World History (Period 3rd) Assignments
- Instructor
- Jesse Boyd
- Term
- School Year 2018-2019
- Department
- Upper School
- Description
-
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** Class reading and Guided Reading Activity Worksheet.
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Macedonians Invade Greece
GUIDING QUESTION How did the Macedonians and Greeks conquer the Persian Empire?
I. A VAST NEW EMPIRE To help students understand that under Alexander the Great, Macedonians and Greeks attacked the Persian Empire and then continued their conquests until they had created a large empire, display the map "The Empire of Alexander the Great" and lecture on the topic. Conclude by using the discussion question to assess students' mastery of the material.
INTERACTIVE MAP "The Empire of Alexander the Great"
[Visual/spatial]
Philip II and Alexander the Great
- Macedonian invasion of Greece: Philip II of Macedonia defeated an alliance of Greek city-states in 338 b.c. and united the city-states under Macedonian rule.
- Assassination of Philip: Philip was assassinated before he could carry out his plans to invade Persia. His son, Alexander, became the new king and vowed to fulfill his father's dream.
- Alexander's conquests: Alexander invaded the Persian Empire, bringing Asia Minor, Syria, Palestine, and Egypt under his control. In 331 b.c., Alexander won a decisive battle near Babylon and soon controlled the entire Persian Empire.
- Continued military campaigns: Alexander continued leading his army eastward, eventually reaching India. When his soldiers refused to go farther, he agreed to go home.
- Death of Alexander: Alexander returned to Babylon and planned new conquests, but he died in 323 b.c. at the age of 32.
The Hellenistic Era
GUIDING QUESTION What was the significance of Hellenistic cities as a result of Alexander the Great's conquests?
III. FOUR HELLENISTIC KINGDOMS To help students understand that four Hellenistic kingdoms became the successors to Alexander the Great's empire, display the chart "The Hellenistic Kingdoms" and discuss the struggle for power that occurred after Alexander's death. Then have students respond to the discussion question.
CHART "The Hellenistic Kingdoms"
[Visual/spatial]
Hellenistic Kingdoms
- Struggle for power: After Alexander's death, Macedonian generals struggled for control of the empire, making unity impossible.
- Four new kingdoms: Four Hellenistic kingdoms emerged as successors to the empire: Macedonia, Syria, Pergamum, and Egypt.
- Greek and Macedonian leaders: Though Alexander had planned to use Macedonians, Greeks, and Persians to govern his empire, the Hellenistic monarchs relied only on Greeks and Macedonians to form the new ruling class.
- Predominance of Greek language: All government business, even in the east, was transacted in Greek.
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Greek Religion
GUIDING QUESTION How was Greek religion an essential part of Greek society?
I. RELIGION IN GREEK LIFE Lecture on the features of Greek religion, emphasizing that the ancient Greeks focused on the will of the gods and goddesses rather than on specific doctrines of their religion. As you discuss the topic, display the lecture slide "Characteristics of Ancient Greek Religion," the chart "The Olympian Gods," and the sources "Greek Religion in the Iliad" and "The Oracle at Delphi" at appropriate points. Then have students respond to the discussion questions, using their responses to asses their understanding.
LECTURE SLIDE "Characteristics of Ancient Greek Religion"
[Verbal/linguistic]
Religion
- Gods and goddesses: Homer described the gods and goddesses that the Greeks worshiped. The twelve chief gods and goddesses were thought to live on Mount Olympus.
- Honoring the gods: The ancient Greeks honored the gods and goddesses by building temples for them and dedicating festivals and other events to them.
- Learning the will of the gods: The Greeks sought to learn the will of the gods by consulting oracles, such as that at Delphi.
Classical Greek Arts and Literature
GUIDING QUESTION What groundbreaking art and literature were produced during the classical period in Greece?
II. CLASSICAL GREEK ARCHITECTURE AND SCULPTURE To help students understand that classical Greek architecture embodied ideals of reason, moderation, balance, and harmony and that classical Greek sculpture focused on a standard of ideal beauty, discuss the characteristics of Greek visual arts, displaying the two images.
INTERACTIVE IMAGE "The Parthenon"
[Visual/spatial]
Architecture and Sculpture
- Architecture: The most important form of architecture was the temple, which housed statues of gods or goddesses and contained a treasury of gifts to the deity.
- The Parthenon: The Parthenon, on the acropolis of Athens, is regarded as the greatest example of the classical Greek temple.
