Introduction to Global History: Methods of Social Sciences

GLOBAL HISTORY
&
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
WHY STUDY HISTORY?

Directions: Read each of the following documents and answer the question that follows.
Document #1
History is objective. The historians task is to give readers the factsto tell how it
actually happenedEverything has a historyTraditional historians think of history as
essentially a narrative of events.
New Perspectives on Historical Writing
Peter Burke, page 3
1. According to Document #1: What is the task of the Historian?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Document #2
History is the story of humanitys past. History systematically records and explains what
people have thought, said, and done. History deals with political, economic and social
mattersHistory describes humanitys efforts to improve the world. It recounts the
achievements and setbacks in the long upward climb toward a high level of civilization.
World History: Amsco, page 1
2. What does history deal with?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Document #3
Knowledge of the past comes from many sources from written records and also from
knowledge revealed by science developed in the last century or so. New sciences of some
importance to the historian are anthropology, the study of mans physical and cultural
development; archaeology, the discovery and study of material remains; geology, the
study of rock and earthy formation; philology, the study of language and written records;
sociology, the study of conditions and change in groups; and psychology the study of
human behavior.
Ancient Civilizations
Carlton Hayes, pages 8&9
3. Where does knowledge of the past come from?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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.
History is the story of people in the past.

A. Historians
1. People who study and write about the past.
2. Concerned with understanding events that happened in the past.
3. Learning about ideas
4. Actions and beliefs of people who lived before our time.
II.
The study of history helps a society remember what it is and where

it is going.
A. Each society looks to its history for a sense of identity.
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.
ERAS OF WORLD HISTORY

The Dawn of Civilization, 3500 B.C. to 500 B.C.
The Classical Civilization, 500 B.C. to 500 A.D.
New Centers of Culture in an Age of Turmoil, 500 to 1200
Warriors on Horseback and the Revival of Europe, 1200 to 1500
The Birth of the Modern World, 1500 to 1770
New Currents: Revolution, Nationalism, Imperialism, 1770 to
1900
The World at War, 1900 to 1945
From the Cold War to Global Interdependence, 1945 to present
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?
Students will learn how to measure the passage of historical time.

Materials
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?
Vocabulary Decade= a ten year period

Century= a hundred year period
Millennium= a thousand year period
20th Century = refers to the years between 1900-1999.
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.
Vocabulary: Decade = a ten year period

Century = a hundred year period
Millennium = a thousand year period
20th Century = refers to the years between 1900-1999.
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?
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.
Culture and Civilization

I. Significance of Civilization
A. a civilization is a large group of cultures with a high degree of
social and technological development
1) Western civilization
a) inclusive cultures of the Americas and Europe
2) Eastern civilization
a) Asias cultures
1) China, Japan, the Indian subcontinent, and the
islands of the vast Pacific region
II. Importance of Cities, Literacy, and Technology
1. Culture of cities
a) cities as political, social, and cultural centers are marks of
civilized societies
b) the art, architecture, religion, commerce, and government
that distinguish each civilization were developed in cities
2. Cultural diffusion
a) one cultures borrowing of another cultures useful and
attractive elements
3. Written Language and Civilization
a) writing systems were developed by civilized societies to
keep records and to pass on to future generations the
cumulative ideas
1) literature
2) history
3) science
4) religion
4. Technological Development
a) civilized societies learn to understand the uses of metals and
power sources to produce tools, weapons, and other products whether
for efficient production or for luxury and amusement.
Lesson #5
Topic: Introduction to Governments
Aim: What are the different types of political systems?
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:
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)
Who makes the laws?

Who enforces the laws?
Who interprets the laws?
How do we pay for our government?
How do we select the best people to be in our government?
How do we guarantee the rights of our citizens?
Who can be citizens?
What do we do with those that oppose us?
How does our government change leadership?
Name: _________________________________________
Global History I
GOVERNMENTS
Government #1
MONARCHY
You receive your power from God

You have the Divine Right to Rule
You have the support of the Religious Leadership, the Military, and the
Wealthy
Government #2
DEMOCRACY
You receive your power from the People

You were Elected by a majority of citizens
You have the support of some people, some military, and some religious
leaders; however you are responsible for protecting the rights of the
minority as well of the majority of your electorate
Government #3
OLIGARCHY
An oligarchy is usually a group: YOU represent the Group

You get your power because you are thought to be superior because of
your wealth and family connections
You were selected by a few citizens like yourself
You have the support of others like yourself, most of the military, and a
few religious leaders
Government #4
DICTATORSHIP
You deserve you power from the support of your followers

You will use ANY MEANS necessary to stay in power
You have the support of the small group of special followers, the military
for now, and you may have the religious leaders under your thumb
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?
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?
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?
1. Identify different kinds of maps
2. Understand latitude and longitude
3. Identify things found on a map
Materials: handout Documents 1-3

Global History I Resource Guide p.4
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

a) What types of information does this address give you?
b) Why is it important to know where you are going? Explain
c) Why is it important to learn to read a subway map?
4. Discuss with the students (using board work):
I. Continents
II. Oceans
III. Five Themes of Geography
Homework:
Documents #1-3, the students will answer the DBQs from the handout
Name: ______________________________
Global History I
HOW DOES GEOGRAPHY HAVE AN IMPACT ON OUR LIVES?

Directions: Read the following documents and answer the question that follows.
Document #1
Geography is mainly the study of particular places on the surfaces of the earth. In their
studies, geographers attempted to find out all the characteristics that make one place
different from other places. Most important, geographers try to learn how these
characteristics are related.
World History A Story of Progress
Konslar and Smart, page 1
1. According to document #1 what is geography?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Document #2
Historians must study geography because people are strongly affected by the places or
environment in which they live. Historians must also explore how people adapt to and
change their environment.
History of the World
Houghton Mifflin, page GR1
2. Why should historians study geography?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Document #3
Our understanding of history is incomplete unless we also understand geography, the
study of the relationship between the earth and its inhabitants. From a geographical
perspective, history is in large part the story of the changing relationship between humans
and their natural environment
World History Traditions and New Directions
Addison-Wesley, Chapter 1 Section 2 page 11
3. Why is geography important to history?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
GEOGRAPHY AND GLOBAL HISTORY

To understand global history, it is essential to have a firm grasp of world
geography.
1. different regions of the world
2. physical characteristics
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
III. Five Themes of Geography

