Ancient Greece consisted of a mountainous peninsula, the hilly coast of
Asia Minor (Turkey) and many islands in the Aegean Sea.
B. Climate:
1. mild climate
2. most Greeks lived along the coastline
C. Harbors:
1. many excellent harbors
2. Athens - came to depend on trade
3. olive oil and pottery
D. Cultural Diffusion
1. through trade the Greeks learned
a) astronomy
b) mathematics
c) navigation
d) building techniques
e) borrowed the alphabet from the Phoenicians
f) coined money from Lydia
E. Greece's mountainous terrain made it difficult for the people to unite
mountains = natural barriers
1. isolated communities developed into independent political units
called - city-states (Polis)
2. each city-state was different
a) own government
b) laws
c) army
3. most important city-states:
a) Athens and Sparta
Lesson #31
Topic: Greek City-States
Aim: How did political life in Sparta differ from Athens?
Instructional Objectives: The Students will be able to understand:
1. The process by which totalitarianism developed in Sparta
2. How this form of government had significant influence on Western
civilization
Materials:
Handout #1 Rivals (motivation)
Handout #2 Life in Sparta (class reading)
Handout #3 Life in Athens (class reading)
Handout #4 Democracy (homework)
Motivation: Handout #1 Rivals
Students will answer questions #1-3 based on the timeline
Development:
1. Distribute handout #1 Rivals
2. Students will answer questions #1-3 based on the timeline
3. Select students to read their written answers to the motivation questions
4. Distribute handout #2 life in Sparta
5. Ask for volunteers to read from the handout
6. Students will answer the six questions that follow the class reading
7. Teacher will walk around and monitor students progress
8. Select students to read their written answers to questions #1-6
9. Distribute handout #3 Life in Athens
10. Ask for volunteers to read from handout
11. Students will answer questions #1-4
12. Discuss students answers to the reading questions
13. Create board notes
14. Students will copy board notes into their notebooks
Homework : handout #4 Democracy
Students will answer questions #1-3
SPARTA
Lesson #32
Topic: Athenian Democracy
Aim: How did the Greek ideas about government influence later societies?
Instructional Objectives: The Students will be able to understand:
1. How the process by which Democracy developed in Athens
2. How this form of government had significant influence on Western
civilization
Materials:
Handout #1 the Polis (motivation)
Handout #2 Athens and Sparta (class reading)
Handout #3 The Growth of Democracy (homework)
Motivation: handout #1 Rivals
Students will answer questions #1-4
Development
1. Distribute handout #1 Rivals
2. Students will answer questions #1-4
3. Teacher will walk around and monitor the students progress
4. Select students to read their written answers to the motivation questions
5. Distribute handout #2 Athens and Sparta
6. Ask for volunteers to read from the handout
7. Students will answer question #1-6 following the reading in their notebooks
8. Teacher will walk around and monitor the students progress
9. Select students to read their written answers to the reading questions
10. Create board notes students will copy board notes into their notebooks
Homework : handout #3 The Growth of Democracy
Students will answer questions #1-7 based on the chart
NAME: _______________________________________
Global History I
The people of Greece controlled the area around the eastern Mediterranean
Sea from about 600 B.C. until 350 B.C.. Ancient Greece was not a single
country. It was made up of small countries called city-states. The most
important ones were Athens and Sparta.
The ideas of DEMOCRACY were developed. Athenian citizens would meet
whenever a major decision had to be made. After talking about it, they
would vote. This is known as Direct Democracy because the people made the
decisions themselves. Non-citizens (including slaves and women) had no say
in the government. Athenians also began the JURY system and had trials to
see if someone was guilty of a crime. They also codified their laws (wrote
them down in an organized way). Athenians loved their city-state and fought
hard to protect it. Each citizen was required to serve two years in the
army. In Athens art, literature, the theater and philosophy were important.
The city state of Sparta was quite different from Athens. Sparta did not
follow democratic ideas and instead had a TOTALITARIAN government. Because
they had so many slaves, known as helots, Spartans were always afraid there
would be a slave revolt. To prevent one, life in Sparta was designed to
give the city-state a powerful army. At the age of seven healthy boys were
taken to training centers where they lived without their parents. They were
trained to be soldiers. Young boys were taught that it was better to die in
battle rather than lose. The Spartans were the greatest soldiers in ancient
Greece. However, because they spent so much time as soldiers, they had
little time for art, literature and science.
QUESTIONS:
1. Explain two differences between Athens and Sparta.
2. Which city-state would you rather live in? Why?
3. List three ideas we follow in the United States today that can be
traced back to Athens.
4. Which country in the 20th century followed the ideas of Sparta? Explain
your answer.
Look at the map of ancient Greece on the next page. In which direction
would you be traveling if you went from Sparta to Athens? From Athens
to the island of Crete? From Troy to Mt. Olympus?
6. Look at the picture of the Parthenon ( a Temple to the Goddess Athena).
Which buildings in the U.S. look like the Parthenon?
Athenian Democracy
I. Athenian Government
A. developed a democratic society
B. cultural leader of Greece
C. direct democracy
1) all citizens assembled and made the laws themselves
b) Other officials
Chosen by lot to serve 1 year
3. Judicial
a) Juries
Consisted of members of the Assembly, who were chosen by lot
Tried all law cases
Lesson #33
Topic: Ancient Greece
Aim: What Contributions Did Greek Philosophers Make to the World?
Instructional Objectives:
Motivation:
Have students write down two true statements about the classroom.
Development:
1. Discuss students answers to the motivation question. Explain that none of their
statements are true because they cannot be proven. (Our senses are very unreliable)
When students protest, ask if they are awake or dreaming now. Perhaps this entire class
is just a dream? How can you tell? (You cant)
2. Distribute handout #1. Have two students act out the dialogue in document #1. Then
have students write their answer to the question that follows.
3. Discuss students answers.
4. Repeat the process with document #2 and #3.
5. Discuss students answers. Add board notes.
6. Summary Question: Was Socrates a hero or a fool? Why?
I.
Homework: Have students complete handout #2 Political ideas of Plato and Aristotle
Name: _____________________________________
Global History I
Lesson #34
Topic: Ancient Greek
Aim: What Contributions From Ancient Greece Do We See in Modern Society?
Instructional Objectives:
Students will learn about lasting contributions made by early Greek civilization
Materials
Handout #1 Documents #1-3
Handout #2 Our Heritage from Ancient Greece
Motivation:
Distribute handout #1. Have students write their responses to document #1s questions
Development:
1. Discuss students answers to the motivation question. Explain that today they will learn
how ancient ideas from Greece are still having an impact on the world today.
2. Add board notes (A)
3. Have a student read document #2 aloud. Have students answer the two questions in
writing. Repeat with document #3
4. Write board notes B- D as students are answering the two documents questions
5. Review the students answers. Add notes (e)
6. Summary Question: Which contribution do you think was the most important? Why?
I. Contributions of Ancient Greece
A. Architecture
1. Greeks used stone columns to support heavy stone roofs in their temples
(Ex. Ionic and Doric styles.) Many government buildings still use this style of
building today.
B. Mathematics
1.Pythagoras and Euclid helped to develop geometry- the study of angles
C. Government
1. Athens, a Greek city-state, developed an early form of democracy. (Government of
the people by the people) that America has imitated.
D. Medicine
1. Hippocrates showed that diseases had natural rather than magical or religious
causes
E. Literature
1. Greek authors such as Homer, wrote lengthy stories about heroes, that
continue to inspire books and movies today (Ex. Rambo)
2. Authors like Euripides developed tragedies (sad stories) . These later
influenced writers such as Shakepeare (Romeo and Juliet) as well as modern
writers.
Homework: Have students complete handout #2 Our Heritage from Ancient Greece
NAME: _____________________________________________
Global History I
Match the correct letter of each column with the following descriptions.
1. This type of column is generally regarded as the fanciest of all the Greek styles. _______________
2. This type of column can be described as the simplest of all the Greek styles. __________________
3. With rounded edges, this column is widely copied throughout the world. _____________________
4. Name two locations in America where these types of columns can be seen. _________________ &
______________________.
Document #2
"No one could have stood up against him
And stopped him
Except the gods
When he burst in the gates
And his eyes flashed fire"- The Illiad by Homer
5. What do you think will happen next in this scene? _________________________________________
6. How does this character compare with Rambo, Terminator II, Superman? _______________________
___________________________________________________________________________________
___________________________________________________________________________________
Document #3
And when the Greeks came to the banks of the Scamander River those thousands died
And why?
No man had attacked their high-walled cities
But those whom war took never saw their children
No wife with gentle hand shrouded them for their grave.
They lie in a strange land. And in their homes are sorrows, too
Lonely women who died, old men who waited for sons that never came
That was the glorious victory they won. - Euripides, Greek writer 415 BC
7. Why is this selection described as a TRAGEDY? __________________________________________
____________________________________________________________________________________
8. How does Euripides view the Greek's military victory? _____________________________________
____________________________________________________________________________________
NAME: _____________________________________________
Global History I
Lesson #35
Topic: Trade Routes
Aim: Why did trade routes foster interdependence and cultural diffusion?
Instructional Objectives: The Students will be able to understand:
1. The vital economic and social role of the Mediterranean as a lake of
civilization
2. The Roman imperial influence as an extension of the Hellenistic tradition
Materials:
Handout #1 The Spice Route in Greco-Roman Times (map)
Handout #2 Empire of Alexander the Great c.323 B.C. (map)
Motivation: Students will answer the following question in their notebooks:
How do you think the development of NYC has been affected by its location on
the ocean?
Development:
1. Students will answer the motivation question in their notebooks
2. Teacher will walk around and monitor the students progress
3. Select students to read their written answers to the motivation question
4. Distribute handout #1 The Spice Route in Greco-Roman Times (map)
5. Students will analyze the map and answer the question on the worksheet
6. Teacher will walk around and monitor the students progress
7. Select students to read their written answers to the Spice Route map
questions
8. Distribute handout #2 Empire of Alexander the Great (map)
9. Students will answer the questions on the worksheet for handout #2
10. Select students to read their written answers to the Alexander the Great map
Homework : Students will answer the following questions:
1. How are flights between NYC or oil tanker routes between the United States
and the Middle East like modern silk roads?
2. How do these trade routes affect our dealings with other parts of the world
beyond economics (money)?
NAME: _________________________________________
Global History I
Lesson #36
Topic: Ancient Greece
Aim: Was Alexander the Great a Hero or a Villain?
Instructional Objectives:
Students will learn about the accomplishments of Alexander the Great and evaluate him
as a historical personality.
Materials
Handout #1 - Rand McNally Historical Atlas (any map of Alexanders empire can be used)
Handout #2 Documents #1 -4
Motivation:
Distribute atlas/map. Write the following questions on the board:
1. What three continents did Alexander make conquests on?
2. Approximately how many miles across was his empire?
Development:
1. Discuss students answers to the motivation questions. Explain that today they will be
judging a man considered by many to be the greatest conqueror the world has ever
known.
2. Distribute handout #1. Have students read each of the four documents silently and
answer each of the questions. Then have students compare their answers with a neighbor.
Write board notes while students are checking their answers.
3. Discuss students answers.
4. Summary Question: Was Alexander a hero? Why?
I. Alexander the Great
A. Early Childhood
1. Son of Greek Macedonian king-Philip II determined to prove himself to his father.
(may have had his dad assassinated)
B. Builder of a Huge Empire
1. Conquered Persian Empire to the east of Greece as well as parts of Asia and
Africa. Wanted to conquer the whole world.
2. Those enemies that surrendered without a fight were treated with mercy and
kindness; those that resisted and fought were brutally destroyed.
C. Accomplishments
1. Hellenization- spread Greek culture and learning to conquered areas
2. Cultural diffusion-spread Asian/African ideas into Greek society.
D. Death
1. At age 33, died of alcoholism? Malaria? Broken heart after his army refused to
fight any more.
Name: _____________________________________
Global History I
Alexander the Great
Directions: Read the following documents and answer the questions that follow.
DOCUMENT #1
The Hellenistic Age lasted from 323 BC 30 BC. Greek knowledge, culture, and customs were spread
throughout much of the ancient world. The driving force behind this spreading of Greek civilization was
Alexander the Great who died in 323 BC.