- Sculpture: Greek sculptors focused on the human body, seeking to achieve a standard of ideal beauty.
- The ideal human form: The sculptor Polyclitus believed that the use of ideal proportions, based on mathematical ratios found in nature, could produce an ideal human form.
Greek Philosophy
GUIDING QUESTION What were the philosophical ideas that came out of ancient Greece?
V. FOUNDATIONS OF WESTERN PHILOSOPHY To show that the great Greek philosophers Socrates, Plato, and Aristotle established the foundations of Western philosophy, display the chart as you discuss ancient Greek philosophy. Then, have volunteers supply the necessary information to complete the whiteboard activity.
CHART "Socrates, Plato, and Aristotle"
[Visual/spatial]
Philosophy
- "Love of Wisdom": Early Greek philosophers focused on the development of critical or rational thought about the nature of the universe.
- Sophists: Sophists argued that individual self-improvement was more important than speculating about the universe. They emphasized the importance of rhetoric.
- Socrates: Socrates believed that critical examination, through a question-and-answer process, could call forth the knowledge already present within each person. Socrates questioned authority and was put to death by the Athenian government.
- Plato: Plato explored the nature of reality. He also attempted to describe the ideal state, or society, in which individuals could achieve a good life.
- Aristotle: Aristotle emphasized analyzing and classifying things via observation and investigation. He defined entire categories of study and wrote about a wide range of subjects.
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Assignment
Greek Religion
GUIDING QUESTION How was Greek religion an essential part of Greek society?
I. RELIGION IN GREEK LIFE Lecture on the features of Greek religion, emphasizing that the ancient Greeks focused on the will of the gods and goddesses rather than on specific doctrines of their religion. As you discuss the topic, display the lecture slide "Characteristics of Ancient Greek Religion," the chart "The Olympian Gods," and the sources "Greek Religion in the Iliad" and "The Oracle at Delphi" at appropriate points. Then have students respond to the discussion questions, using their responses to asses their understanding.
LECTURE SLIDE "Characteristics of Ancient Greek Religion"
[Verbal/linguistic]
Religion
- Gods and goddesses: Homer described the gods and goddesses that the Greeks worshiped. The twelve chief gods and goddesses were thought to live on Mount Olympus.
- Honoring the gods: The ancient Greeks honored the gods and goddesses by building temples for them and dedicating festivals and other events to them.
- Learning the will of the gods: The Greeks sought to learn the will of the gods by consulting oracles, such as that at Delphi.
Classical Greek Arts and Literature
GUIDING QUESTION What groundbreaking art and literature were produced during the classical period in Greece?
II. CLASSICAL GREEK ARCHITECTURE AND SCULPTURE To help students understand that classical Greek architecture embodied ideals of reason, moderation, balance, and harmony and that classical Greek sculpture focused on a standard of ideal beauty, discuss the characteristics of Greek visual arts, displaying the two images.
INTERACTIVE IMAGE "The Parthenon"
[Visual/spatial]
Architecture and Sculpture
- Architecture: The most important form of architecture was the temple, which housed statues of gods or goddesses and contained a treasury of gifts to the deity.
- The Parthenon: The Parthenon, on the acropolis of Athens, is regarded as the greatest example of the classical Greek temple.
- Sculpture: Greek sculptors focused on the human body, seeking to achieve a standard of ideal beauty.
- The ideal human form: The sculptor Polyclitus believed that the use of ideal proportions, based on mathematical ratios found in nature, could produce an ideal human form.
Greek Philosophy
GUIDING QUESTION What were the philosophical ideas that came out of ancient Greece?
V. FOUNDATIONS OF WESTERN PHILOSOPHY To show that the great Greek philosophers Socrates, Plato, and Aristotle established the foundations of Western philosophy, display the chart as you discuss ancient Greek philosophy. Then, have volunteers supply the necessary information to complete the whiteboard activity.
CHART "Socrates, Plato, and Aristotle"
[Visual/spatial]
Philosophy
- "Love of Wisdom": Early Greek philosophers focused on the development of critical or rational thought about the nature of the universe.
- Sophists: Sophists argued that individual self-improvement was more important than speculating about the universe. They emphasized the importance of rhetoric.
- Socrates: Socrates believed that critical examination, through a question-and-answer process, could call forth the knowledge already present within each person. Socrates questioned authority and was put to death by the Athenian government.
- Plato: Plato explored the nature of reality. He also attempted to describe the ideal state, or society, in which individuals could achieve a good life.