1. Location
a) Deals with where something is located in relation to other things
b) To find a fixed point on the earth:
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?
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
Aim: How Do You Interpret Charts and Graphs?
1. Analyze and interpret various types of charts and graphs.
2. Draw conclusions from data-based questions.
Materials: Handout #1 Charts and Graphs
Motivation: Have students write their responses to the following question:

WHAT IS THE PURPOSE OF USING CHARTS AND GRAPHS?
Development:
1. Discuss students answers to the motivation question. Explain that they will be
learning how to interpret two different types of graphs and charts today.
2. Distribute handout #1 Charts and Graphs . Have students read the
paragraph on Bar Graphs as well as the directions aloud.
3. Ask for a volunteer to read question #1. Elicit answers from the class. Have
students prove their answers by referring back to the graph.
4. Have students complete questions #2-5 in writing.
5. Teacher will select students to read their written answers to questions #2-5.
Have students support their answers with date from the graph.
6. MEDIAL SUMMARY: What is the main conclusion that you can draw from
this graph?
7. Have students read the paragraph, directions, and question #1 on Pie charts.
8. Ask for a volunteer to answer question #1. Have students support their answer
with data from the chart.
9. Have students complete questions 2-4 in writing. Review correct students
answers.
10. Teacher will copy notes onto the board. Have students copy the notes into
their notebooks. (see attached notes)
11. SUMMARY QUESTION : What is the main idea of this chart?
Homework: Have students create a pie chart that illustrates how they spent last
Saturday. (Ex. 20% sleeping) It should be labeled and include a title.
Name ____________________
Global History II
How Do You Interpret Charts and Graphs?

#1 BAR GRAPHS - The word graph comes from the Greek language and means picture. In
this example, a bar graph is giving you a picture of certain types of information. Each bar graph
should have a title that explains what the picture is about.
Directions: Study the chart carefully and then answer the following questions.
1. Which group is expected to earn the highest weekly salary?_____________________
2. What is the average weekly salary of a HS dropout in the year 2002?______________
3. What is the difference in salary between a HS dropout and a HS graduate in
2001?____________________________
4. How much more will a college graduate earn per week than a HS dropout in
2002?____________________________
5. What is the salary difference between a HS dropout and a HS graduate in 1999?______
Predicted Average Weekly Salaries
$1,000.00
$900.00
$800.00
$700.00
$600.00
$500.00
$400.00
$300.00
$200.00
$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.
Dropout Percentages NYC Board of Education 1999
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
Aim: How Can I Improve My Communications Skills?
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
Homework: Students will write a perfect paragraph on the following topic:

Who is the most important person in the world?
Global History I
NAME: _____________________________________________
Writing Skills Exercise
How Can I Improve My Communications Skills?

Do Now: J- Lo is busy preparing a list of groceries that her boyfriend, Puffy, must buy at the
local supermarket. Sal Rizza is on the phone with the Internal Revenue Service explaining
his failure to file a tax return. What do both of these situations have in common?
________________________________________________________________________
The Wonderful World of Paragraphs

The key to effective writing skills in this class and in life is a well-organized
and though-out paragraph. In many ways, it is the building block of a good letter,
memo, report, or essay. Once you are able to write a coherent paragraph, school
and life will go much easier for you.
What is a paragraph? It is section of writing that deals with one main idea.
This main idea is expressed in the TOPIC SENTENCE, usually the first sentence in
the paragraph. The remaining two or three sentences in each paragraph support the
main idea or TOPIC SENTENCE. SUPPORTING the TOPIC SENTENCE means to
further explain the main idea by using examples, facts, etc.
Practice paragraph skills
Read the following sentences. Circle the number of the TOPIC SENTENCE. Place
an X through the number of the sentence that does not belong with the others,
1) School is so boring that I started drinking three cups of coffee just to stay awake
in my class.
2) Mr. Contrada was a great social studies teacher.
3) The rats wont even eat the food in the school cafeteria.
4) The teachers give out too much homework.
5) I dont like high school.
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?
1. understand cultural diffusion
2. understand the concept of evolution
3. define:
Homo Sapiens
Fossil
Nomad
Migration
Material: handout documents #1-3 Artifacts

Global History I Resource Guide Topic 3: Early Peoples pages 20-27
handout Discovery of Early Human in Africa
Motivation: If we were to create a time capsule for the current year, what objects
would we include?
Development:
2. Divide the class into cooperative learning groups
3. Distribute documents 1 to 3 and tell the class that each of the documents
focuses on early people
4. Each group will examine the documents and answer the questions
5. Teacher will walk around and monitor the groups progress
6. Each group will report back to the class their findings
7. Create board notes based on the students answers to the document
questions
Homework:
Handout Ancient Leadership Roles
Students will answer the question that follows the reading
Name: ____________________________________
Global History I
HOW CAN WE LEARN ABOUT THE PAST BY STUDYING ARTIFACTS?

Document #1
1. According to Document #1, how do we learn about the past? _____________________________________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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?
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
Ancestors of Modern Humans

1. Pre -Humans. Humanlike beings walked the earth about three million years ago. The bones of our
earliest ancestors have been found in Africa in the countries today called Ethiopia and Kenya. These first
ancestors of ours did not look much like us. Because they were physically and mentally different from us,
scientists sometimes call these early creatures pre-humans.
In the thousands of years before the appearance of modern people, several types of pre-humans lived in
different parts of the world. In time, these types of pre-humans died out. Scientists do not know why.
Possibly their environment (the natural world that supplied their food and shelter) changed so much that
they could not adjust their way of living to the new conditions.
2. Neanderthals. The best-known pre-humans were the Neanderthals, who lived in parts of Europe, Asia,
and Africa from about 150,000 years ago to about 35,000 years ago. These strongly built people hunted
woolly mammoths, giant cave bears, and other large animals that lived on the earth during the Ice Age.
The Ice Age began about 1,500,000 years ago and ended about 25,000 years ago. While it lasted, much'
of the northern portions of the earth were covered with thick sheets of ice, called glaciers, which moved
south from the Arctic regions. Because of the cold climate during the Ice Age, food was scarce and only
the strong survived.
When the Ice Age ended and the climate warmed, the large fur-bearing animals hunted by Neanderthals
died out. Shortly after, the Neanderthals also disappeared, for the Ice Age animals had been their main
source of food. Scientists think that the Neanderthals may not have had the ability to learn how to find
new sources of food.
Stone Age Peoples