According to document #1, what was Alexander the Greats main accomplishment?
_______________________________________________________________________
DOCUMENT #2
At age 33, using only men and horses, Alexander had placed almost a million square miles under his
control. Everywhere his army went, whether Egypt or Afghanistan, Pakistan, India, or Turkey,
Alexander and his army of Greeks were victorious. Alexander had truly deserved his title, at least as a
military commander.
According to document #2, why did Alexander the Great earn his title?
________________________________________________________________________
DOCUMENT #3
Those who surrendered quickly to Alexander were often showed mercy and generosity. The Phoenician
towns of Gaza and Tyre, however refused to surrender. After nine months of attacks, Alexander and his
army burst into the walled cities. Eight thousand enemy soldiers were slaughtered, two thousands Tyrian
soldiers were crucified, remaining women and children were all sold into slavery, and the ancient cities
were totally destroyed.
According to document #3, why were the two cities of Tyre and Gaza destroyed?
_________________________________________________________________________
DOCUMENT #4
It was not Alexanders plan to ransack Asia like a robber, or to ruin it but to bring all of the kingdom
of Earth under one form of government, and to make one nation of mankind one law all over the
world, and one form of justice the common light of universal government.
According to document #4, why was Alexander attacking different kingdoms in Asia?
_________________________________________________________________________
Lesson #37
Topic: Ancient Rome
Aim: Why did all roads lead to Rome?
Instructional Objectives: The students will be able to:
1. Explain the characteristics of the Roman Republic
2. Show how the city-state of Rome developed into an empire
Materials: Textbook: Amsco: The Growth of Civilizations pages 103-104
Handout #1 (motivation) Expansion and Crisis
Development:
1. Distribute handout #1 Expansion and Crisis
2. Students will answer question #1-3
3. Teacher will walk around and monitor the students progress
4. Select students to read their written responses to the motivation questions
5. Have students open their textbooks to page 130 Romulus and Remus
6. Ask for volunteers to read from the section.
7. Questions for class discussion: students will answer the questions in their
notebooks
A. Why do you think Romulus and Remus, the founders of Rome, were
depicted as descendants of the god Mars?
B. Why do you think the legend made the citizens of Roman especially
proud?
8. Create board notes. Students will copy into their notebooks.
Homework : Students will create a myth about the founding of their neighborhood using
the legend of Romulus and Remus as a model.
ANCIENT ROME
I. Rome
A. Geographic Factors made Rome a favorable site for civilization
1. Rainy, cool winters, mild, dry summers
2. Good soil in the lowland valleys
3. Peninsula into the center of the Mediterranean Sea
4. Protective mountain barriers in the north (Alps)
5. Climate shielded by the north-south Appenine Mountain
spine
6. Rich natural resources
a) forests
b) copper
c) tin
d) iron
e) salt
f) building stone
II. Romes Beginnings
A. In 753 BC Rome is wrapped in a myth
1. the IndoEuropean speaking people of the Tiber Valley were
periodically overrun and plundered by the Etruscans
2. they interacted with the Greeks in the coastal colonies to the
south
a) absorbed their writing, architecture, and science
3. Italy became a melting pot of early races
Lesson #38
Topic: Ancient Rome
Aim: To what extent was Rome an Imitator of Greek culture?
Instructional Objectives: The students will be able to:
1. Understand Romes borrowing from the Greeks as a case study of cultural
diffusion
2. Describe Roman contributions in the areas of engineering
3. Understand Romes continuing impact on world history
Materials: Handout #1 Roman Contributions
Handout #2 Rome Borrows from Greek Architects
Handout #3 Trade Routes in the Roman Empire (homework)
Motivation: Students will answer the following question in their notebooks
How has immigration contributed to the creative genius of the United States?
Development:
1. Students will answer the motivation question in their notebooks
2. Teacher will walk around and monitor the students progress
3. Selects students to read their written responses to the motivation question
4. Distribute handout #1 Roman Contribution
5. Ask for volunteers to read from the class reading
6. Students will answer question #1-7 on the handout
7. Teacher will walk around and monitor the students progress
8. Select students to read their written answers to questions #1-7
9. Distribute handout #2- Rome Borrows from Greek Architects
10. Students will answer the following questions
A. Compare pictures A and B. How are they similar? Explain your
answer.
B. How are they different? Explain
C. What does this tell you about Greek influence on Roman life?
D. Is the imitation of Greek architecture by Romans an example of good
taste or lack of creativity?
E. Have you seen any buildings like this in the U.S? If so, where?
11. Create board notes. Have students copy into their notebooks
Homework : Handout #3 Trade Routes in the Roman Empire
Students will answer the questions based on the map
NAME: ___________________________________________
Global History I
Ancient Rome
Lesson #39
Topic: Roman System of Law
Aim: How did the Romans influence our system of government?
Instructional Objectives: The students will be able to:
1. Explain how the Roman system of laws influenced later Western civilization
Materials:
Handout #1 Roman Law Reading
Handout #2 How did the Romans influence our system of government
worksheet
Handout #3 Roman Laws (homework)
Motivation: Students will answer the following question in their notebooks:
Juan steals five dollars and is sentenced to three years in jail. Sal commits
the same crime and is sentenced to only three months in jail. Is this system
of justice fair? Why?
Development
1. Have students answer the motivation question in their notebooks.
2. Selects students to read their written answers to the motivation question
3. Distribute handout #1 Roma Law
4. Ask for volunteers to read from the handout
5. Students will answer questions #1-3 on the handout
6. Select students to read their written answers to questions #1-3
7. Distribute handout #2 How did the Romans influence our system of
government? Worksheet
8. Ask for a volunteer to read document #1
9. Students will answer questions #1-5 based on document #1
10. Question: How might the codified law of the Twelve Tables assist Romans in
governing their empire?
11. Create board notes. Students will copy note into their notebooks
Homework : Roman Laws Primary Source Reading
NAME: ___________________________________________
Global History I
Roman Law
LAW
Like the language of the Romans. Roman law also had a profound influence.
Because it expanded with the empire to govern all with equal justice. Roman law
helped the government rule different cultures and a variety of separate communitiesBased upon tolerance and rationality. the law of the Romans reflected their genius for
abstracting general principles from experience.
The first code of law for Rome was called the Twelve Tables, (see Lesson 4), and
was written about 450 B.C. As the empire grew the law expanded, was rewritten to
reflect the newer customs and the Stoic teachings. and took on a note of clarity and
universality that would set a standard for the empire, its subjects, and the world of the
future.
Magistrates, called praetors were permitted flexibility in interpreting the law
according to the situation of the case, rather than being bound by a rigid
pronouncement for all cases. Because such interpretations were models used by other
praetors. they became established legal precedents.
As Rome continued to dominate ever greater portions of the world and law cases
grew in number, skilled lawyers would aid and advise, and they began to specialize in
interpretation. especially in cases arising among non-citizens of Rome. This was the
beginning of modem equity law and the concept was incorporated into the Roman legal
system. As a result, Roman law was based on precedent, but made flexible by a sense
of equity and influenced by the humanitarianism of the Stoic philosophy.
Recodification of the law began in the sixth century A.D. with the Justinian Code,
sectioned in four parts: imperial edicts, greatest decisions of lawyers. manuals of legal
principles for the schools, and finally, a series of new laws added by Justinian. The
four parts were named, in order. the Code, the Digest. the Institutes, and the Novels.
The Digest, formed over the greatest number of years. was the most lasting and
became the basis for law in successive centuries.
1. What was the goal of Roman law? What was it based upon?
2. , What was the first Roman law code? What philosophy heavily influenced it? What aspects did it possess which set the
standard for the Roman empire and the future?
3.
Who interpreted the laws? Their interpretations became what for succeeding cases and generations?
4.
What group of specialists developed as law cases grew in number? What concept was incorporated into the legal
system, even applying to non-citizens? Roman law thus became based on what? This. in turn, was made flexible
by what two aspects?
5.
What was the name of the famous Code written in the sixth century AD.? What were its four parts and the names of
these parts? Which section was the longest lasting in influence?
NAME: ___________________________________
Global History I
ROMAN LAW
I. Roman Law and Justice
A. Originally, Roman laws were not written down.
1. Plebeians were sometimes punished for breaking laws that
they did not know existed.
B. Roman Law of the Twelve Tables
1. 451 BC
a) some basic Roman laws were written down
2. The following important concepts formed the basis of
Roman law:
All citizens were equal under the law
An accused person is innocent unless proven guilty
An accused person has the right to know his or her
accuser
People should not be punished for what they think
An accused person has the right to a trial by jury (first
practiced by the Greeks)
Records of judges decisions are kept for use in
subsequent cases
Lesson #40
Topic: Roman Empire - Religion
Aim: Why Were Christians Persecuted Under the Roman Empire?
Objective: The Students will be able to understand:
The causes of Religious persecution under various Roman emperors
Materials: Handout #1 Why were Christians persecuted under the Roman Empire? Documents
#1-3
Motivation: Write definition of persecution on the board. Have students write examples of persecution
that they have experienced or have learned.
Development:
1. Draw a circle with the word persecution in the middle. Discuss and then write (briefly)
students answers to the motivation question emanating from the circle. Explain that they
will learn about religious persecution of early Christians.
2. Distribute handout #1. Have a student read the Historical context aloud. Ask for a
volunteer to explain what crucify means.
3. Have students read Document #1 and write their answer. Discuss answers. Ask students
to justify their answer with phrase(s) from the document.
4. Add Board notes A and B while students work on Document #2.
5. Repeat process, adding board notes C for Document #2 and D after document #3.
6. Summary Question: If you were a Christian during Roman times, would you have
obeyed the emperors demands? Why?
I.
Early Christianity
A. Persecution under the Roman Empire
1. Christians who refused to abandon their faith were
often tortured and executed.
2. Crucifixation and burning at the stake were common forms of
Punishment for Christians.
B. Monotheistic Religion
1. Christians refused to acknowledge the many different Roman gods.
(There were twelve main gods)
2. Emperors believed that without Christians sacrificing to Roman gods, the gods
would no longer support and protect the Roman Empire.
C. Message of Love and Non-violence
1. Many Christians refused to fight in the Roman army because Christian teachings
did allow them to kill others.
2. Christians were viewed as traitors to the Roman Empire that protected them.
D. Refusal to Worship Emperors
1. Christians believed that they should only acknowledge only one God and refused
to recognize the Emperor as a god.
2. Emperors viewed Christians as untrustworthy and enemies of the state to be
executed for disloyalty.
Homework: Imagine yourself as a Christian in Roman times. Write a creative story that
explains why you are being persecuted. Include three reasons for your persecution.
NAME: ___________________________________
Global History I
Lesson #41
Topic: Ancient Rome
Aim: Why Was Julius Caesar Assassinated?
Instructional Objectives: Students will understand the accomplishments of Julius Caesar and analyze
the reasons for his assassination.
Materials: Handout #1 (Julius Caesar play)
Motivation: Have students write a list of three famous people who have been assassinated.
Development:
1. Review students answers to the motivation question. Ask students if they know why these
individuals were killed. Explain that today they will be learning about the death of a famous
Roman leader.
2. Ask for four students to volunteer to act out a scene from the life of Caesar. Distribute handout
to all students.
3. Gave students act out the play in front of the class.
4. Have students identify in writing the names of each of the characters. Have students refer back
to the text to provide proof for their answers.
5. Have students work in pairs and answer each of the questions on the handout. While students
are working, write board notes and cover them with a large map.
6. Review students answers to all questions.
7. Summary Question: Have students answer the Aim question.
I.
Julius Caesar
A. Achievements
1. Roman military general who seized power and became emperor of the Roman Republic from
59 BC to 44 BC.
2. Reform programs started by Caesar:
a. Created jobs program for poor Roman citizens
b. Forced landowners to use paid workers as well as slaves
c. Distributed land conquered by Roman Army to poor citizens
B. Assassination of Caesar
1. Group of Roman senators, led by Brutus, stabbed Caesar to death outside the Senate
building.
2. Reasons for the murder:
a. Caesars absolute rule had taken power from the Senators who hated him for it.
b. Fear that Caesars reform program helped the plebeians (poor) at the expense of the
patricians (rich). Senators were all patricians.
c. Fear that Caesar total power would corrupt and ruin Roman society by concentrating all
power in his hands.