- Aristotle: Aristotle emphasized analyzing and classifying things via observation and investigation. He defined entire categories of study and wrote about a wide range of subjects.
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Assignment
The Athenian Empire
GUIDING QUESTION Why was the expansion of Athenian democracy by Pericles a turning point in history?
II. PERICLES' CREATION OF DIRECT DEMOCRACY To help students understand that Pericles created a direct democracy for the governance of Athens, discuss the development of the Athenian Empire and the Age of Pericles, displaying the lecture slide "The Delian League," the infographic "Pericles's Expansion of Athenian Democracy," the source "The Political Role of Pericles," and the image "Ostrakon." Then have students respond to the discussion question.
LECTURE SLIDE "The Delian League"
[Verbal/linguistic]
The Age of Pericles
- Athenian leadership of Delian League
- Liberation of Aegean states from Persian control
- Pericles' creation of direct democracy
- Operation of Athenian government
- Practice of ostracism
The Great Peloponnesian War
GUIDING QUESTION How did Athens's growing power lead to conflict with Sparta?
II. PELOPONNESIAN WAR AND END OF CLASSICAL GREEK CULTURE To help students understand that disputes between Athens and Sparta led to the Peloponnesian War, resulting in the end of the classical Greek culture, display the chart "Strategies of the Peloponnesian War," the map "The Peloponnesian War," and the lecture slide "Effects of the Peloponnesian War" at appropriate points as you discuss the war and its effects. Then have students complete the Primary and Secondary Sources worksheet "The Peloponnesian War" and follow the instructions in the "Debate in the Athenian Assembly" worksheet to conduct a simulation. Conclude by using the discussion questions to assess students' comprehension.
CHART "Strategies of the Peloponnesian War"
[Visual/spatial]
The Peloponnesian War
- Differences and rivalries leading to war
- Athenian strategy of staying behind city walls, relying on navy
- Spartan strategy of surrounding Athens with its stronger army
- Final surrender of Athens after 25 years, when its fleet was destroyed
- Weakening of city-states and end of classical Greece
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Polis: The Center of Greek Life
GUIDING QUESTION How were the city-states of ancient Greece organized?
I. THE GREEK POLIS To help students understand that the polis was the center of Greek life, where citizens and noncitizens met for a variety of activities, lecture on the nature of the polis, displaying the "Organization of the Greek Polis" lecture slide and the "Political Terms Derived from Greek" chart. Conclude by using the discussion question to assess students' comprehension.
Greek Expansion
GUIDING QUESTION How did the Greeks spread their culture and political ideas throughout the Mediterranean?
II. GREEK COLONIZATION To help students understand that Greek colonization, due to overpopulation and the search for farmland, led to increased trade, industry, and the spread of ideas, display the "Causes and Effects of Greek Expansion" lecture slide, the trade-and-colonization layer of the "Greek Colonies and Trade" map, and the "Plato's Observations on Greek Expansion" primary source at appropriate points as you lecture on the topic. Then, have students complete the Economics of History Activity "The Invention of Coinage" and respond to the discussion question.
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Mycenae: The First Greek State
GUIDING QUESTION What characterized the first Greek civilization of the Mycenaeans?
II. THE MYCENAEANS To help students understand that the Mycenaean civilization was at its height between 1400 and 1200 b.c., discuss the topic, displaying the lecture slide and the source. Then have students complete the worksheet and respond to the discussion question.
Greeks in the Dark Age
GUIDING QUESTION What events occurred in ancient Greece during the Dark Age?
III. DARK AGE GREECE To help students understand that, during the Dark Age, Greeks colonized various islands and parts of Asia Minor, display the time line and lecture on Dark Age Greece. Conclude by using the discussion question.
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The Impact of Geography
GUIDING QUESTION How did China's physical geography influence the location of its early civilizations?
I. CHINA'S PHYSICAL GEOGRAPHY To help students understand that China's geography isolated its people from other parts of Asia, lecture about how the size and geography of China influenced its development and display the "Key Geographical and Cultural Features" lecture slide, the "China's Geography and Climate" map, and the "Satellite View of China" image at appropriate points.
The Shang Dynasty
GUIDING QUESTION What characterized China under the Shang dynasty?
II. CHINA UNDER THE SHANG DYNASTY To help students understand that farming and warfare characterized Shang society, lecture on Chinese life during the Shang dynasty and display the "Shang Society" lecture slide and the "Shang Dynasty Bronze Art" image.
