Wayne RESA

Unit PlannerWorld History and Geography

Wayne RESA – SS / Grade 11 / Social Studies / World History and Geography / Week 1 - Week 3
RESA, MAISA MC3 Units
Unit Abstract

This foundational unit encompasses several key changes in human history until 300 C.E. The unit focuses on the development of Homo Sapiens, hunter gatherer societies, pastoral nomad, ancient civilizations and classic civilizations. Three major and significant changes occurred during the first era of human history: (1) the physical development of human beings, (2) the human populating of most major regions of the earth and (3) the Agricultural Revolution. World historians frame this early period to highlight the ways human beings adapted physically and then culturally to a wide variety of environments. Thus, the era provides a rich opportunity to investigate the populating of the earth by humans; to consider the various geographic and climatic environments where early humans survived and flourished; to examine the challenges Paleolithic peoples faced and how they developed cultural responses to those challenges; and to compare the similarities and differences of these early social organizations. A defining feature of this era is the Agricultural Revolution. In studying the origins of farming and its impact upon emerging human cultures, world historians utilize the work of archeologists and anthropologists, and employ a wide range of data sources including artifacts, photographs, and geographic information. During the second era of this unit, two dramatic and significant developments occurred: the rise of and interaction among early agricultural-based (river valley) civilizations and the growth of larger pastoral communities. The interactions among these civilizations allowed agricultural techniques to spread, created long distance trade systems, and encouraged the growth of militaristic attitudes among communities in Eurasia and Africa. The growth of agriculture provided not only new sources of food, but also greater social complexity. Humans drew upon renewable energy sources and large governments developed to manage these relationships. The final era of this unit is characterized by three significant changes: (1) the beginning and development of classical civilizations; (2) birth and spread of major world religions; and (3) the growth in population and the emergence of large scale empires. A consequence of this population growth was that more people were living in large and complex societies. Increased population and technology led to food surpluses and allowed for job stratification, the development of a class structure, and class privilege. In the end, historians see the emergence of a ruling class, a necessary predicate for territorial or economic expansion. These societies developed complex systems of government, control, and methods of communication to manage life for large numbers of people living across wide areas. The emergence of class structure was a precursor to philosophical (Plato, Aristotle, Confucius) and religious (Hindu, Buddhism, Judaism, Christianity) discourses concerning the relationship between the ruler and the ruled. Some historians argue that because of new developments in writing, governance, travel, and constructions, rulers of empires were able to extend their control over unprecedented amounts of lands and peoples. For example, at its height the Han Empire in about 75 B.C.E and the Roman Empire in 100 C.E. controlled land about two thirds the size of the United States. These empires not only ruled over huge expanses of lands, but also over vast numbers of very different people, speaking different language and practicing different religions. The Greek, Roman, Han, and Indian empires developed complicated bureaucratic systems of management, elites who handled information, taxes and the military, and means – sometimes militaristic – to meet the challenges of governing diverse peoples. Indeed, during this era most of the peoples living in Eurasia came under the sway of these new empires. These states demanded tribute, taxes, and loyalty, but at times provided stability, prosperity, and safe travel across their empires and into others.

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Stage One - Desired Results

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Standards
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Compelling Question

How did major transformations affect societal structures in early history and set the foundation for expanding networks of exchange?

Supporting Questions
  1. How might three (world, inter regional, and regional) perspectives of world events help us better understand the past?
  2. What role did geography play in the development of early civilizations?
  3. How did classical civilizations expand regional interactions and networks?
  4. Why did some belief systems become world religions, and others not?
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Content (Key Concepts)

Afro-Eurasia

Agricultural Revolution

civilization

classical civilization

empire

geography

hunter-gatherers

inter region

pastoral nomads

periodization

spatial frames

world history

Skills (Intellectual Processes)
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Stage Two - Assessment Evidence

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Unit Assessment Tasks
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Stage Three - Learning Plan

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Lesson Plan Sequence
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Resources

Equipment/Manipulative

Computer and Projector

 

Markers or colored pencils

 

Poster board or chart paper

 

Student Resource

BBC: Ancient History. 21 April 2008

 

Goucher, Candice, et. al. In the Balance: Themes in World History, Chapter 2. Found at Bridging World History. Annenberg Media. 6 October 2015 http://www.learner.org/channel/courses/worldhistory/support/reading_4_1.pdf

 

Goucher, Candice and Linda Walton. “What is World History.” Bridging World History.” Annenberg Media. 6 October 2015 http://www.learner.org/channel/courses/worldhistory/whatis.html

 

Teacher Resource

Christian, David. This Fleeting World. Great Barrington, MA: Berkshire Publishing. 2008.

 

Internet Ancient History Sourcebook, 2002, 6 October 2015 http://www.fordham.edu/halsall/ancient/asbook.html

 

Google Maps. 6 October 2015 http://maps.google.com/

 

Guns, Germs, Steel: The Video. Part 1 of 3. National Geographic. 21 April 2008

 

Journey of Mankind: The Peopling of the World. 6 October 2015 http://www.bradshawfoundation.com/journey/

 

Oakland Schools Teaching Research Writing Website: Skills Progression & Lessons http://www.osteachingresearchwriting.org/

 

Reilly, Kevin. Worlds of History: A Comparative Reader Volume One: To 1550. Boston: Bedford/St. Martin, 2002.

 

World History for Us All. Big Era II. 18 April 2008

 

PowerPoint from Panoramic Teaching Unit, Era 3. World History for US All. 21 April 2008

 

 

Resources for Further Professional Knowledge

Braudel, Fernand. Civilization and Capitalism, 15th-18th Century. New York: Harper & Row,

1982. Chapter 1.

 

Liu, Xinru. The Silk Road: Overland Trade and Cultural Interactions in Eurasia. Washington, D.C.:

American Historical Association, 1988.

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Expectations/Standards
MI: Social Studies (2007)
High School
World History & Geography
FOUNDATIONS WHG 1-3: BEGINNING THE HIGH SCHOOL WORLD
HISTORY AND GEOGRAPHY COURSE/CREDIT
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These foundational expectations are included to set the stage for the study of World History and Geography in High School and to help bridge the transition from Middle School Social Studies.
F1 World Historical and Geographical “Habits of Mind” and Central Concepts
Explain and use key conceptual devices world historians/geographers use to organize the past including periodization schemes (e.g., major turning points, different cultural and religious calendars), and different spatial frames (e.g., global, interregional, and regional)
F2 Systems of Human Organizations
Use the examples listed below to explain the basic features and differences between hunter-gatherer societies, pastoral nomads, civilizations, and empires, focusing upon the differences in their political, economic and social systems, and their changing interactions with the environment. (National Geography Standard 14, p. 212)
• Changes brought on by the Agricultural Revolution, including the environmental impact of settlements
• TWO ancient river civilizations, such as those that formed around the Nile, Indus, Tigris-Euphrates, or Yangtze
• Classical China or India (Han China or Gupta empires)
• Classical Mediterranean (Greece and Rome)
F3 Growth and Development of World Religions Explain the way that the world religions or belief systems of Hinduism, Judaism, Confucianism, Buddhism,
Christianity, and Islam grew, including
• spatial representations of that growth
• interactions with culturally diverse peoples
• responses to the challenges offered by contact with different faiths
• ways they infl uenced people’s perceptions of the world.
F4 Regional Interactions
Identify the location and causes of frontier interactions and conflicts, and internal disputes between cultural, social and/or religious groups in classical China, the Mediterranean world, and south Asia (India) prior to 300 C.E.
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