Homework: Have students create a three-paragraph newspaper article that explains to the reader the
events surrounding the death of Caesar. Must give three reasons for the assassination.
NAME: ___________________________________
Global History I
I cant believe what our emperor, Julius Caesar, has done again. He is going to give away land,
Roman land, to the poor. Who does he think he is?
OCTAVIUS: Well, ever since he returned to Rome with his army of loyal soldiers and defeated the consul,
Pompey, he rules with absolute power.
BRUTUS:
We no longer have a republic here, we have a dictatorship. Just last week, he forced the Senate to
start a jobs program for the poor. Why waste money on those people?
CASSIUS:
I agree. What can we do? The Senate has become a toy for the emperor. As Senators, we are as
useless as students who dont do Global History homework.
BRUTUS:
We used to have so much power and influence in the Empire. Now we sit and wait for the
Emperors next demand to come through the Senate.
OCTAVIUS: You should complain, Brutus. You and Caesar were good buddies not too long ago.
BRUTUS:
Well, he was very helpful in my career. But his reforms have gone way too far. Last month he
ordered slave-owning landowners to hire more paid laborers. Why should we pay for laborers
when we have slaves for free?
CASSIUS:
It is apparent that the creep cares more for the plebeians than for his own kind.
CASSIUS:
But what can we do? The emperor has all the political power. And worse, the army is completely
loyal to him.
OCTAVIUS: We cant beat his army, so lets snuff Caesar. Hes making a speech here at the Senate on March
15th . He wont have any bodyguards with him.
BRUTUS:
JULIUS CAESAR: Et Tu. (and you also), Brutus? (falls to the ground and dies)
3. Which class did the Senators belong to: patrician or plebeian? Why?
4. Which form of government would the plebeians be more likely to support: A Roman Republic or a
dictatorship under Julius Caesar? Why?
5. Why do you think Julius Caesar tried to improve the lives of plebeians? (hint: are there more plebeians or
patricians in society?)
7. Why were the Senators angry at the rule of Julius Caesar? Give TWO Reasons.
10. Why do you think the Senators REALLY killed Julius Caesar?
Lesson #42
Topic: Ancient China
Aim: How did Han rulers shape Chinese government?
Instructional Objectives: The students will be able to:
1. Understand how the Hans developed a tight centralized
administration.
2. Trace maritime and overland trading routes that led to
interdependence and cultural diffusion
3. Understand the importance of the Silk Trade Road
Motivation: handout Three Great Dynasties
Transparency activity 9-1 World History page 29
Materials: reading: Chinas Classical Age The Han Dynasty
motivation Three Great Dynasties
Development:
1. distribute motivation handout Three Great Dynasties
2. discuss answers to motivation questions
answers: 1. 4,160 miles (6,693 km)
2. 3,095 miles (4,980 km)
3. 3,160 miles (5,808 km)
4. To San Francisco and beyond into the Pacific Ocean
3. distribute reading: Chinas Classical Age
4. ask for volunteers to read from handout
5. create board notes based on the reading
6. students will answer questions that follow reading
7. discuss answers with the students
Homework: study for quiz on the Han Dynasty
NAME: __________________________________
Global History I
Han Dynasty
(206 BC 220 AD)
I. Han Rulers
A. preserved political unity with a tight centralized
administration
B. promoted Confucianism
1. selecting government officials by tests on Confucian
literature
C. allowed Buddhism to be introduced from India
D. established overland trade routes
1. Silk Road
2. silks and spices reached the Roman world
3. cultural diffusion
a) expanded the Chinese Empire
Lesson #42a
Topic: Ancient China
Aim: What ideas about government did the Chinese develop?
Instructional Objectives: The students will be able to:
1. Explain the Mandate of Heaven
2. Show how the Chinese civil service examination reflected Confucianism
Materials:
Handout #1 What ideas about government did the Chinese develop?
The Dynastic Cycle in China (students will copy from board)
Handout #2 Confucius
Motivations : Students will answer the Do-Now question on handout #1
Development:
1. Distribute handout #1 What ideas about government did the Chinese
develop?
2. Students will answer the Do-Now question on handout #1
3. Teacher will walk around and monitor the students progress
4. Select students to write their answers on the board. This will create a timeline
5. Ask for a volunteer to read document #1
6. Students will answer questions #1-3 for document #1
7. Select students to read their written answers to the document questions
8. Ask for a volunteer to read document #2
9. Students will answer questions #1-2 for document #2
10. Select students to read their written answers to document #2
11. Create the Dynastic Cycle in China chart on the board
12. Students will copy the chart into their notebooks
13. Have students read and answer questions for document #3
14. Teacher will walk around and monitor the students progress
15. Select students to read their written answers to document #3 questions
Homework : Handout #2 Confucius
Students will read the story of Confucius and answer the questions on separate
sheet of paper.
NAME: _________________________________________
Global History I
________
________
2. Shang Dynasty 1766 BC
4. Tang Dynasty 618 AD
__________
DOCUMENT #1
My fathers last name was Shang as so is mine. When my father passes away I will rule all of China.
When I die my son will take over from me. And when he dies, his son will take over from him. This
way, the Shang Dynasty will last forever. Li Shang, Chinese ruler
According to document #1, how does one become a ruler in the Shang Dynasty?
____________________________________________________________________________________
____________________________________________________________________________________
Brain teasers. Based on this document, what is one way the Shang Dynasty can come to an end?
____________________________________________________________________________________
What other problems might a dynasty have in passing down ruling power from one generation to the
next? _______________________________________________________________________________
DOCUMENT #2
The Mandate of Heaven was a sign from the gods that the ruling dynasty was righteous and a good
government. Only those dynasties that treated their people correctly could claim the Mandate of Heaven.
If a dynastys rulers became weak or corrupt, the gods would take their support away and another family
would receive the Mandate from Heaven. Ah Choo, Chinese citizen
According to document #2, why would the Shang Dynasty last 700 years while other dynasties lasted
only 30 years?
____________________________________________________________________________________
____________________________________________________________________________________
Brain Teaser. Why would all dynasties in China claim to have the Mandate of Heaven?
____________________________________________________________________________________
DOCUMENT #3
Before the Han Dynasty took power, only those who belong to the ruling dynasty could work for the
government. Lazy, stupid, and incompetent relatives would often get the most important government
jobs. Now, there are examinations that are help for each position. Everyone may take it and only those
with the highest scores would end up with jobs. Needa Workmore, Chinese official (200 AD)
According to document #3, what advantages did the Han Dynastys system of filling government jobs
have?_____________________________________________________________________________
Lesson #43
Topic: The Fall of Rome
Aim: Why do Great Empires Decline?
Instructional Objectives: The students will be able to:
1. Compare and contrast the factors leading to the fall of Rome and the Han
Empire.
2. Draw conclusions about the rise and fall of great empires.
Materials:
Handout #1 Why do Great Empires Decline Play
Handout#2 The Fall of the Roman Empire (homework)
Motivation: Teacher will write on the board All roads lead to Rome
Ask the students to write in their notebook what they think this quote means.
Development:
1. Have students answer the motivation question in their notebooks
2. Teacher will select students to read their written responses to the motivation
question.
3. Questions for discussion:
A. Who took care of the roads when the Romans were in power?
B. Why would the roads fall into disrepair without the centralized
government of Rome?
4. Distribute handout #1 Why do Great Empires Decline play
5. Ask for two volunteers to play the characters: 1 for the Roman Empire and 1
for Han Empire
6. Students will read the play in front of the class
7. Students will answer questions #1-6 that follow the play
8. Teacher will walk around and monitor the students progress
9. Select students to read their written answers to the play questions
10. Create board notes. Students will copy the notes into their notebooks
Homework : Students will complete handout #2 The Fall of the Roman Empire
NAME: _______________________________________
Global History I
3. How did the Han Empire try to solve that problem? Roman Empire?
4. Why didn't that solution work for the Han Empire? Roman Empire?
6. What solutions would you suggest that could keep Empires from being destroyed? Be specific!
NAME: _____________________________________________
Global History I
Roman Empire
There are many reasons why the greatest empire in history ended. When
you read about the reasons, ask yourself, "Which of these reasons was
the most important one to explain why the Roman Empire fell?"
Part C: Which reason for the fall of Roman do you believe was the
most important?
The most important reason was _________________________________________
I believe this because _____________________________________________________________________
________________________________________________________________________________________________________
_____________________________________________________ ___________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
_____________________________________________ ___________________________________________________________
________________________________________________________________________________________________________
Lesson #44
Topic: Caste System
Aim: How Did the Caste System Organize Hindu Society?
Instructional Objectives: The Students will be able to:
Understand the concepts and social structure of the caste system.
Materials:
Handout #1 How did the Caste System organize Hindu society?
Handout #2 The Caste System in India (homework)
Motivation: Have students generate a definition for the word outcast. Have them write a reason why
someone would be considered an outcast from society.
Development:
1. Review students answers to the motivation question. Explain that today they will be
learning about the origins of the word outcast as well as the caste system.
2. Write complete board notes.
3. Have students work with a partner and read each of the five selections and fill in the
appropriate caste level from the board notes. Emphasize the need to prove their answer
by using a phrase/s from the reading selection.
4. Call on a volunteer from each team to answer each of the questions.
5. Summary Question: If you were born an untouchable, would you accept the caste
system? Why do many untouchables accept the caste system as a way of life?
Caste System Order
Brahmin- priest class
Kshatriyas- warrior class
Vaisyas-herders, farmers, merchants, artisans
Sudras-servants, laborers, farm workers
Untouchables- performed the worst tasks/jobs in society.
I.
Caste System
A. Origins
1. Began in the Hindu religion, based on writings in the
Vedas, a Hindu holy book.
B. Rules
1. A person was born into their caste and could not
change it during their life, only in their next reincarnated
life. Only following caste rules would bring good karma.
2. Different caste members were not allowed to
intermarry or work together.
3. Untouchables were considered so unclean that they
were outside the caste system (outcasts).
NAME: ____________________________________
Global History I
2.
Life for those of us in this caste is not easy. Everywhere we go people treat us like we are dirt, or
worse, they treat us like we are high school freshmen. We must clean toilets, pick up dead animals
from the street, and clean up the waste products left behind by the sacred cattle in this city. Our only
hope is having good karma. I would not want to be reincarnated as a member of this caste. This
speaker belongs to the ______________ caste because ____________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Those in my caste must make important decisions for our society as well as defend it. My brother
is tremendously brave and fought against the evil people of Freshmentown and defeated those
horrible creatures. I, too, have tremendous power but I dont have to fight to get my way. I simply
issue commands to be followed. And unlike Mr. Mulvena, these commands actually get followed.
This speaker belongs to the ______________ caste because_______________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. Bob Dylan was right when he sang that Everyone has to serve someone. We may belong to a
lower caste but at least we are not at the bottom of the barrel. If we do all of our Global History
homeworks, perhaps we will have good karma and the next life will improve. This speaker belongs
to the
caste because ____________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________
5. Grow, sell, or make a horseshoe...We are the glue...that connects the top smart...with the bottom
loser part... This speaker belongs to the ____________________caste because __________________
____________________________________________________________________________________
________________________________________________________________________________
Name: __________________________________
Global History I
Lesson #45
Topic: The Maurya of India
Aim: What made the Maurya Empire a classical civilization?
Instructional Objectives: The Students will be able to understand:
1. How the Persians affected the government of Maurya Empire.
2. Explain how cultural diffusion and Buddhism helped to bring about more
humane rule in the Mauryan Empire.
Materials:
Textbook: Global History: The Growth of Civilizations pages 112-113
Handout #1 Why was the Mauryan Empire able to successfully rule India
(homework)
Motivation: Ask the students to define the term bureaucracy in their own words
Development:
1. Select students to read their written responses to the motivation question
2. In their notebooks the students will create a chart that includes the following
information
A. Name of Civilization
B. Time Period
C. Outstanding Aspect of the Government
D. Type of Rule
E. Philosophers
F. Important Wars
G. Overthrown by
3. Have the students turn to page 112 in their textbooks: Indian Civilization: The
Maurya Empire (321-185 B.C.)