The discovery and use of fire gave early people warmth against the cold, light against the dark, and the
means to cook food. When our early ancestors learned to chip the hard stone called flint to make the first
tools and weapons, they took another great step toward improving their lives.
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.
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 relatives? _________________________________
________________________________________________________________________
________________________________________________________________________
8. Why do you think early humans were much stronger than modern humans? ___________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Early Human Society

I.
Anthropologists:
Study the origins, customs, and beliefs of humankind
II.
Great River Valley

East Africa was the birthplace of humanity
III.
Homo-Sapiens
Human beings as we know today first appeared between 400,00 and
200,000 years ago.
The Importance of Culture

A. Human beings had several important advantages over other animals:
1. superior intelligence
2. the use of hands to make tools
3. the ability to communicate through speech
CULTURE: refers to a peoples way of life. It includes such things as their language,
clothes, homes, family organization, rituals, and foods. Culture also includes a peoples
crafts, arts, and religious beliefs.
B. Earliest human societies were hunter-gathers.
1. hunting
2. fishing
3. gathering wild plants for food
4. fires
5. canoes
6. spears with pieces of bone or stone
C. Stone Age Culture
1. made stone tools
2. clay pottery
3. domesticate dogs
The primary activity of early humans was obtaining food. They migrated to areas where
food was available. The search for food led people to migrate from Africa to other parts
of the world, including the Americas and Australia. Wherever people went, they showed
great ingenuity in adapting to local conditions.
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
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
23,000 B.C -5000 B.C.: Early Artists

Life for early humans was hard. Food,
clothing, and shelter were all hard to come by.
People generally died before they turned 40.
But even then, there were artists among the
hunters. Archaeologists have found small
statues that are as much as 25,000 years old.
These figures were carved out of bone and
ivory or modeled in clay. Colors found in the
earth were used to paint the walls of caves.
Cave paintings have been found all over the
world. In Europe there are famous cave
paintings in Lascaux, France, and Altamira,
Spain. In North Africa, cave paintings at
Tassili show the green fields of the Sahara
before sand took over from the grass. Cave
paintings have also been found in South
America and Australia.
Many cave paintings show the animals that

were the main sources of food for early
humans: horses, reindeer, bison, and wild ox.
Some show lions and bears, or fish and birds.
In some, animals are painted in a natural,
realistic style, while others seem wild and
imaginary. Some of the paintings were done
25,000 years ago, and some only about 7,000
years ago. The one thing they all have in
common is showing that the urge to create has
always existed, in all parts of the world.
Using the library, the Internet, and any
other resources available, find out as much as
you can about the cave art of the region you
have been assigned. Write a short paragraph
about this art. Your paragraph should provide
answers to these questions:
In what part of the world was this art created?

When were these paintings made?
What did the artists use for paint?
Are the paintings realistic, or do they look unreal?
What are the subjects of the paintings?
What do archaeologists think the paintings were made for-as decoration, as artistic expression, or for
some other reason?
Look at as many examples of the art as possible. Then use the materials provided to make your own
reproduction of the art of that region. Attach your paragraph about the art to one edge of your reproduction.
Lesson #13
Topic: Neolithic Revolution
Aim: Why was the Neolithic Revolution important to the development of
civilization?
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
Why was the Neolithic Revolution a turning point in history?

Do Now: Observe the two cave paintings below and answer the questions below.
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
THE DOMESTICATION OF PLANTS AND ANIMALS

As you already know, for 500,000 years men and women roamed the earth as hunters and
gatherers. But things began to change some time between 10,000and 8,000 B.C. People began
to farm! This change from hunting and gathering to farming and herding is called the New
Stone Age or the Neolithic Revolution. People still used tools made of stones , but the change
to farming and herding wound be the great leap forward in the history of humanity. As you
will see in this unit, nearly every aspect of human life would change from this point on.
But why you may ask, did people in some places begin to farm when their ancestors had
survived by hunting and gathering for over 500,000 years? There are several hypotheses
which attempt to answer that question because no one knows for sure. One hypothesis is that
changes in climate caused the Neolithic Revolution. With the end of the last Ice Age in around
10,000 B.C., drier conditions forced people to seek out areas which were well-watered. In the
Ancient Near East these well-watered areas were near to just the right wild plants and wild
animals for planting and herding. Not all plants and animals in the wild state are suitable for
planting and herding. Thus these ideal conditions: 1) people moving near rivers and oases, 2)
along with crops and animals suitable for planting and herding, 3) led people to experiment
with growing their own crops and herding animals.
Another hypothesis is that men switched from hunting and gathering to agriculture as a result
of a dramatic increase in the population. Now the population far exceeded the food resources
available to hunters and gatherers and it was necessary to raise plants and animals to assure a
greater food supply.
We do know that one of the first places on earth where farming began was in the Ancient Near
East, about 10,000 B.C. The first cultivated foods were cereals, (wheat, barley; and beans.)
These plants lent themselves to planting and were first cultivated in the lightly wooded, hilly
areas. Early hill farmers stored water or diverted streams when rainfall was insufficient. Later
as the climate became even drier, men moved down towards the river valleys which had been
soaked in the overflow of the rivers and covered with mud and silt. Humans now had to
replace their digging sticks which were suited to drier lands but which were useless when used
in these muddy areas.
What were the advantages to cultivating plants?

People now became producers of crops rather than a mere gatherers. They would stop wandering
and looking for plants, preferring to till a field, build permanent and more comfortable homes and
live in villages. They were no longer nomadic. Archaeologists speculate about the origins of herding
or shepherding. One idea is that once farmers had settled down with their fields nearby, it was
logical to put up a pen and to keep their animals nearby as well. Another idea is that hunters had
always followed particular herds of wild animals. Perhaps they gradually guided animals to better
pastures. In the process, some animals became tame. People would breed the best animals just as
they would select the best seeds. Now they could settle down with their corn fields and their tame
animals.
The first animals to be domesticated (tended by man) in the Near East were the goat and sheep.
Cattle, pigs, horses and donkeys came later. The reasons for taking up herding varied. Animals are a
source of dairy products. They can be an alternative to human- power: they can pull plows and till
the soil. They are a source of transporting goods and people, thus making trade with other areas
easier. Animal wastes are a good means of fertilizer. But most of all, domesticated animals provide a
reliable and constant source of food. The hunter must always be subject to the uncertainties of the
hunt. He will at times feast and at other times starve. But the shepherd will always have ready food.
Now that some people could produce regularly more food than they needed, the population increased
dramatically. This allowed others to build houses, make furniture and pottery and become generally
civilized. For hundreds and thousands of years people had just fitted into the world as they had found
it and had tried their best to live on wild animals and plants. Now people realized in the New Stone
Age that they could change their surroundings to suit their needs.
Because this change is the way people lived was so enormous, this period between 8,000 and 3,500
B.C. is called the Neolithic Revolution. But don't forget that these changes were gradual and took
hundreds of years to evolve People at the time would not have even noticed them. But also
remember, that without the domestication of plants and animals, we would right now still be living
in the Old Stone Age.
NAME: _______________________________________
Global History I
Directions:Use the given document to answer the following questions.