The Zhou Dynasty
GUIDING QUESTION What contributed to the success and longevity of Zhou rule?
III. ZHOU RULE To help students understand that the Zhou dynasty used the idea of the Mandate of Heaven to justify its rule, display the "Zhou Dynasty" lecture slide and lecture on the characteristics of the dynasty's rule. Have students complete the "The Dynastic Cycle in Ancient China" whiteboard activity as you discuss the Mandate of Heaven and the stages of the dynastic cycle
IV. SOCIETY AND ACCOMPLISHMENTS UNDER THE ZHOU To help students understand the family-based structure of ancient Chinese society, as well as the features of the Chinese writing system, display the "Traditional Chinese Family" chart as you discuss the Chinese social structure and the "Development of Chinese Writing" infographic as you discuss Chinese writing.
Early Civilizations in Mesoamerica
GUIDING QUESTION What characterized the first Mesoamerican civilizations?
I. OLMEC CIVILIZATION To help students understand that the Olmec were the first Mesoamerican civilization, discuss the development and characteristics of Olmec society and display the article "The Rise of the Olmec Civilization" and the image "Olmec Stone Head." Then display the "Common Features of Mesoamerican Civilizations" chart to acquaint students with the common features of Mesoamerican civilizations derived from the Olmec, and use the discussion questions to assess students' comprehension.
II. THE ZAPOTEC To help students understand that the Zapotec had a famous center at Monte Alban, display the "Zapotec Civilization" lecture slide and lecture on the characteristics of the civilization. Then have students respond to the discussion question.
III. TEOTIHUACÁN To help students understand that the city of Teotihuacán thrived because of farming and trade, display the "Teotihuacán" lecture slide as you discuss the importance of the city. Then have students read the "Interpreting a Lost Civilization" worksheet and participate in the simulation, in which they play a team of archaeologists discussing artifacts and monuments of a civilization. Conclude by using the discussion questions to assess students' comprehension.
Early Civilizations in South America
GUIDING QUESTION Who inhabited early South America?
IV. SOUTH AMERICAN CIVILIZATIONS To help students understand that the people of Caral and the Chavin people both constructed large-scale building complexes, lecture on the topic and display the time line "World Events during the Caral Period " and the lecture slide "The Chavin Culture" at appropriate points.
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The Impact of Geography
GUIDING QUESTION What role did geography play in the development of the Indian subcontinent?
I. GEOGRAPHY OF THE INDIAN SUBCONTINENT Display the "Indian Geography and Monsoons" lecture slide as you lecture on the geography and climate of the Indian subcontinent.
Indus Valley Civilization
GUIDING QUESTION How advanced were the civilizations of the Indus Valley?
II. A CIVILIZATION IN INDIA To help students understand the civilization that flourished in the Indus Valley cities of Harappa and Mohenjo Daro, display the "Urban Planning and the Economy of Indus Valley Cities" lecture slide as you lecture on the topic.
Migration and Interaction
GUIDING QUESTION Why did India's culture change after 1500 b.c.?
III. CULTURAL CHANGES IN INDIA To help students understand the interactions between Aryans and Dravidians and the emergence of Sanskrit as a written language, discuss the shift in India's culture around 1500 b.c. and display the "Decline of the Indus Valley Civilization" lecture slide. As you continue to lecture, display the "The Unbroken Tradition of Indian Civilization" source and invite a volunteer to read the text aloud, and the "Indus Writing" image at appropriate points.
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The Role of Nomadic Peoples
GUIDING QUESTION What was the influence of nomadic peoples on civilized societies?
I. INFLUENCE OF THE NOMADIC PEOPLES To help students understand that nomadic peoples helped spread language, goods, and new technology, discuss the migrations of the Indo-European people and the rise and fall of the Hittite empire, displaying the "Early Nomadic Peoples" lecture slide and the "Hittite Empire, 1650 b.c.–1200 b.c." map. Conclude by using the discussion questions to assess students' comprehension.
The Phoenicians
GUIDING QUESTION What were the cultural and economic accomplishments of the Phoenicians?
II. PHOENICIAN ACCOMPLISHMENTS To help students understand the development of the Phoenician trading empire and their contribution to the development of the alphabet, lecture about these topics and display "Importance of the Phoenician Alphabet" lecture slide. Then have students respond to the discussion questions.
The Israelites
GUIDING QUESTION What was the lasting influence of the Israelites?