4. Ask for students to read from the section
5. Students will fill in the appropriate information about the Maurya in the chart
6. Summary Question: Which civilization is the Maurya seem most similar?
Homework : Students will read handout #2, Why was the Mauryan Empire able to
successfully rule India, and answer the document questions
NAME: _____________________________________
Global History I
DOCUMENT #2
From 321 BC 185 BC, the Mauryas built an incredible empire. Under the rule of King
Chandragupta, a vast number of government officials helped the King rule. Royal officers helped build
roads and harbors to improve trade, royal tax collectors helped bring in money to the King and the
Kings brutal secret service reported on those who were corrupt or who disagreed with the King. By
using these thousands of officials, the King maintained control and order in his kingdom.
According to this document, how did government officials help the King maintain control over his
empire? _________________________________________________________________________
DOCUMENT #3
The following was written by the son of King Chandragupta, who ruled from 273 BC-232 BC. All
people are my children, and just as I desire for my children that they should obtain welfare and
happiness, both in this world and the next, so do I desire the same for all people.
- King Asoka, Maurya Empire
According to this document, why would King Asoka be popular with people he ruled in his empire?
____________________________________________________________________________________
____________________________________________________________________________________
DOCUMENT #4
I have planted Banyan trees near the road to provide shade to people and animals. I have planted
mango groves and have wells and shelters dug near the roads
This speaker is probably King ____________________________________
Because ___________________________________________________________________________
Name: ___________________________________
Global History I
Directions : Use the map below to answer questions #1-3 for Document #1
Lesson #46
Topic: Indian Empires
Aim: How did Hinduism help the Gupta control their empire?
Instructional Objectives: The Students will be able to:
1. explain why religion can be utilized as a method of control by a government
2. explain how the Hindu caste system, coupled with the concept of
reincarnation, helped to provide social stability in the Gupta Empire.
Materials:
1. Handout #1 Indian Empires (motivation)
2. Handout #2 The Rise of Empires in India (class reading)
3. Handout #3 The Gupta Empire in India (homework)
Motivation: handout Indian Empires
Students will answer the questions based on the timeline
Development:
1. Distribute handout #1 Indian Empires
2. Students will answer the questions based on the timeline
3. Teacher will walk around and monitor the students progress
4. Select students to read their written responses to the questions
5. Distribute handout #2 The Rise of Empires in India
6. Ask for volunteers to read from the handout
7. Students will answer the questions at the end of each section
8. Teacher will select students to read their written responses to the questions
9. Create the board notes and have the students copy them into the notebooks
10. Discussion question: How would the caste system affect a persons ambition?
Homework : handout #3 The Gupta Empire in India
NAME: __________________________________
Global History I
The Aryans. About 1500 B.C., groups of warriors and herders from central Asia,
called Aryans, started invading the Indus Valley. Dravidians, survivors of the Indus
civilization, opposed the Aryans. In time, the Aryans conquered the northern section of
India. The Dravidians retreated to the south. Aryan warriors settled on farms, built
villages, and founded great cities.
An important feature of the Aryan way of life was the caste system. It divided people
into four major groups called castes and set up strict rules for living. A person was born
into a caste and could not leave it, except in rare cases. A person in one caste could not
eat with anyone in another caste or marry a person from another caste. Certain types of
jobs were reserved for a particular caste. Members of other castes could not do this
work.
The highest caste was the Brahmin. It included priests and scholars. Warriors and
government officials made up the second caste, the Kshatriyas. The third was the
Vaisya, which included landowning farmers, merchants, and crafts workers. Laborers
belonged to the Sudra group. The caste system continued to exist in India until the
mid-20th century A.D.
Those people who performed the least respected jobs were called pariahs, or
untouchables. They were not included in the caste system and were not allowed to
associate with caste members.
The Aryans spoke a language called Sanskrit. They developed a system of writing
and set down their religious stories and songs in books known as Vedas. (Veda means
"knowledge".) One of the important parts of the Vedas is the Rig-Veda. It consists of
some 1,000 songs of praise to the many gods the Aryans worshiped.
Another important collection of religious writing is the Upanishads. It includes
discussions on the meaning of life and the nature of the universe.
Why is the statement below false? Rewrite it as a correct statement.
In Aryan society, all people were treated as equals.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Global History I
The Empire of the Mauryas. Starting about 321 B.C., an Indian conqueror
named Chandragupta Maurya gained control over northern India. He began
the Mauryan dynasty.
Chandragupta's grandson, Asoka, expanded the Mauryan Empire to include
almost all of India. After a particularly bloody battle, Asoka gave up the idea
and practice of war and became a Buddhist. At his direction, monks spread
the teachings of Buddha to other parts of Asia, the Middle East, and North
Africa.
Asoka had rules of conduct for his people carved on stone pillars. Pillars
with these rules on them were set up throughout the empire so that everyone
could see them. After Asoka's death in 236 B.C., the Mauryan Empire declined.
PROVE or DISPROVE: Religion was important to Asoka.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Under the Gupta emperors, India entered a golden age of peace, prosperity, and
cultural achievement. Indian mathematicians invented the decimal-based number
system we use today. The work of Gupta writers and artists became well known
outside of India. Their work later influenced the literature and art of the Middle East
and Europe. Southeast Asia wholeheartedly accepted the culture of the Gupta
Empire.
In the 400's, Huns from central Asia invaded India. They caused the downfall of
the Guptas. After the mid-500's, India experienced many centuries of weak
government and foreign invasions.
Why was the period of the Gupta rule called a "golden age"?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Name: __________________________________________________
Global History I
Lesson #47
Topic: Classical Chinese Civilization
Aim: How do classical Chinese civilizations help us to understand human society?
Instructional Objectives: The students will be able to understand:
1. the role of the Shang as the beginning of Chinese civilization
2. the Zhou Mandate of Heaven as a belief in a divine right rule
3. the Han era as a Golden Age
Materials:
Handout #1 How do classical Chinese civilizations help us to understand
human society? Documents #1-3
Handout #2 Two Great Empires: Han China and Rome (homework)
Motivation: Students will answer the following question in their notebooks:
Why does challenge from outside often create greater cultural or political
strength?
Development:
1. Students will answer the motivation question in their notebooks
2. Teacher will walk around and monitor the students progress
3. Select students to read their written answers to the motivation question
4. Distribute handout #1 Documents #1-3
5. Ask for a volunteer to read document #1
6. Students will answer the question for document #1
7. Select students to read their written answers to the document question
8. Use the same procedure for documents #2-3
9. Summary Question: How is the dynastic cycle similar to or different from
the rise and fall of governments in modern times?
10. Create board notes students will copy board notes into their notebooks
Homework : Handout #2 Two Great Empires: Han China and Rome
NAME: _______________________________________
Global History I
Document #3
DYNASTIC RULE CYCLE AND MANDATE OF HEAVEN
The Chinese believed that their emperor had received the Mandate of heaven to rule his people. However,
they also believe that the emperor must govern wisely and preserve order in China.
Study the flow chart below and answer the questions that follow.
1. According to this flow chart, what events or development showed that a dynasty had lost the Mandate
of heaven? ___________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. What does this chart illustrate about the dynastic cycle in traditional China? (circle the correct answer)
A. causes of political change in China
B. influence of European imperialism on China
C. results of the Communist Revolution in China
D. reasons for Chinas policy of isolation
Name: ______________________________
Global History I
1.
2.
3.
During what years were the Han dynasty and Roman Empire both in
existence?
4.
5.
Lesson #47a
Topic: Ancient China
Aim: What were some of the achievements of the early Chinese?
Instructional Objectives: The students will be able to:
Discuss the lasting impact the ancient Chinese have made to the modern world
Materials:
Handout #1 Society and Culture
Handout #2 What were some of the achievements of the early Chinese
worksheet
Handout #3 Early China (homework)
Overheads Two views of the Great Wall of China
Overhead projector
Motivation: handout #1 Society and Culture
Students will answer questions #1-4 based on the drawings
Development:
1. Distribute handout #1 Society and Culture
2. Students will answer questions #1-4
3. Teacher will walk around and monitor the students progress
4. Select students to read their written answers to the motivation questions
5. Distribute handout #2 What were some of the achievements of the early
Chinese worksheet
6. Display overhead picture #1 View 1 of the Great Wall of China
7. Have students answer questions #1-3 based on the overhead of the Great Wall
of China
8. After about 6-7 minutes display overhead #2 of the Great Wall of China, this
allows the students a different view of the Wall
9. Teacher will walk around and monitor the students progress
10. Select students to read their written answers to document #1 The Great Wall
overhead
11. Ask for a volunteer to read document #2
12. Students will answer the questions for document #2
13. Select students to read their written answers to document #2. Follow the same
procedure for document #3
Homework : handout #3 Early China
Students will read the story and answer questions #1-5
NAME: ___________________________________
Global History I
2. What events in Chinese history might explain why this was built? ___________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Almost one-third of the entire Chinese workforce was used to build this. Based on this document,
what problems would they face during construction? ______________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
DOCUMENT #2
Students are usually the first to complain about me. Sometimes they complain that I am too heavy,
other times they complain that I am boring (NO! I am not a teacher). The first one of my kind was made
in the Chou Dynasty and used bamboo and wood instead of paper. I was so heavy then, I would have
broken every knapsack around.
WHO AM I? ____________________________________________________________________
Highlight the sentence(s) that prove that you are right.
DOCUMENT #3
If you saw where I came from you would probably be very grossed out. Beginning as a lowly worm, I
spin a shell or a cocoon around me. Workers pick the cocoon and pull tiny threads out of it. Those
threads are woven together to make the smoothest fabric around. Sharp dressers, such as Mr. Powers,
often buy shirts or ties made out of me.
WHAT AM I? ___________________________________________________________________
Highlight the sentence(s) that prove that you are right.
Lesson #48
Topic: Classical China
Aim: Did the Chinese have a true classical age?
Instructional Objectives: The Students will be able to:
1. create a definition of classical age
2. compare and contrast the civilizations of the Chou and Qin dynasties of China
3. evaluate the characteristics of the Chou by utilizing the student-created
definition of classical age as a model.
Materials:
Handout #1 class reading Chinas Classical Age
Motivation: After the students have copied the aim into their notebooks:
1. ask them to determine which term in the aim is the key to understanding the
question.
2. when the students identify the term classical age instruct them to write in
their notebooks what they think it means.
Development:
1. Teacher will select students to read their written responses to the motivation
question.
2. Distribute handout #1 China Classical Age
3. Ask for volunteers to read from the handout.
4. Questions for discussion:
a) How did the civil service and the examinations that were used give
hope to some of the poorer people in China?
b) How did the civil service promote respect for education in China?
c) How were education and sociality mobility linked by the Chinese civil
service system?
5. After the students discuss their answers to the questions have them begin to
copy the board notes. Ask for student contribution to the board notes.
6. Students will answer the question at the end of the class reading.
7. Teacher will walk around and monitor the students progress.
8. Select students to read their written responses to the reading questions.
Homework : In paragraph form the students will answer the aim question based on the
information obtained in the lesson and the model definition the students had created.
Name: ___________________________________
Global History I
Lesson #49
Topic: Trade and Cultural Diffusion
Aim: How Did the Silk Road Encourage Cultural Diffusion?
Instructional Objectives:
Students will understand how cultural diffusion occurred between Asia and
Europe via the Silk Road.
Materials: Handout #1 Silk Road Documents #1-4
Motivation: Distribute handout and have students answer the question for Document #1
Development:
1. Review students answers to the motivation question. Add board notes Section A.
2. Ask for volunteers to explain what the term cultural diffusion means. Explain
that students will be learning about the exchange of cultures between Europe and
Asia.
3. Have students answer both the fill in question as well as the document based
question for document #2.
4. Review students answers and add board notes Section B -1. Repeat process for
document #3 and add board notes B-2.
5. Summary Question: What are some ways that cultural diffusion occurs in
todays world?
I. Silk Road and Cultural Diffusion
A. Location
1. The Silk Road, a 4,000 mile long trade route connected the Han Empire in China with
the Roman Empires territory in Europe.