1. What was the great change that took place during the Neolithic Revolution?
2. List one hypothesis (educated guess) why the Neolithic Revolution occurred.
3. What was one advantage of cultivating crops and herding animals?
4. What was a major result that occurred now that people could produce as much
food as needed?
The Neolithic Revolution

About 10,000 years ago, one of the great turning points in human history occurred.
I.
People began to change from hunter-gathers to producers of

food.
II.
Two important developments brought this about:

A. people learned how to grow food
B. herd animals goats, sheep, cattle
III. Anthropologists believed this change may first occurred in parts

of Southwest Asia (Middle East)
IV. Wherever agriculture was introduced
A. people no longer had to wander in search of food
B. build permanent homes and villages
C. population grew
Although the emergence of agricultural societies is believed to have first occurred in
Southwest Asia, it also took place independently at later times in Southeast Asia, China,
Africa, and the Americas.
V. Benefits and Problems

A. able to grow more food than they had been able to gather or hunt
(benefit)
B. more vulnerable to attack by other groups (settled in one area)
C. Two new social classes emerged:
1) warriors village had to be defended
2) priests conduct religious rituals to protect the crops and
village from danger
Lesson #14
Topic: Neolithic Revolution
Aim: How Did the Neolithic Revolution Change Human Society?
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
People were wandering hunter-gatherers with no

established communities
People had few specialized skills
People were farmers, animal herders with

permanent homes and cities
People developed sewing, pottery, farming skills
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
HOW DID THE NEOLITHIC REVOLUTION ALLOW EARLY

CIVILIZATIONS TO DEVELOP?
DO NOW: So far in Global History class, we have learned about four different
early civilizations; ___________________ ,____________________,

______________, ______________ Three of those four began during the third
Millenium BC which was approximately years ago? __________________
Document #1
Five thousand years before the earliest civilizations began, a revolution began in human history.
Take Fred and Barney, two of the earliest humans on the Earth. Before the Neolithic Revolution,
they had to wander around the land looking for wild plants to eat and animals to hunt and kill. After
the Neolithic Revolution, they could plant seeds and grow crops as well as raise farm animals of
their own.
According to document #1, what changes did the Neolithic Revolution bring to human history?
_____________________________________________________________________________
_____________________________________________________________________________
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? _____________________
________________________________________________________________________________
________________________________________________________________________________
Before
People were wandering huntergatherers with no established
communities
People had few specialized skills
After
People were farmers, animal

herders with permanent homes
and cities
People developed sewing, pottery,
farming skills
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
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
Four River Valleys

Several early civilizations that had a direct impact on western society began to
develop about six thousand years ago. They centered around four river valleys: the
Tigris and Euphrates in Mesopotamia, the Nile in Egypt, the Indus in India, and the
Hwang Ho (Yellow) in China.
The first humans did not live in organized communities near these bodies of water.
For hundreds of thousands of years, humans were hunters and gatherers, wandering
from place to place in search of food. Eventually, however, people learned to plant
seeds and grow crops. They also learned how to tame and raise animals. These
developments allowed people to stop roaming and settle together in one place. This led
to the growth of communities, which in turn led to the development of laws and
government. Once government was established, other aspects of civilization, such as
art and education, soon followed. .
Why did the first civilizations spring up near rivers? The soil near rivers was fertile,
making it favorable for farming. The overflow of rivers from time to time brought rich soil
to the area, and water from the rivers could be used to water crops. Rivers also
provided a means of transportation and a way to move goods in and out of an area.
Label each of the following locations on the map below. Use your textbook or another
book for reference if necessary.
Tigris River
Mesopotamia (roughly present-day Iraq)
Nile River
India
Euphrates River
Ancient Egypt
Indus River
China
Hwang Ho (Yellow) River
THE RISE OF RIVER CIVILIZATIONS

As agricultural societies developed and grew, their way of life continued to
change.
Around 4000 B.C., the worlds first civilizations arose.
A civilization is an advanced form of human culture in which some people
live in cities, have complex social institutions, use some form of writing, and
skilled in science and technology.
I.
The first civilizations developed in four separate river valleys.

A. offered mild climate
B. water highway (to other places)
C. river overflowed each year
D. depositing rich fertile soil
II.
people introducing agriculture to these regions

A. grow abundant crops
B. support large populations
C. advanced cultures
Lesson #16
Topic: River Valley Civilizations
Aim: Why Did Early Civilizations Develop in the Fertile Crescent?
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.
Fertile Crescent Civilizations

A. Location
1. Early civilizations (Mesopotamia, Babylonia) began in the Middle Eastern region,
between Europe and Asia.
2. Two important rivers, Tigris and Euphrates flowed through the Fertile Crescent
B. Positive Geographic Factors
1. Both rivers overflowed regularly, fertilizing soil for farmers
2. Rivers provided freshwater for drinking, fishing, and allow trade to develop.
3. Surrounding mountains and deserts helped form natural fences to keep invaders
out.
Homework: Mesopotamian people often worshipped the Tigris and Euphrates as gods. Have
students write three paragraphs explaining why this occurred.
River Valley Civilizations

I.
Fertile Crescent Civilizations

A. Location
1. Early civilizations (Mesopotamia, Babylonia) began in
the Middle Eastern region, between Europe and Asia.
2. Two important rivers, Tigris and Euphrates flowed
through the Fertile Crescent
B. Positive Geographic Factors
1. Both rivers overflowed regularly, fertilizing soil for
farmers
2. Rivers provided freshwater for drinking, fishing, and
allow trade to develop.
3. Surrounding mountains and deserts helped form natural
fences to keep invaders out.
Lesson #17
Topic: Ancient Sumer
Aim: What were the outstanding achievements of Sumerian Civilization?
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.
I. Inventions, Science and Mathematics

A. Sumerians probably invented
1.
2.
3.
4.
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
III. System of Law

A. Mesopotamia developed elaborate legal systems
1. Hammurabi Babylonian ruler
a) conquered all of Mesopotamia
2. developed the earliest known written law code the Code of Hammurabi
a) covered every occurrence in daily life
b) aim
1) ensure order
2) protect the weak
3) fight evil
4) eye for an eye, and tooth for a tooth
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:
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?
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
DID HAMMURABIS CODE PROVIDE JUSTICE FOR ANCIENT BABYLON?