III. INFLUENCE OF THE ISRAELITES To help students understand that the Israelites left a lasting influence through their religious beliefs, display the "Key Features of Judaism" lecture slide as you and the class discuss the different kingdoms and religion of the Israelites. Conclude by using the discussion question to assess students' comprehension.
The Minoans
GUIDING QUESTION How did the Minoans interact with other ancient civilizations?
IV. MINOAN CIVILIZATION To help students understand that the Minoans were a Bronze Age civilization with a rich culture, lecture on the development of Minoan civilization and its influence on mainland Greece and have students complete the "Phaistos Disk" worksheet. Then display the "The Decline of the Minoan Civilization" chart as you discuss the collapse of the civilization.
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Egyptian Kingdoms
GUIDING QUESTION What characterizes the divisions in the first two major periods in Egypt's history?
II. OLD AND MIDDLE KINGDOMS To help students understand that Egypt's history is divided into three major periods and that the Old Kingdom was a prosperous age of pyramids and the Middle Kingdom was a golden age of stability, lecture about the Old and Middle Kingdoms and display "Key Achievements of the Old and Middle Kingdoms" lecture slide and having students complete the "Egyptian Pyramids" whiteboard activity. Then have them complete the "The Old Kingdom and Ancient Egypt" worksheet and respond to the discussion question.
LECTURE SLIDE Project the "Key Achievements of the Old and Middle Kingdoms" slide while lecturing on the topic.
[Verbal/linguistic]
Egyptian Kingdoms
- Three kingdoms: Historians divide the history of Egypt into three periods of lasting stability—the Old Kingdom, the Middle Kingdom, and the New Kingdom.
- Old Kingdom: The Old Kingdom was an age of prosperity and unity that lasted from around 2700 to 2200 b.c.
- Egyptian kingship: In Egypt, kingship was a divine institution, and the pharaohs possessed absolute power, which they exercised with the help of a bureaucracy.
- Pyramids: In the Old Kingdom, huge pyramids were built as tombs for the mummified bodies of pharaohs.
- Middle Kingdom: After 150 years of disorder, Egypt expanded during the Middle Kingdom, a golden age of stability that lasted from about 2055 to 1650 b.c.
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The Paleolithic Age
GUIDING QUESTION How did the first humans adapt to survive?
III. THE PALEOLITHIC AGE To help students understand the characteristics that define the Paleolithic Age, display the lecture slide "How the First Humans Adapted to Survive" and discuss how early humans adapted to their environment, focusing on the nomadic way of life of early hunters and gatherers and their use of stone tools and fire. As you continue to lecture on Paleolithic humans, display the graphic organizer "The Paleolithic Age" and the map "Migration of Early Humans" at appropriate points. Conclude by asking the discussion question.
LECTURE SLIDE Project "How the First Humans Adapted to Survive" slide in lecture.
[Verbal/linguistic]
The Paleolithic Age
- Importance of stone tools: The use of stone tools made it possible for early humans to sustain themselves. The use of wooden handles made tools easier to use. In time, Paleolithic people developed better tools and weapons, such as bows and arrows, harpoons, and fishhooks.
- Nomadic way of life: Paleolithic people were nomads, living in small groups that moved from place to place to hunt and gather food. Both men and women worked to find food, and they passed their skills on to their children.
- Use of fire: The ability to make and use fire was a key discovery, as fire provided warmth, helped to keep dangerous animals away, and allowed people to cook food.
- Ice Age migrations: During the last Ice Age, sea levels went down and people migrated across land bridges that had previously been covered with water.
- Paleolithic art: Early artists used fingers and twigs to paint cave walls with pictures, mostly of animals. Cave paintings provide important evidence of Paleolithic peoples.
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Early Development
GUIDING QUESTION How did hominids develop?
II. DEVELOPMENT OF HOMINIDS To help students understand how the human species developed from earlier hominids, discuss the changes in the environment and the changes in human ancestors that occurred during different time periods, displaying the "Early Humans and Their Environments" infographic, the "Terms Describing Early Humans" and "Relative Chronology" lecture slides, and the "Relative Chronology of Earth's History" image. Conclude by asking students the discussion questions.
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Prehistory
GUIDING QUESTION How do we define and learn information about prehistory?
I. LEARNING ABOUT PREHISTORY To help students understand that the tools and evidence used to learn about prehistory are different from those used to learn about the time after writing was developed, display the "Anthropology and Archaeology" lecture slide and the "Art and Artifacts of Early Humans" slide show. Have students complete the "Identifying Artifacts" whiteboard activity, and conclude by using the discussion questions.