2. Established in 1000 BC and continued until 1000 AD.
B. Cultural Diffusion
1. Asian goods such as silk, iron, bronze, and spices were introduced into Europe.
European goods such as gold, linen, glass, and cattle were traded to Asian lands.
2. Religious principles from Buddhism were introduced into Europe by traders who
traveled along the Silk Road.
Homework: Students will write two paragraphs that answer the Aim question.
NAME: ___________________________________
Global History I
Document #2
Those five loser girls from England may have taken my name but their no match for the
real deal. Nutmeg, ginger, pepper, cardamom, and cumin all have more heat than those
airheads. Without me, those Romans would hate to eat dinner.
What am I? __________________________
According to the map in document #1, how did the Romans get these needed supplies?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Document #3
Life should be lived according to the Golden Mean; Never too much, Never too little.
- Aristotle, Greek Philosopher, 320 B.C.
The key to happiness in life is to live according to the Middle Way; Nothing should be
done in excess.
- Buddhist teaching, 500 B.C.
1. These statements are SIMILAR or DIFFERENT (circle one). Because ____________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Who was the first person to express this idea? ARISTOLE or BUDDHA (circle one).
Because _____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. How could the Silk Road help spread this idea throughout Europe and Asia? _______
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Lesson #50
Topic: World Religions and Philosophies
Aim: How Did Confucian Philosophy Help Create Chinese Civilization?
Instructional Objectives:
Students will understand the basic principles of Confucianism and their influence upon Chinese
society.
Materials: Handout #1 How did Confucian Philosophy help create Chinese Civilization worksheet
Motivation: Distribute handout and have students answer the Do Now question on the handout.
Development:
1. Review students answers to the motivation question. Explain that today they will be
learning about an ancient philosophy known as Confucianism. Students may be familiar
with his teachings since they are often found inside fortune cookies.
2. Write complete board notes while students work on answering each of the five situations
presented on the handout.
3. Have students read their answers to each of the questions. Discuss their answers then
allow them to copy board notes.
4. Summary Question: Which of the five relationships do you think is most important to
an orderly society? Why?
I.
Confucianism
A. Origins
1. Founded in China (6th Century BC) by philosopher Confucius
2.Civil war raged throughout China during Confucius life. His goal was to restore
peace and order in China
3. Confucian teachings are contained in the book Analects. It was Chinas official
Philosophy for over 2,000 years
B. Major Principles
1. In order to restore order, Confucius established Five Relationships that must
be followed:
a. Children must obey their parents; younger brothers must obey older brothers
b. Lower class (poorer) people must obey higher class (richer) people.
c. The ruler must be obeyed as long as he is honest and good
d. The wife must obey the husband
e. Members of the community must treat each other with respect.
Homework: Have students a list of five different relationships that would help to insure a safe
and peaceful school. Explain the reason for each relationship. (Ex. All students should obey the
School Safety agents because.)
NAME: ___________________________________________
Global History I
Lesson #51
Topic: World Religions
Aim: What Are the Central Beliefs of Hinduism?
Instructional Objectives:
Students will understand the origins of Hinduism as well as its basic religious principles
Materials:
Handout #1 What are the Central Beliefs of Hinduism?
Handout #2 Two Fables of Ancient India
Motivation: Distribute handout and have students answer the motivation question on the handout.
Development:
1. Review students answers to the motivation question. Explain that today they will be
learning about an ancient religion known as Hinduism.
2. Write complete board notes.
3. Have students work with a partner and answer each of the five questions on the board.
4. Call on a volunteer from each team to answer each of the questions. Discuss the concepts
of dharma, karma, and reincarnation. Tell students that dharma is similar to a long list of
homeworks that you must do while karma is the grade that reflects whether you actually
completed the homeworks.
5. Summary Question: What similarities are there with any religion you have learned
about?
I.
Hinduism
A. Origins
1. Founded in India (16th Century BC).
2. Holy book is the Vedas
B. Major Principles
1. Polytheistic- belief that many gods exist. Three main gods are
Brahma- the Creator, Siva-the Destroyer, and Vishnu-the Preserver.
2. Reincarnation- the Hindu belief that all living souls are reborn after death but
may return in different types of creatures beside human. Each soul continues to
reborn until it becomes perfect.
3. Dharma- the religious obligations of a Hindu, includes fasting, non-violence, and
self-denial
4. Karma- judgment of a persons soul after death. Those who were faithful to
their dharma have good karma and will be reincarnated into a higher life form.
Those with bad karma will return in a lower life form.
NAME: ____________________________________________
Global History I
The religion of HINDUISM is complex but it revolves around the three concepts of
dharma, karma, and reincarnation. Answer the following questions based on your
knowledge of those concepts.
1. Sita is constantly being made fun of by her fellow classmates. Finally she explodes and punches
Vivianna in the face. Has she fulfilled her dharma? YES or NO (circle one) because: ____________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Sita finds a wallet in the street that contains $100 and a student ID from a student named Evelyn.
Sita keeps the money but returns the wallet. Has Sita fulfilled her dharma? YES or NO (circle one)
because __________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Sita lies to Police Offcer Feliciano in order to protect her sister, Natasha, from being arrested for a
crime that Natasha has not committed. Has Sita fulfilled her dharma? YES or NO (circle one) because:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
4. Based on the previous three examples, does Sita have good karma or bad karma? (circle one)
because: ________________________________________________________________________
_______________________________________________________________________________
5. As a result of Sita having good or bad karma (circle one), in her next life she will be reincarnated as
a _____________ because _____________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
I.
Hinduism
A. Origins
1. Founded in India (16th Century BC).
2. Holy book is the Vedas
B. Major Principles
1. Polytheistic- belief that many gods exist. Three main gods are
Brahma- the Creator, Siva-the Destroyer, and Vishnu-the Preserver.
2. Reincarnation- the Hindu belief that all living souls are reborn after
death but may return in different types of creatures beside human.
Each soul continues to reborn until it becomes perfect.
3. Dharma- the religious obligations of a Hindu, includes fasting, nonviolence, and self-denial
4. Karma- judgment of a persons soul after death. Those who were
faithful to their dharma have good karma and will be reincarnated into
a higher life form.
Those with bad karma will return in a lower life form.
Lesson #52
Topic: World Religions and Philosophies PowerPoint Lesson
Aim: How Do the Chinese Philosophies of Legalism and Taoism Differ??
Instructional Objectives:
Students will compare and contrast the basic principles of Legalism and Taoism
Materials: Handout #1 Legalism and Taoism
Motivation: Have students open their notebooks as soon as the bell rings. Explain that
they will be expected to answer questions in writing as well as copy notes.
Development:
1. Begin Powerpoint presentation. Have students copy Aim from slide #1
2. Students will generate a definition for philosophy
3. Students will copy the definition for philosophy from slide #3
4. Students will write their answers to the questions on slide #4 and #5.
5. Students will copy notes from slide #6.
6. Students will write answers for slide #7.
7. Students will copy notes from slide #8
8. Students will fill in the blanks for slides #9 and 10.
9. Summary Question: Have a student summarize the main differences between
these two philosophies.
Homework: Students will complete handout #2: How did Taoism and Legalist views
differ
NAME: __________________________________________
Global History I
TAOISM (Daoism) -
The Taoists believed there was a natural order to existence and that people should
do as little as possible to change the natural order. By accepting things as they
are, people could live in harmony with the natural laws. Taoists opposed the
existence of a large bureaucratic government and many governmental laws.
Individuals should seek to find their own nature and place in the natural world
and act according to instinct, since human instincts are good, and it is learning
and custom that have taught them to be bad. Once people rid themselves of the
burden of unnatural laws and customs, they can find the Tao (or way) of the
universe.
Like Confucianism, Taoism was not widely accepted, however, over the years it
underwent many changes. It borrowed from the old Chinese folk religions and
became a religion with a priesthood, ceremonies, and elaborate rituals Some
Taoists practiced alchemy (trying to change inferior metals to gold), some
practiced magic, and others did ritual exercises.
Lesson #53
Topic: World Religions
Aim: What Are the Central Beliefs of Buddhism?
Instructional Objectives: The Students will be able to:
Understand the origins as well as the basic religious principles of Buddhism.
Materials:
Handout #1 Class reading: Buddha
Handout #2 What are the central beliefs of Buddhism, documents #1& #2
Motivation: Have students name an item (stereo, sneakers) that they want more than anything else.
Have them explain why they desire this item.
Development:
1. Write students answers to the motivation question on the board. Ask how they would
react I they never received this item. Explain that they will be learning Buddhism, which
tries to eliminate the anger that you sometimes feel.
2. Distribute class reading, handout #1. Ask for volunteers to read from the passage.
3. Distribute handout #1, documents #1 & #2. Have students write their answer to
Document #1.
4. Discuss students answers and add board notes A and B
5. Repeat process with document #2. Add board notes C.
6. Have students work with a partner to answer the questions at the bottom of the handout.
7. Summary Question: Would it be difficult for you to follow the Middle Way? Why?
I. Buddhism
A. Origins
1. Founded around 600 BC by an Indian prince named Gautauma
2. Shocked by the human suffering he saw, he gave up his riches to find religious truth
Homework: Have students write two paragraphs explaining their reaction to the Buddhist idea of the
Middle Way.
Name __________________________________________
Global History I
Buddhism
Buddha. What picture does that name bring to mind? Usually one thinks of a figure, seated with his legs
crossed, staring straight ahead-a god.
His real name was Siddhartha Gautama (sid-hart'-huh gow'-tuh-muh), and he was a man who cared for
people. Born a prince about 563 B.C., Siddhartha was protected from all signs of suffering until he was twenty-nine
years old. Then, one day, he went for a ride in his chariot. But instead of staying in the palace grounds as usual, he
drove into the city.
First Siddhartha saw an old, gray-haired man, bent over and trembling.
"What does this mean?" Siddhartha asked his charioteer. "This happens to all people!" was the answer.
Then they passed a man suffering from leprosy and covered with sores.
"What does this mean?" Siddhartha asked. "This happens to all people!" was the answer.
As they continued on, he saw a funeral procession.
"What is the meaning of this?" questioned Siddhartha. "This happens to all people!" answered the charioteer.
Finally, Siddhartha saw a holy beggar. Despite his rags and thin body, the beggar had a calm expression on his
face.
Siddhartha returned to the palace in a state of shock. How could people be happy in the face of old age,
disease, and death? Especially since reincarnation meant they would face these things over and over? Only the calm
face of the holy beggar seemed to suggest a possible way out of the difficulty.
Siddhartha decided to look for a way to end human suffering. He left his kingdom and began to wander from
place to place. First he studied with leading Hindu philosophers. But after a while, he felt they had nothing more to
teach him. Then he lived as a hermit in the forest. But being alone did not help. Next, he joined a band of monks
who thought they could find enlightenment through pain. Siddhartha suffered along with them. He ate only one
grain of rice a day until he was a walking skeleton. But that, too, led him nowhere.
One day, Siddhartha was sitting under a fig tree and meditating. Suddenly, he saw the cause of suffering and
the way it could be ended. He had become a Buddha, an Enlightened One. What were these basic insights?
1. Suffering exists.
2. Suffering is caused not by disease, old age, and death, but by selfishness. People want money, power, and
security.
3. The way to escape from suffering is to get rid of selfish desires.
4. Once people do this, they will no longer have to be reborn. They will be at peace with themselves and truly
one with God.
Inspired by these insights, Buddha spent the remaining forty-five years of his life teaching people how to
master themselves. He urged people to follow eight steps-the Noble Eightfold Path. These steps are:
1. Having understanding. People should keep an open mind. They should be willing to face unpleasant facts
as well as pleasant ones.
2. Having the right goals. Instead of desiring something that only one person can own, people should want
such things as peace, which belongs to everyone.
3. Speaking the right words. People should always speak the truth.
4. Doing the right deeds. People should not kill, steal, lie, commit an unlawful sexual act, or drink liquor.
5. Following the right occupation. People should not earn a living by hurting another person or an animal.
Siddhartha condemned making weapons and selling slaves. Strict Buddhists do not eat meat.
6. Making an effort. People should always try to do what is right, no matter how tired or discouraged they
may be.
7. Being aware. People should try to understand how their thoughts and feelings affect the way they
behave.