Directions : Read the following documents and answer the questions that follow.
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 of Law

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.
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?
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
How did geography influence Ancient Egyptian Civilization?

Document #1
Study the map on the back of this page.
According to document #1, where are the most of ancient Egyptian cities located?
____________________________________________________________________________________
____________________________________________________________________________________
Document #2
According to this document, what advantages were there to living in the Nile River Valley?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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:
My second main paragraph will be:
My conclusion 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
C. The Climate of Egypt is also important to Egypts

development
1. frost-free climate thus allowing for year-round farming
2. receives only inch of rain per year on the average
3. temperatures are excessively hot 140 degrees in the
summer
4. humidity non-existent until modern times preservation of
artifacts
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
Aim: How Was Egyptian Society Organized?
Students will understand the social class structure in Ancient Egypt

Materials
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?
1st = Pharaoh- Egyptian ruler, also considered a god, governed

with total power and control
2nd =High Priests- religious leaders responsible for carrying out
sacrifices and other religious services to Egypts many gods
3rd = Scribe= these officials were usually the only citizens
capable of reading and writing; therefore they kept official
records for taxes, religious writings, etc.
4th =Merchant= people who sold or traded items; usually from a
fixed location
5th = Slave farmer= these people had little or no freedom; were
forced to work the fields or provide other services to the
pharaohs.
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
HOW WAS EGYPTIAN SOCIETY ORGANIZED?

Read the following statements. Complete the sentence at the end of the reading selection by choosing one of
the following words from the word bank.
WORD BANK
1. a Pharaoh (Egyptian King/God) 2. a slave farmer 3. a high priest/priestess 4. a scribe (official
writer and record keeper) 5. a merchant 6. a fisherman
My life is so terrible that I only hope that the next life will be better. During the growing season, I must
work long hours in the hot Egyptian sun, performing backbreaking labor. During the winter months, I
must serve the Pharaoh and work in his palaces and temples.
This speaker is probably _____________________________________
My power here on Earth like in the Heavens is unlimited. I am not just a powerful ruler whose every
word must be obeyed, but I am also a god. And as a god, when my earthy body dies, enormous pyramids
must be built to honor me. If you disobey my commands, Oriris will judge you harshly.
This speaker is probably _____________________________________
Unlike so many of my fellow Egyptians, I have many skills. The most important one is that only I can
keep records of different ceremonies as well as who has paid their taxes. Today most people in modern
times have my skills, but back in the day, there were very few who had my skills.
This speaker is probably ______________________________________
Sometimes business is very slow and I don't sell any papyrus (paper), robes, or sandals. Luckily I
always have many customers for my dried iced drinks. Thanks Osiris for having such a strong Egyptian
sun or I would be out of business. Or worse, I would be working behind the counter at McDonalds.
This speaker is probably ______________________________________
Our day can be very hectic. In the morning we must make sacrifices to the Sun God, Amon-Re, in the
afternoon we must make sacrifices to the goddess Isis, and finally in the evening we must make
sacrifices to the god of the dead, Osiris. Everyday we must do these rituals. So don't complain if you
must go to church or the mosque once a week.
This speaker is probably _______________________________________
Which Egyptian social class belongs in each of the
following positions
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
B. Egyptians considered the pharaoh to be a god

1. autocratic and religious (Theocracy)
2. usually married their sisters since only a marriage to another
divine person could produce a god
2.
3.
4.
5.
6.
7.
8.
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
Aim: How Did Religious Beliefs Shape the Lives of Egyptians?
Students will understand the impact of religion on Ancient Egypt.

Materials
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.
Ancient Egyptian Religion

A. Belief in a Soul
1. A persons soul would be judged after death: the
righteous would be rewarded; the wicked punished
2. The god Osiris was the judge
3. Polytheistic: believed that many gods controlled life on Earth.
B. Afterlife
1. Pharaohs were believed to be gods
2. Buried with objects they would use in next life
4. Huge pyramids constructed to house dead pharaohs
C. Mummification
1. Bodies were preserved by wrapping in cloth
2. This allowed the deceased to use their body in the
next life.
Homework : Handout #2 Worshiping many Deities
NAME: ___________________________________
Global History I
Egyptian Religion
How Did Religious Beliefs Shape the Lives of Egyptians?

Historical Context : From 2700 BC to 1100 BC, the lives of people in ancient Egypt was
influenced by their religious beliefs.
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
Worshiping Many Deities

Religion guided every aspect of Egyptian life. Egyptian religion was based
on polytheism, or the worship of many deities, except during the
controversial rule of Akhenaton. Gods and goddesses were often represented
as part human and part animal -the sky god, had the head of a hawk. The
Egyptians in each region worshiped local deities, but rulers and priests
promoted the worship of specific gods and goddesses over all of Egypt.
These deities included Ra, the sun god, whom the Theban pharaohs joined
with their favorite god Amon to make one god, Amon-Ra.
The popular god Osiris, initially the powerful god of the Nile, became the
god responsible for the life, death, and rebirth of all living things. The
Egyptians worshiped Osiris and his wife, the goddess Isis, as rulers of the
realm of the dead. They believed that Osiris determined a person's fate after
death.
Because their religion stressed an afterlife, Egyptians devoted, much time
and wealth to preparing for survival in the next world. At first they believed
that only kings and wealthy people could enjoy an afterlife. By the time of
the New Kingdom, however, poor people could also hope for eternal life
with Osiris's help.
1. Define the term: polytheism. ____________________________________________
____________________________________________________________________
____________________________________________________________________
2. Who is Ra? _________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Who is Amon Ra? ___________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Who is Osiris? ______________________________________________________
____________________________________________________________________
____________________________________________________________________
5. Who is Isis? ________________________________________________________
____________________________________________________________________
____________________________________________________________________
6. Why was religion so important to the ancient Egyptians? ______________________
____________________________________________________________________
____________________________________________________________________
Religious Beliefs of Ancient Egyptians