8. Meditating. People should take time out to think about the meaning of life. Eventually, like Siddhartha,
they too will become enlightened.
Siddhartha did not believe in the caste system. He stressed action rather than belief or ritual. He also
preached the importance of love. "Hatred does not cease by hatred; hatred ceases by love. That is the eternal
law."
For about five centuries after the death of the Buddha, his ideas were handed down by word of mouth. The
memorized teachings were put into writ ing in the first century AD.
Name: ___________________________________________
Global History I
Document #2
We Buddhists believe that there are four Rules for Right Living:
1) Hatred is never ended by hatred; hatred is ended by love.
2) People should overcome anger by love.
3) People should overcome evil by goodness.
4) Everyone trembles at punishment; everyone love life.
Based on this document, how would a Buddhist treat a hated enemy? ________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Base your answers to the following situations using the information in documents 1 & 2
1) Ebony desperately wants a Lexus Ls400 that costs over $67,000 but cannot afford to buy one. Miserable,
she walks 15 miles each way to work. The Buddha would say that Ebony's unhappiness is caused by
______________________________________________________________________________________
______________________________________________________________________________________
The Buddha says the solution would be for Ebony to ___________________________________________
______________________________________________________________________________________
2) Daniel is constantly being bullied by a bunch of Beavis and Butthead lookalikes. After months of abuse by
them, Daniel takes out a screwdriver and sticks it up their noses and seriously wounds them. The Buddha
would APPROVE OR DISAPPROVE (CIRCLE ONE) of Daniel's action because ______________________
________________________________________________________________________________________
One solution that a Buddhist would suggest for Daniel is __________________________________________
________________________________________________________________________________________
3) Erica wants a new Fendi bag that costs over $800 but only has $400 saved According to Buddhist beliefs,
what should Erica do? ______________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
I. Buddhism
A. Origins
1. Founded around 600 BC by an Indian prince named Gautauma
2. Shocked by the human suffering he saw, he gave up his riches to find
religious truth
Lesson #54
Topic: World Religions
Aim: How Did Buddhism Become a Major World Religion?
Instructional Objectives: The students will be able to:
Understand the various factors that contributed to the spread of Buddhism throughout Asia.
Materials: Handout #1 How did Buddhism become a major world religion? Documents #1-4
Motivation: Distribute handout and have students answer the question for document #1.
Development:
1. Review students answers to the motivation question. Explain that today they will be
learning how Buddhism was spread without the use of television, phones, email, etc.
2. Write board notes section A.
3. Have students answer each of the questions for the remaining three documents on the
handout.
4. Discuss answers for document #1. Add board notes section B-1.
5. Repeat process for remaining documents, adding notes B-2 and B-3 after each respective
document.
6. Summary Question: Which of these reasons was probably the most responsible for the
spread of Buddhism?
I.
Homework: Using class notes as well as their handouts, have students create a document-based
essay that answers the Aim question.
NAME: ________________________________________
Global History I
Document #3
After seeing the wickedness of war that my father, King Chandragupta, had started, I vowed to spread
the teachings of Buddha through out the empire. I sent missionaries all over Asia, spreading the
wonderful message of Buddhism. - King Asoka
Based on this document, how was Buddhism spread throughout Asia? ___________________________
___________________________________________________________________________________
Bonus: Which empire is this document talking about? ________________________________________
Document #4
As a merchant along the Silk Road, I sold many different types of spices and silks to different
customers. Some of them were angry looking types (probably because they failed Global Studies I)
would were amazed at the calmness and happiness that I showed, no matter what the situation. We
would often sit down and talk about the teachings of Buddhism until the sun went down. I think I sold
my customers more of my religion than of my goods. - Ima Happyclam, Indian trader
Based on this document, how did the teachings of Buddha spread throughout Asia? ________________
___________________________________________________________________________________
___________________________________________________________________________________
Lesson #55
Topic: World Religions
Aim: What Moral Values Does Judaism Teach?
Instructional Objectives:
Students will understand the moral principles behind the Ten Commandments
Materials: Handout #1 What Moral Values does Judaism Teach?
Motivation: Write definition for moral values on board. Have students list a minimum of three moral
values that most children are taught.
Development:
1. Ask for volunteers to read their written responses to the motivation question
2. Distribute handout and have student volunteer read the historical context. Ask: What is another
name for Yahweh?
3. Write complete board notes. Have students copy notes.
4. Students will read each of the following ten reading passages. For each they must write which
Commandment is being violated.
5. Discuss students answer to each reading selection.
6. Summary Question: How many of the Ten Commandments have become laws in America?
Explain. Ex. Murder, adultery, perjury
Voc. Moral values- behaviors that are believed to be the right thing to do
I. Moral Values of Judaism
A. Origins
1. According to the Torah (Old Testament of the Christian Bible), God aka Yahweh
Gave ten sacred laws to Moses to deliver to the followers of the Jewish religion.
2. These laws were known as the Ten Commandments.
B. Principles of the Ten Commandments
1. Respect and obey older adults.
2. Do not steal
3. Only worship one God Yahweh
4. Do not lie
5. Do not kill
6. Do not commit adultery (relations with someone youre not married to)
7. Do not use Gods name untruthfully
8. Respect and obey older adults.
9. Do not work on Sunday.
10. Do not desire what your neighbor has.
Homework: Have students create a list of ten different commandments that all students should obey.
NAME: __________________________________
Global History I
Lesson #56
Topic: World Religions
Aim: Why Did Christianity Spread Throughout the World?
Instructional Objectives: The Students will be able to:
Students will understand the rapid spread and growth of Christianity throughout the world.
Materials: Handout #1- Why did Christianity Spread Throughout the World: Documents #1-4
Motivation: Have students list at least five different ways that information is spread around the world
today.
Development:
1. Write students answers to the motivation question on the board. Ask how many of these
examples existed a thousand years ago. Explain that they will learn how and why the
religious beliefs of a small group of people in small town in the middle of the desert
spread across the world.
2. Distribute handout #1. Have students write their answer to Document #1.
3. Discuss students answers and add board notes A and B
4. Repeat process with each document, adding notes C, D, and E after each respective
document.
5. Summary Question: Which reason best explains the spread of Christianity? Why?
I. Spread Of Christianity
A. Messengers
1. Apostles, disciples of Jesus Christ traveled throughout the Roman Empire preaching Christian
beliefs.
2. Missionaries were priests sent by the Church in the Middle Ages (500-1500) to convert pagans
(non-Christians) to Christianity.
B. Roman Emperor Constantine
1. Believing he won an important battle due to Gods help Constantine converted and made
Christianity the official religion of the Empire.
2. The Christian Church was exempt from taxes and was given government support from the
Romans. Persecution of Christians ended.
C. Heaven and Hell
1. People were attracted to the belief that if they were good Christians, they would live forever in
a perfect world (heaven).
2. Those that refused Christianity were doomed to eternal suffering (hell)
D. Religion of the Poor
1. 95% of the world was poor and Christianity taught that the poor were favorites in the eyes of
God and would be rewarded with Heaven
E. Hope
1. Since most people died before forty during the Middle Ages, people followed Christianity in
order to provide themselves with a better life in the next world. (Heaven)
Homework: Using their class notes as well as the handout, have students write a Document Based
Essay that answers the Aim question.
NAME: __________________________________________
Global History I
Document #3
It is easier for a camel to pass through the eye of a needle than for a rich man to enter the gates of
heaven. Matthew 5:24, The Bible
5. According to this document, who will be the only people allowed in the gates of heaven?
Document #4
Life during the Middle Ages was unbelievably tough on the human soul. The vast majority of the people
lived life in a state of poverty. Disease, hunger, and war were constant reminders of the difficulties in life.
The average life span of a man living in the Middle Ages was thirty- nine years. This helps to explain the
rapid spread of Christianity.
6. According to this document, what were some of the problems that people in the Middle Ages
faced?
7. How do those problems help explain why Christianity spread throughout the world?
Lesson #57
Topic: World Religions
Aim: What Are the Central Beliefs of Islam?
Instructional Objectives:
Students will understand the origins of Islam as well as its basic religious principles
Materials:
Handout #1 - What are the central beliefs of Islam?
Handout #2 Readings from the Koran (homework)
Motivation: Distribute handout and have students answer the question for Document #1
Development:
1. Review students answers to the motivation question. Explain that today they will be learning
about the historical background of Islam, the latest monotheistic religion to have been founded.
2. Add board notes and have students copy them as well as the Five Pillars of Wisdom on the
handout.
3. Have students read the fictional account of Abdul and explain whether Abdul has kept the Five
Pillars or not. Students should justify their answers with excerpts from the text.
4. Summary Question: Which Islamic teachings are similar to Christian and Jewish religious
ideas?
I. Islam
A. Origins
1. Founded in the 7th Century by Mohammed, a man believed to be the Prophet of Allah
(messenger of God)
2. Middle Eastern religion began near the cities of Mecca and Medina, which are part of Saudi
Arabia today.
B. Koran
1. Holy book of followers of Islam (Muslims)
2. Contains the basic laws to be followed by all Muslims known as the Five Pillars of
Faith.
(HAVE STUDENTS COPY DIAGRAM INTO NOTES HERE)
NAME: _________________________________________________
Global History I
Good Muslims must follow these basic religious duties. Read the following account and decide whether Abdul is
a good Muslim or not.
It is the second day of the holiest month of the Islamic calendar, Ramadan, and Abdul has awoken at 730 AM.
After facing the holy city of Jerusalem, Abdul begins to pray to Allah and Buddha for a passing grade on his
Global History Exam. After finishing his prayer, Abdul begins to eat his breakfast of bacon and eggs and beer.
Before showering, Abdul once again faces the holy city of Jerusalem and begins to pray to Allah and Confucius.
Abdul walks to school with $200 in his pocket so that he can buy an autographed copy of the new DMX album.
He passes by several homeless people who ask him for money for food. Abdul keeps walking to McDonalds
where he has a milkshake before going to school.
Once in school, Abdul faces the holy city of Mecca and prays to Allah and his prophet, Mohammed, that the
teacher will give him a passing grade although he has not turned in his homeworks or passed his exams. The
principal announces that Abdul has won a contest for the most creative excuse for being late to school contest.
He may choose either 1) a trip to Mecca, all expenses paid or 2) a date with Jennifer Lopez. He chooses #2.
Abdul then falls down to his knees, faces the holy city of Jerusalem and gives his final prayer to Allah and
Buddha for a good hair day for his date with Jennifer Lopez. After that, Abdul decides to have a huge lunch
with plenty of pork and rum.
NAME: _____________________________________
Global History I
The holy book of Islam, the Koran, is divided into 114 chapters, or sums. Each chapter is
divided into verses.
Read the excerpts below from the Koran and complete the activities that follow. (The
numbers after each excerpt refer to the chapter and verse of the passage.)
1. Make a check mark next to each conclusion you can make about Islam based on the excerpts you read.
a. Islam is a monotheistic religion. ______________
b. Muslim women do not need legal rights. ____________
c. Allah is all-knowing. ___________
d. Allah is unforgiving. ___________
e. Islam teaches the importance of charity, forgiveness, and respect for one's elders.___________
f Allah loves only those who go to war on behalf of Him. ___________
g. The afterlife is more important than is life in this world. ___________
h. The Koran provides standards for ethical conduct. ____________
2. Making Comparisons On a separate sheet of paper, list ways in which the ideas of Islam, Judaism,
and Christianity are similar.
Islamic Beliefs
I. Islam
A. Origins
1. Founded in the 7th Century by Mohammed, a man believed to be the Prophet of
Allah (messenger of God)
2. Middle Eastern religion began near the cities of Mecca and Medina, which are
part of Saudi Arabia today.
B. Koran
1. Holy book of followers of Islam (Muslims)
2. Contains the basic laws to be followed by all Muslims known as the Five
Pillars of Faith.
(HAVE STUDENTS COPY DIAGRAM INTO NOTES HERE)
Lesson #58
Topic: World Religions
Aim: How Did Islam Spread Rapidly Over a Wide Area?