I. Religion was the primary focus of Egyptian life; all daily life
was centered around religion and was characterized by three
main aspects:
1. Animistic: the belief that gods were representative of natural forces
such as floods, the moon and the sun.
2. Anthropomorphism: god took on human-like characteristics when
they visited earth.
3. Polytheistic: Egyptian religion contained a pantheon of many gods,
some representing a village, with others representing the whole
kingdom.
II. The pantheon (gallery) of Egyptian gods contained several

major gods.
1. Amen-Ra: the god of war and conquest, usually represented by
the Sun.
2. Osiris: the god of fertility, usually represented by the Nile
River.
3. Isis: the sister/wife of Osiris and queen mother of the world,
usually represented by the Moon.
4. Anubis: the god of mummification represented by the Jackal.
III. A persons body should be preserved after death

1. preparation for the afterlife
2. embalmed and buried in a pyramid (huge triangular stone tomb)
3. surrounded with gold, jewels, precious objects
a) use in the afterlife
b) would be much like life on earth
Lesson #23
Aim: What Contributions From Ancient Egypt Do We See in the Modern World?
Students will learn how modern society has benefited from Ancient Egyptian
inventions.
Materials
Handout #1 Egyptian Contribution Reading

Handout #2 Egyptian Contribution Worksheet
Motivation:
Have students write their responses to the following question:
What invention from today do you think will still be around 3000 years from now?
Explain.
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
WHAT CONTRIBUTIONS FROM ANCIENT EGYPT

DO WE SEE IN THE MODERN WORLD?
The following reading selections deal with contributions made by Ancient Egyptian
society. Read each selection and answer the question that follows.
You use me every day. Without me, you would never know whether it was a school day
or not. Without me, you would never know when one week ended and another week
began. Day after day and month after month, I continue to do my job.
Who or what am I? _____________________________
Prove your answer! I believe my answer is correct because
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
I have four corners but I am not a city block. I have four sides but I am not a square. I
have a pointy top but I am not a stick. I am made out of stone but I am not a mountain.
Those who use me will never get to see me. Those who build me will never get to use
me.
Who or what am I? ______________________________
Prove your answer! I believe my answer is correct because
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Many people, especially students, hate me and say that I am too difficult. But without
me, this page could not have been printed, this classroom could not have been built, and
your clothes would have fallen apart. If you add up these clues, your answer will be
correct.
Who or what am I? _______________________________
Prove your answer! I believe that my answer is correct because
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Accomplishments of the Ancient Egyptians

I. Biology
A. obtained knowledge of human body through embalming
B. performed surgery setting bone fractures
II. Hieroglyphics (sacred writing)

A. one of the earliest forms of writing
1. based on picture symbols
2. appeared on buildings
3. scrolls of paper known as papyrus
III. Building
A. Egyptian architects and engineers built
1. magnificent stone pyramids
2. palaces temples
3. statues
IV. Geometry and Astronomy

A. used geometric principles to build pyramids
B. observed stars
1. developed a 365-day calendar
2. predict the annual Nile floods
Lesson #24
Topic: Indus River Valley
Aim: How Did Geography Help Shape Early Indian Civilization?
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.
I. Indus River Valley Civilization

A. Location
1. This early civilization began @ 2800 BC around the Indus River in the area known today as
India and Pakistan on the Asian continent.
B. Geographic Advantages
1. Surrounded by mou8ntains to the north and the west, the Indus civilization was protected
from invasion by these natural fences
2. Indus River provided freshwater for irrigation, drinking, fishing, as well as allowing trade to
extend to Mesopotamia through the Arabian Sea
3. Large trading cities such as Harappa and Mohenjo-Daro developed along the Indus.
Homework: Students will complete handout #2: Geography Skills Worksheet.
Name: _________________________________
Global History I
HOW DID GEOGRAPHY HELP SHAPE EARLY INDIAN CIVILIZATION?

Directions : Answer questions #1-3 using the map on pages 4 and 5 of your atlas.
1. The Indus River Valley civilization began almost 5000 years ago. According to the map key, what
color will it be? ________________________________.
2. The city of Amri is located in the Indus River Valley. What is the name of the geographic feature
directly to the east? ________________________________.
3. What Continent is the Indus River Valley located on? __________________________________.
The Following questions are based on
the map below.
1. Name two cities located on the Indus

River. ________________________ &
____________________
2. How many miles apart are those two
cities?
___________________________.
3. What is the name of the mountains
located to the north and west of the
Indus River? _______________
4. How might those mountains help
the people living in the Indus River
Valley? ___________________
_________________________________________________________________________________
_________________________________________________________________________________
5. What body of water does the Indus River empty into? _______________________________________
6. What are the advantages of living near the Indus River? ____________________________________
_________________________________________________________________________________
_________________________________________________________________________________
7. What features do the Indus River Valley civilization, Mesopotamia, and the Nile River Valley all
share? _______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Indus River Valley

I. Indus River Valley Civilization
A. Location
1. This early civilization began @ 2800 BC around the Indus
River in the area known today as India and Pakistan on the Asian
continent.
B. Geographic Advantages
1. Surrounded by mou8ntains to the north and the west, the Indus
civilization was protected from invasion by these natural
fences
2. Indus River provided freshwater for irrigation, drinking,
fishing, as well as allowing trade to extend to Mesopotamia
through the Arabian Sea
3. Large trading cities such as Harappa and Mohenjo-Daro
developed along the Indus.
Lesson #25
Topic: Indus River Valley
Aim: What have Archeologists Discovered About the Early Cities of the Indus River Valley?
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
What it tells us about the Indus Civilization

Skilled craftsmen existed, people were concerned about their
physical appearance, trading with other people occurred
Statue of priestking
Different social classes existed, organized religion existed, skilled

craftsmen existed
Clay Seal
System of picture writing established, existence of domestic

animals, skilled craftsmen existed
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
WHAT HAVE ARCHEOLOGISTS DISCIVERED ABOUT THE

EARLY CITIES OF THE INDUS RIVER VALLEY
Do-Now: The Indus River Valley civilization began around the year 2600 BC. 900 years later, that
civilization no longer exists. What year is it? (fill in the time line below)
I ---------------------------------- I
Directions: answer the following questions based upon the slides being shown
SLIDE #1
1. Write one sentence describing the object you are looking at. Include at least 2 specific details about
the object.
_________________________________________________________________________________
_________________________________________________________________________________
2. Who would be likely to wear such an object?
_________________________________________________________________________________
3. Some of the stones (green quartzes) came from Mesopotamia (1000 miles away) while other stones
came from the Indus River Valley. How might the people in the Indus Valley have gotten those
green quartzes?
_________________________________________________________________________________
SLIDE #2
4. Describe the object you are looking at. Include at least 2 specific details about the object.
_________________________________________________________________________________
_________________________________________________________________________________
5. This person is probably a __________________________ because __________________________
6. How might a person use this object?
_________________________________________________________________________________
SLIDE #3
7. Describe the object you are looking at. Include at least 2 specific details about the object.
_________________________________________________________________________________
_________________________________________________________________________________
8. What other civilization had styles similar to this?
__________________________________________
9. Pick one of the seven symbols. I think this symbol represents a _____________________________
Because _________________________________________________________________________
Lesson #26
Topic: Early Chinese Civilization
Aim: How Did Geography Affect the Development of Early Chinese Civilizations?
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.
Yellow River (Hwang He) Valley Civilization

A. Location
1. An Asian civilization established near the Yellow River in the area known as
China today.
B. Impact of Geography
1. This ancient civilization began in 2000 BC near the Yellow River for several
important reasons.
a. Yellow River provided water for drinking, fishing, irrigation, as well as
transportation for trading ships
b. Mountains to the west and the Gobi Desert to the north acted as natural
fences to block invasions by enemy peoples.
c. The Yellow River empties into the Indian Ocean, allowing Chinese traders
access to goods with other early civilizations.
Homework : Students will complete handout #2 Geography Skills Worksheet.
NAME: _________________________________________
Global History I
HOW DID GEOGRAPHY AFFECT THE DEVELOPMENT OF

EARLY CHINESE CIVILIZATION
Directions: Complete the following sentences using the information from the maps on pages 107 and
109 of your atlas.
China is a country located on the continent of ______________. The large body of water to the east of
China is the ________________ Ocean. The large body of water south of China is the _____________
Ocean. Traveling east to west, China is approximately _______________ miles wide. The longest river
in China is named the ____________________ River. The river that is directly north of that river is
known as Huang He or Yellow River. The Huang He River empties into the __________________
Ocean.
Complete the following questions based on the map on page 5

Approximately 4000 years ago, the first civilization appeared on Chinese territory. The EARLIEST
CHINESE civilization is colored _________________ on the map. Two cities that are located in that
EARLIEST civilization are _____________________ and ______________________. Both of those
cities are located on or near the __________________ River.
There are several reasons why people settled near the Huang He River. It provided ______________
for drinking, ________________ for growing crops, as well as allowing ________________ to travel
quickly downriver to ___________________ with other cities.
Traveling west from those early cities, the land can best be described as being _________________.
As one travels north and west from the city of Anyang, the land can be best described as being
____________________. Both of those geographic features, _________________ and ____________,
may have helped early Chinese civilizations by __________________ them from attacks from invading
armies.
The Huang He River empties into the __________________ Ocean. This probably allowed the early
Chinese settlers to __________________ with civilizations in India such as the ________________
as well as the two civilizations in the Middle East, the ___________________ and the ______________.
After a thousands years, the early settlers in the Huang He River Valley expanded their territory to
include all of the area surrounding the _________________ River, Chinas largest river.
Early Chinese Civilization

I.
Yellow River (Hwang He) Valley Civilization

A. Location
1. An Asian civilization established near the Yellow River in
the area known as China today.
B. Impact of Geography
1. This ancient civilization began in 2000 BC near the
Yellow River for several important reasons.
a. Yellow River provided water for drinking, fishing,
irrigation, as well as transportation for trading ships
b. Mountains to the west and the Gobi Desert to the north
acted as natural fences to block invasions by enemy
peoples.
c. The Yellow River empties into the Indian Ocean,
allowing Chinese traders access to goods with other early
civilizations.
Lesson #27
Topic: Ancient Phoenicia
Aim: How Did Phoenician Ideas Spread Throughout the Mediterranean World?
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
Homework: Have students complete handout #2.
NAME________________________
Global History I
HOW DID PHOENICIAN IDEAS SPREAD THROUGHOUT THE

MEDITERRANEAN WORLD?
Do Now: The Phoenician civilization lasted from 1200 BC to 500 BC.
A) How many years did this civilization last? ________________ years.
B) How many years ago did this civilization BEGIN? __________ years.
The Phoenicians were Middle Eastern peoples who developed an important

civilization under the rule of the Assyrian Empire. Use the map on Page 6 to answer
the following questions.
1. Locate the Phoenician town of Tyre. The name of the town that is directly
north of Tyre is _________________________.
2. What color are the areas in the Mediterranean World that are controlled by the
Phoenicians? __________________________.
3. Which two continents did the Phoenicians have colonies on? ____________
and __________________________.
4. Name two Phoenician colonies west of the Iberian town of Saguntum
____________________ and ____________________
5. Name two Phoenician colonies SOUTH of Italy. _________________ and
___________________.
6. Approximately how many miles from TYRE to the town of GADES?
_________________miles.
7. Based on your answers to the previous questions, complete this sentence.
The Phoenicians were probably excellent_____________
because______________
______________________________________________________________
______________________________________________________________
__________
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?
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
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
10. students will answer question #1-4 in their notebooks
Homework: students will answer questions #7 & 8 from the reading The
Mighty Persians
CLASSICAL CIVILIZATIONS EMERGE

The Persian Empire
2000 BC 100 BC
I.
The Persian Empire

A. dominated Mesopotamia from 612-330 BC
B. located in present-day Iran
C. knowledge of the Persians comes from the Greeks
1. interaction
D. largest empire until Alexander The Great conquered the
known western world
II. Political History

A. Four great and powerful kings
1. Cyrus the Great (559-529 BC)
a) conquered most of the fertile crescent
b) ended the Babylonian Captivity of the Hebrews
2. Cambyses (529-522 BC)
a) conquered Egypt
b) alcoholic killed by other family members
3. Darius the Great (521-486 BC)
a) greatest Persian king
b) extended the empire into India and Europe
c) fought two disastrous wars with the Greeks
d) established a model government
1. tax-collection
2. keep local customs and religions
3. divided empire into districts
4. built roads still used today
5. network of spies
4. Xerxes (485-465 BC)
a) last Persian king
b) defeated by the Greeks
III. Culture and Religion

A. concept of One World and the Unification of All People
B. religion Zoroasterianism
1. founded c. 600 BC Zoroaster
2. sacred book Zend Avesta
3. theme: struggle between good and evil
4. dual god system:
a) Ahura Mazda = light /goodness
b) Ahriman = darkness / evil
5. concept of heaven and hell
Lesson #29
Topic: Ancient Hebrews
Aim: How were Hebrew religious beliefs unique in the ancient world?
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
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
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
How were Hebrew religious beliefs unique in the ancient world?
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
The history of the Hebrews and their relationship with