Instructional Objective:
Students will understand the reasons for the rapid spread of the Islamic religion throughout
Europe, Africa, and Asia
Materials: Handout #1: How did Islam Spread Rapidly over a Wide Area documents 1-3
Motivation: Select the first student in the first seat of the first row. Give them a two-sentence message
to repeat to the student behind them. Have that student repeat the process until the message has reached
the other side of the room. Time the exercise.
Development:
1. Explain that this was an exercise in communication and that they will be examining how
Islam spread over thousands of miles in less than 150 years without the use of television,
radio, newspapers, email, etc.
2. Distribute handout. Have students answer the questions for Document #1.
3. Discuss students answers and add board notes A.
4. Have students answer document #2 question. After discussing their answers, add board
notes B.
5. Repeat process for document #3. Add board notes C.
6. Summary: Which reason was most responsible for the spread of Islam?
I.
Spread of Islam
A. Expansion of Islamic Territory
1. Founded in the Middle East, Islam spread to North Africa, Eastern Europe, and
Spain 100 years after the death of Mohammed in 632 AD
2. After these territories were conquered by Muslim armies, citizens often adopted
the religion of their conquerors
B. Reasons for Spread of Islam
1. In Eastern Europe and Persia, the Byzantine Emperors persecuted nonOrthodox Christians. When Muslim armies took over, they allowed
religious freedom. Many citizens were attracted to the freedom and
openness of Islam and converted.
2. According to the Koran, when a person died fighting for Islam, they were
guaranteed a place in heaven. It was a no-lose situation. If you lost, you
went to heaven. If you won, you received riches and glory for winning.
Homework: Imagine yourself as a Muslim warrior in 700 AD. Write a three-page diary entry
explaining your feelings and motivations as you go into battle.
NAME:______________________________________________
Global History I
I.
Spread of Islam
A. Expansion of Islamic Territory
1. Founded in the Middle East, Islam spread to North Africa, Eastern
Europe, and Spain 100 years after the death of Mohammed in 632 AD
2. After these territories were conquered by Muslim armies, citizens often
adopted the religion of their conquerors
B. Reasons for Spread of Islam
1. In Eastern Europe and Persia, the Byzantine Emperors
persecuted non-Orthodox Christians. When Muslim armies took
over, they allowed religious freedom. Many citizens were
attracted to the freedom and openness of Islam and converted.
2. According to the Koran, when a person died fighting for Islam,
they were guaranteed a place in heaven. It was a no- lose
situation. If you lost, you went to heaven. If you won, you
received riches and glory for winning.
Lesson #59
Topic: Byzantine Empire
Aim: How did the Byzantine Empire shape world history?
Instructional Objectives: The students will be able to:
1. locate and identify the Byzantine Empire
2. identify and evaluate the achievements and contributions of the Byzantine
Empire
3. explain how the Byzantine Empire preserved Greek and Roman culture
Materials:
Handout #1 Byzantine map worksheets
Handout #2 Documents #1-3
Handout #3 Roman Catholicism and Eastern Orthodoxy (homework)
Motivation: Students will answer the following question in their notebooks:
If a company was moved from NYC to Mexico City, how would this affect the
company and its employees? Would it be the same company or would the move change
the company?
Development:
1. Students will answer the motivation question in their notebooks
2. Teacher will walk around and monitor the students progress
3. Select students to read their written answers to the motivation question
4. Distribute handout #1 Byzantine map worksheet
5. Students will complete the geography worksheet. Use the worksheet as a basis
for discussion.
6. Questions:
a) How would geography influence the way people make a living?
b) How would the location help to make the empire prosperous?
c) What important geographic features make the empire a crossroads for
trade?
d) How did the Empires closeness to other civilizations promote cultural
diffusion?
7. Distribute handout #2 documents #1-3
8. Ask for a volunteer to read document #1
9. Students will answer the question for document #1
10. Select a student to read their written answer to the document question
11. Follow the same procedure for documents #2 & 3
12. Create a semantic map on the board
13. Student volunteers will come to the board to summarize the achievements and
contributions. (see sample semantic map)
Homework : handout #3 Roman Catholicism and Eastern Orthodoxy
NAME: _________________________________________
Global History I
Document #1
From Buildings by Procopius,
Justinian created countless cities which did not exist before. And finding that the belief in God was
...straying into errors ...he brought it about that it stood on the firm foundation of a single faith.
Moreover finding the laws obscure because they had become far more numerous than they should be
...He preserved them [in the Legal Code of Justinian]...
According to Procopius, what are two contributions of Justinian? ______________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Document #2
From Buildings by Procopius,
"Whoever enters there to worship perceives at once that it is not by human strength or skill, but by the
favor of God that this work had been perfected; his mind rises sublime to commune with God, feeling
that He cannot be far oft; but must especially love to dwell in the place which He had chosen; and
takes this place not only when a man sees it for the first time, but it always makes the same
impression upon him, as though he had never held it before."
How does Procopius describe Hagia Sophia? How does it make the worshipper feel? _______________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Source: World History: Human Osyssey, West Publishing, 1997
Document 3
The Legal Code of the Emperor Justinian, 529 AD
1. Any privilege or right that is not given to the defendant should not be given to the
plaintiff...
2. No one may be forcibly removed from his own house...
3. In cases where the claims of the two parties appear to be equal in merit, the person
who has possession of the object in dispute has the stronger claim...
4. No one must suffer a penalty because of what he thinks.
5. It is better for the crime of a guilty person to go unpunished than for an innocent
person to be condemned...
6. In the case of a major offense, it makes a difference whether the crime was committed
accidentally or on purpose...
7. The guilt or punishment of a father should not be carried over to his son...
8.
The person who accuses someone must prove that his charge is true. This is not the
obligation of the person denying the charge.
Adapted from: Peter Knots, Patterns of Civilization, 1973
Name: _____________________________________
Global History I
1.
2.
Which church seemed to allow for greater diversity among its members? Why?
Who would have more political power. the pope or the patriarch? Explain.
B. Location
1. At the crossroads of Europe and Asia
2. Constantinople major center of trade
a) silks and spices from the East
b) furs from Russia
c) grains, olives, and wines from the empire itself brought great wealth
D. Large Army
1. central government taxed merchants and peasants to support a large standing army.
Lesson #60
Topic: Influence of the Byzantine Empire on Classical Europe
Aim: How did the Byzantine Empire influence European history?
Instructional Objectives: The students will be able to:
1. locate the Byzantine Empire and identify its proximity to Kieva n Russia
2. explain why the Byzantine split from the Roman Catholic Church to form the Eastern Orthodox
Church
3. show how the code of Justinian helped to promote law, order, and stability in the Byzantine Empire
Materials:
Handout #1 The New Rome
Handout #2 How did the Byzantine Empire influence other world cultures? Documents #1-3
(homework)
Handout #3 Kievan Russia and Byzantine Empire
Textbook: Global History: The Growth of Civilization (Amsco) pages 175-176
Motivation: Students will answer questions #1-3 on handout #1 The New Rome
Development:
1. Distribute handout #1 The New Rome
2. Students will answer questions #1-3 based on the chart
3. Teacher will walk around and monitor the students progress
4. Select students to read their written answers to the motivation questions
5. Have students turn to page 175 in the textbook section: Byzantine Influence on Russia and Eastern
Europe
6. Ask for volunteers to read from the textbook
7. The students will analyze handout #3 Kievan Russia and Byzantine Russia
8. Utilize the scale of miles to determine the closeness of the Byzantine Empire and Kievan Russia
9. Ask students to figure out the probable trade route between the two major cities of both civilizations,
Constantinople and Kiev (Black Sea and Dnieper River)
10. Create a chart on how Byzantine ideas in the area of language, government, art/literature, religion,
would impact Russia (also use board notes that are included)
BYZANTINE
RUSSIA
Religion
Greek Orthodoxy
Russian Orthodoxy
Government
autocratic
autocratic
Alphabet
Greek
Cyrillic
Emperor Controlled
Homework : handout #2 How did the Byzantine Empire influence other cultures? Documents #1-3
NAME: __________________________________
Global History I
Based on this document, how did Constantinoples geographic location contribute to the
spread of Byzantine culture?_____________________________________________________________
____________________________________________________________________________________
Document #2
The Byzantine Empire in the years (700-1000) performed a valuable duty. It acted as a barrier against
the Muslim invasions, which threatened all of Western European civilization. When Constantinople
finally was conquered by the Ottoman Turks
(Muslims), the Western Kingdoms were strong enough to resist the Muslim invaders;
Europe would not fall to Islam after all.
Based on this document, why does Western Europe owe the Byzantine Empire a huge debt?
___________________________________________________________________________________
___________________________________________________________________________________
Document #3
The Legal Code of the Emperor Justinian, Byzantine Empire, 529 AD
No one must suffer a penalty because of what he thinks
The person who accuses someone must prove that his charge is true. This is not true
of the person denying the charge.
In the case of a major case, it makes a difference whether the crime was committed
accidentally or on purpose
Based on this document, how is the Justinian Code similar to legal principles in the U.S. today?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Lesson #61
Topic: European Feudalism
Aim: How Did Feudalism Organize Medieval Life in Europe?
Instructional Objectives: The Students will be able to:
Understand the social structure of feudalism.
Materials:
Handout #1 How did Feudalism organize medieval life in Europe worksheet.
Handout #2 Middle Ages
Motivation: Distribute handout #1. Have students copy the timeline into their notes and answer the
three questions based on the timeline.
Development:
1. Discuss students answers to the motivation question. Distribute handout #1 and have
students read aloud that Do Now question. Students should fill in the blanks as the
selection is being read. Have students copy the Do now paragraph into their notes.
2. Explain that disorder existed for close to one thousand years in Europe and that
feudalism helped to restore order to chaos.
3. Have a student read the list of the four possible speakers. Select a volunteer to read
Speaker #1s selection. Have students fill in the correct term from the four choices.
4. Repeat the process for each of the remaining reading selections. At conclusion, have
students draw a triangle that displays the appropriate position for each social class.
King
Knight
Serfs
5. Have students fill in the blanks on the paragraph on the bottom of handout #1.
Discuss answers and have students add that paragraph to their notes.
NAME: _________________________________________
Global History I
This system of organization of Medieval life is known as Feudalism. Under this system,
the king gave land to___________________in exchange for their military service to the _____________.
The ________________took the land that they received from the king and rented it out to
many different _________________ . The _____________ had to grow enough crops to pay the rent that
the __________________wanted. Only the _______________were able to leave the manor.
NAME: __________________________________
Global History I
QUESTIONS:
1. Which event caused the start of the Middle Ages?
2. Which two historic periods are connected by the Middle
Ages? How does this fact explain why the period is called the
Middle Ages?
3. How many years did the Middle Ages last?
The Middle Ages began with the collapse of the Roman Empire. Do not
think that the Roman Empire collapsed in one day, or even in weeks or
months. It took years and it happened so slowly that most people
didn't even know it was taking place. But slowly, Roman CULTURE ended.
The period of time between the end of the Roman Empire and the
beginning of the modern world, is known as the Middle Ages. There is no
date to show when the Middle Ages ended. Most-historians agree that
modern history began with the voyage of Columbus to America in 1492.
The Middle Ages is also known as the MEDIEVAL period because in Latin
medius means middle. People who lived during this time did not call the
period the Middle Ages. They simply lived from day to day. Today,
historians look back and call the period the Medieval period.
Historians have also called this period the Dark Ages because trade and
industry DECLINED. The Church was the center of new learning. There
were no public schools. Most people did not know how to read or write.
Europeans forgot what the Greeks and the Romans knew about the world.
This was especially true in science, astronomy, navigation, art and
literature. The term Dark Ages is used because it's as if the lights
went out and people lived in IGNORANCE and fear of the world around
them.
Lesson #62
Topic: The Crusades
Aim: What Was the Goal of the Crusades?
Instructional Objectives: Students will understand the reasons for the Crusades
Materials:
Handout #1 What were the results of the Crusades worksheet
Handout #2 The Crusades (homework)
Motivation: Write the following on the board; Batman = Caped Crusader. Have students write an
explanation/definition for the term Crusader
Development:
1. Review students written responses to the motivation question. Explain that a crusader is
someone that fights for a good cause.
2. Distribute the handout and inform the class that they will be learning about the origin of the term
Crusader.
3. Have students write their answers to Document #1. Review students answers. Add board notes
Section A.
4. Repeat the process for the remaining three documents.
5. Summary question: Were the Medieval Crusaders really fighting for a good cause? Explain.
I. Crusades (1095-1291)
A. Origin
1. Most of the Crusaders were knights who came from England, France, and Germany.
2. There were four major Crusades.
B. Goals of the Crusades
1. The Pope wanted to reclaim Jerusalem from Muslim control. Jerusalem is a holy city to
both Christians and Muslims.
2. Crusaders wanted to become wealthy, famous and serve God by fighting against Muslims
in Jerusalem and the Palestinian lands that surrounded it.
3. Many peasants also joined the Crusades and began to kill all non-Christians they
encountered en route to Jerusalem.
C. Results of the Crusades
1. Only the first Crusade was successful. Christian knights slaughtered most of the people
living in Jerusalem, including Jews, Christians, and Muslims
2. Saladin, a Muslim ruler and general, eventually defeated the Crusaders and reestablished Muslim control over Jerusalem.
Homework: Students will read handout #2, the Crusades and answer the questions that follow
Name_____________________________________________
Global History I
Based on this document, which holy city was the destination of the first four Crusades?
_____________________________________________________________________
Name two nations that supplied manpower for the Crusades. ___________________ &
_____________________________________________________________________
Document #2
For many years, European Christians had made the long difficult journey to the Middle East to
visit the place where Jesus lived and taught. Jerusalem was especially important since it was the
location of the crucifixion and death of Jesus. In the late 1000s, Seljuk Turks, a Muslim people
based in Asia Minor took over Jerusalem and began to interfere with Christian visitors to the
Holy Land. At the Council of Clermont in 1095, Pope Urban II called for a crusade, or holy war
against the Turks. Thousands of Christian knights and peasants began to sail for Jerusalem in
order to recapture the Holy land.
Based on this document, what was the goal of the Crusades? _____________________________
______________________________________________________________________________
______________________________________________________________________________
Document #3
As news of Pope Urbans speech spread throughout Europe, excitement grew. Eager for
adventure, wealth, and a chance to serve God, lords and knights began to organize armies.
Common people also came together to fight in the Crusades but often pursued violence against
other non-Christians as well. As the marched through the Byzantine Empire, they began to kill
Jews by the thousands until few Jew remained in Eastern Europe.
- Unfinished Journey: World History pg.124
Based on this document, list four reasons why people joined the Crusades. __________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Document #4
The First Crusade began in 1096. On the long journey to Jerusalem, the crusaders faced many
hardships. Finally in 1099, mad with joy they reached Jerusalem, fought their way through the
city and massacred all the Muslim and Jewish inhabitants. After the killing and looting, the
crusaders full of happiness and weeping with joy went to worship at the tomb of Jesus.
Based on this document, why can the crusaders be considered hypocrites? __________________
______________________________________________________________________________
______________________________________________________________________________
Document #5
For the time being, the crusaders had won. They set up Crusader states in the areas
surrounding Jerusalem. But the Muslims were determined to regain their holy places. In 1187, a
Muslim ruler and general named Saladin launched a successful attack on the Crusader states and
recaptured Jerusalem. European kings quickly sent out a Second Crusade, then a Third Crusade,
until finally after the Fourth Crusade failed, signed an agreement with Muslim rulers to abandon
any further crusades against Jerusalem.
Based on this document, why do many Muslims still consider Saladin a hero? _______________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
GLOBAL HISTORY I
The Crusades
NAME: ______________________________________________________________________
THE CRUSADES
My name is King Richard The Lion Hearted. I was the King of England
during the twelfth century. In the year 1189 I led the Third Crusade
against the Muslims. Our goal was to RECAPTURE the holy city of
Jerusalem, which was taken by the Muslims under the leadership of
Saladin. Jerusalem is very SACRED to Christians because it is where Jesus
was crucified and where he went to heaven. The Third Crusade was the
bloodiest of them all. More than 300,000 Christians and Muslims died.
I was glad to go on the Crusade because I was doing Gods work. The First
Crusade was called for by Pope Urban II in the year 1095. He ordered the
Kings of Europe to capture the Christian Holy Land, called Palestine,
from the Muslims. Knights and Kings who fought in the Crusades were
forgiven for the sins by the Pope. The First Crusade did drive the
Muslims out of the Holy Land. A Second Crusade in 1147 failed to stop the
Muslims from getting back some of their land. There was even a Childrens
Crusade. In the year 1212, thousands of children from France and Germany
traveled to Jerusalem. They believed Jesus Christ would help them capture
the city from the Muslims. Many of them died or returned to Europe in
failure.
My name is Saladin. I united the Muslims in the year 1187 and captured
Jerusalem from the Christians. Jerusalem is one of the most sacred
cities in the Muslim religion. It is the place where the Prophet
Mohammed made his trip to heaven. The Christians traveled 2,000 miles to
take the city away from us. With the help of Allah we defeated the
Christians and recaptured Jerusalem. We then defeated King Richard when
he tried to recapture the city from us. I agreed to allow Christians to
visit their holy places in the city. In the year 1291,almost 200 years
after the First Crusade, we Muslims had control of the entire Holy Land.
The Christian Crusades against us ended in failure.
QUESTIONS:
1. Explain why each of the following people was important during the
Crusades. A) Pope Urban II, B) King Richard The Lion Hearted, C)
Saladin.
2. Why is Jerusalem sacred to both Muslims and to Christians?
3. Which leader, Saladin or King Richard, do you agree with? Explain
your answer.
4. If you were a Christian living in Europe at this time, would you have
gone on a Crusade? Why?
5. If you were a Muslim, living in the Middle East at this time, would
you have fought against the Crusaders? Why?
I. Crusades (1095-1291)
A. Origin
1. Most of the Crusaders were knights who came from England, France, and Germany.
2. There were four major Crusades.
B. Goals of the Crusades
1. The Pope wanted to reclaim Jerusalem from Muslim control. Jerusalem is a holy city to
both Christians and Muslims.
2. Crusaders wanted to become wealthy, famous and serve God by fighting against
Muslims in Jerusalem and the Palestinian lands that surrounded it.
3. Many peasants also joined the Crusades and began to kill all non-Christians they
encountered en route to Jerusalem.
C. Results of the Crusades
1. Only the first Crusade was successful. Christian knights slaughtered most of the people
living in Jerusalem, including Jews, Christians, and Muslims
2. Saladin, a Muslim ruler and general, eventually defeated the Crusaders and reestablished Muslim control over Jerusalem.
Lesson #63
Topic: The Crusades
Aim: What Changes Did the Crusades Make to the Medieval World?
Instructional Objectives:
Students will understand the consequences of the Crusades on the medieval world.
Materials:
Handout #1 reading questions
Handout #2 Results of the Crusades (homework)
Motivation: Have students write one positive change that high school has made in their life.
Development:
1. Review students answers to the motivation question. Explain that they will be reading about
changes that occurred in medieval life as a result of the Crusades.
2. Distribute books and handout. Have students work alone or in pairs and write their answers to
each of the questions.
3. Discuss students answers. Have students determine where the information best applies (positive
or negative) Add the appropriate information to the chart below.
4. Summary question: Use the final question on the handout to complete your analysis of the
Crusades impact.
IMPACT OF THE CRUSADES ON MEDIEVAL LIFE
POSITIVE
NEGATIVE
NEUTRAL
Homework: Students will read handout #2, the Results of the Crusades, and answer the questions
that follow
Name_______________________
Global History I
3. List three new types of goods that entered into Europe after the Crusades.
a. ____________________________________________________________
b. ____________________________________________________________
c. ____________________________________________________________
4. What happened to the ships originally used to transport Crusaders to the Middle East?
___________________________________________________________________________
___________________________________________________________________________
5. How did the Crusades affect the power of the Church? _______________________________
___________________________________________________________________________
___________________________________________________________________________
NAME: _______________________________________
Global History I
QUESTIONS:
1. List four (4) ways the Crusades changed Europe.
2. If you lived in Europe during the thirteenth century, how would
the results of the Crusades have changed your life?
3. Cultural diffusion means that ideas and cultures spread from
one part of the world to another part. How did the Crusades cause
cultural diffusion during the Middle Ages?
NEGATIVE
NEUTRAL
Lesson #64
Topic: Chinas Tang and Song Dynasties
Aim: To what extent can one civilization impact on another?
Instructional Objectives: The students will be able to:
1. locate and identify the Tang and Song Empires
2. discuss reasons for the rise of the Tang and Song dynasties
3. describe the contributions to human history made by the Tang and Song
Empires
Materials:
Handout #1 Inventions of Tang and Song China (worksheet)
Handout #2 Chinas Tang Dynasty (homework)
Motivation: Students will answer the following question in their notebooks:
In what ways does the United States affect its neighbors?
Development:
1. Students will answer the motivation question in their notebooks
2. Teacher will walk around and monitor the students progress
3. Select students to read their written answers to the motivation question
4. Divide the students into small groups
5. Distribute handout #1 Inventions of Tang and Song China to each student
6. As a group the students will decide which item they will want to take back to
their 13th . Century European society. In order to do so, students will answer
the questions that follow the chart on handout #1.
7. Students will present their decision to the class.
8. Create a comparison chart on the board. Elicit as much information as you can
from the students. (or use included notes)
TANG
SONG
Size of Empire
Government
Economy
Arts
Society
9. Summary Question: How are the societies similar? How are they different?
Homework : handout #2 Chinas Tang Dynasty
NAME: _______________________________________
Global History I
Name: ______________________________________
Global History I
TANG DYNASTY
618-907
I. Tang Dynasty
A. China experienced a Golden Age
1. rulers reunited China
2. peace
3. prosperity
B. Immense Empire
1. more than 50 million people
2. expanded China
a) into Korea
b) Manchuria
c) Central Asia
3. Census
a) population counts
Sung Dynasty
960-1279
I. Sung Dynasty
A. After the fall of the Tang Dynasty China decreased in
size
B. 906 Sung dynasty founded
C. continued the cultural achievements of the Tang
Dynasty
D. most populous and advanced civilization of its time
E. merchants, craftspeople, and scholars
1. lived in large towns and cities
F. engaged in trade with many other parts of the world
1. carried silk across Central Asia
2. ships brought good to
a) Korea
b) Japan
c) Southeast Asia
d) India
e) Africa
Global History
DBQ Question
NAME: ____________________________________________________
HOW TO ANSWER DOCUMENT BASED QUESTIONS
HISTORICAL CONTEXT:
During the early 1900s a revolution began in America which greatly affected not only
America but also the rest of the world.
QUESTION: Discuss the changes the Automobile Revolution brought to the world using
the information provided by the documents.
PART A - SHORT ANSWER
DOCUMENT 1
The Model T Ford automobile will be sold so cheaply that every person shall be able to
buy one. Travelling between New York and New Jersey shall take hours, not
days.
-Henry Ford, automaker
According to this document, how will the automobile change life for those who
own one? ______________________________________________________________
______________________________________________________________________
DOCUMENT 2
After almost every citizen in Rome purchased an automobile, the skies around the great
Roman city often turned black and the air was full of thick smoke.
-Sal Ami, Italian citizen
According to this document, how has the automobile affected life in this major
Italian city? ____________________________________________________________
______________________________________________________________________
DOCUMENT 3
Before the automobile became available, people lived near their places of employment.
After the automobile became readily available, people began leaving New York City to
live in the suburbs.
-Sal Rizza, NY Historian
According to this document, how did the automobile affect both cities and
suburbs? ______________________________________________________________
______________________________________________________________________
WRITING THE ESSAY
1) Your topic sentence will be:
2) Your bridge sentence will be:
3) Your main paragraphs will be:
4) Your conclusion will be:
Opening Paragraph. Your first sentence should state the historical context and
set the time and place. The next sentence is your topic statement, which you can
obtain from the question. Then write a transition sentence leading into the
supporting paragraphs.
Supporting Paragraphs. These paragraphs provide evidence that supports
your topic statement. They must include references to the documents, in your
own words, as well as additional related information from your knowledge of
the topic.
Closing Paragraph. The closing paragraph should restate the topic statement.
You may also want to summarize your most important evidence or ideas about
the general topic.