God is told in the first books of the Bible, known as the
Old Testament. Jews refer to the early books of the Old
Testament as the Torah
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 Early Greeks

About 2500 B.C., waves of barbarians from the valley of the Danube River moved
southward into Greece. They were a tall, fair people who called themselves Hellenes
because they believed they had all descended from the same ancestor, the goddess
Hellen. They pushed into Greece, which at that time was a wild and unsettled land. By
roughly 1400 B.C., they had overrun the Minoan and other Aegean civilizations.
Because Greece has a rugged, mountainous terrain which was not easily settled, the
early Greeks separated themselves into independent city-states. Although they never
united into one nation, they shared many things in common, including language,
literature, and religion. All Greeks believed that their chief gods resided atop Mount
Olympus in northeastern Greece. Among these gods were Zeus, Hera, Apollo, Athena,
Ares, Demeter, and Aphrodite.
The mountainous terrain affected the Greeks in another way. .Since fertile land was
scarce where they lived, many Greeks left their homeland and migrated elsewhere. In
their search for good land, they founded more than 250 colonies throughout the
Mediterranean area. Some of the more important colonies were Byzantium in Asia
Minor, Syracuse in Sicily, Naples in Italy, Marseilles in France, and Cyrene in north
Africa.
Each of the following locations is marked with a dot on the map below. Label each
location. Use your textbook or another book for reference if necessary.
Byzantium
Cyrene
Athens
Syracuse
Sparta
Thebes
Naples
Olympia
Crete
Marseilles
Corinth
Mount Olympus
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?
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
4. Distribute handout #2 life in Sparta
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
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
COMPARSION OF ATHENS AND

SPARTA
ATHENS
SPARTA
Democratic Athens (450 BC)

Athens had a system of
government in which every
citizen could participate in
government directly, by voting
on issues brought before them
= DEMOCRACY
Totalitarian Sparta all parts of

life: economic, social, political,
religious, and educational are
controlled by the state
Only a small minority were

citizens women and slaves
were not considered citizens
Life was organized around

military needs = militaristic
state
Athens establishes the pattern

for later Western democracies
Military strength and rule by

just a few people, land owners
and nobility = aristocracy
The majority of Spartans had
no say in the government
The Age of Pericles, the

Golden Age of Athens
Individualism and new ideas

were discouraged
Did not promote individual
freedom in the arts and sciences
and thus it had little impact on
western European history
Weak infants were left to die
Lesson #32
Topic: Athenian Democracy
Aim: How did the Greek ideas about government influence later societies?
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
Development
1. Distribute handout #1 Rivals
5. Distribute handout #2 Athens and Sparta
7. Students will answer question #1-6 following the reading in their notebooks
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
ATHENS AND SPARTA
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
II. Social Classes

A. friction and dissatisfaction among its people
B. citizenship
1) limited - males who owned land
2) the population were slaves
a) considered personal property
3) women had no political rights
III. Governments of Athens and the United States

A) Government of Athens = Three Branches
1. Legislative
a) The Assembly
2. Consisted of male citizens over 19 years of age.
3. Made laws and voted policy and taxes
b) The Council of 500

Chosen by lot to serve 1 year. Steered the Assembly
2. Executive a) The Commander in Chief and Nine

Generals
Elected annually by the Assembly.
Directed policy and the armed forces
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?
Students will learn about philosophical ideas taught by Socrates

Materials
Handout #1 What Contributions did Greek Philosophers make to the World?

Handout #2 Political ideas of Plato and Aristotle
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.
Ancient Greek Philosophers

A. Socrates (470-399 BC)
1. Developed the Socratic method of questioning people in order to:
a. Establish the truth about life
b. to get people to think for themselves instead of relying on
superstition and the culture of any society
2. Tried, jailed, and executed for his crime- getting people to think and
challenge their minds
B. Plato (427BC-347 BC)
1. Wrote The Republic-believed that only a philosopher-king could properly
Rule a fair and just society
C. Aristotle (384-322 BC)
1. Established the idea of the golden mean-Everything should be done in
Moderation-not too much, not too little.
Homework: Have students complete handout #2 Political ideas of Plato and Aristotle
Name: _____________________________________
Global History I
WHAT CONTRIBUTIONS DID GREEK PHILOSPOHERS MAKE TO THE WORLD?

The Greek philosopher, Socrates, was born in 470 BC in Athens. Although he was a sculptor by
trade, he spent most of the time teaching.
Document #1
Socrates: Is lying a bad thing?
Student: Certainly. The gods tell us lying is always a terrible sin.
Socrates: So lying is always a terrible sin?
Student: Absolutely.
Socrates: Well thenLet us suppose that a fathers son is terribly sick but refuses
to take his medicine. The father puts the medicine in his sons drink and tells his
son there is only water in his drink. Is the fathers lie a terrible sin?
1. How would you respond to Socrates question? Why? _________________________________
______________________________________________________________________________
______________________________________________________________________________
Document #2
Socrates: Where are you going Alex?
Alex: It is time for me to return home for lunch.
Socrates: Are you still hungry after having eaten that big breakfast?
Alex: No, I am still quite full.
Socrates: Then why are you going to eat even more food?
Alex: Because in Athens this is the time when all people eat lunch.
Socrates: If all citizens in Athens decided to jump off the temple roof, would you
do that as well?
2. What do you think Alexs answer will be? Why? ____________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What is Alexs reason for going home to eat lunch? __________________________________
4. According to documents #1 and #2, what is Socrates REALLY teaching his students?
______________________________________________________________________________
______________________________________________________________________________
5. Some of the most important politicians viewed Socrates as a threat to the government of
Athens. He was tried and sentenced to death by a jury. Why do you think those politicians felt
threatened by Socrates? __________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Document #3
Socrates knew that after being sentenced to death, he had the right to ask for a lesser sentence,
such as exile, which would have saved his life. He refused and calmly drank the hemlock poison
and died quietly while his followers and students looked on.
6. According to document #3, how could Socrates have avoided the death sentence?
______________________________________________________________________________
7. Why didnt Socrates save his own life? ____________________________________________
______________________________________________________________________________
Lesson #34
Topic: Ancient Greek
Aim: What Contributions From Ancient Greece Do We See in Modern Society?
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
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
influenc ed writers such as Shakespeare (Romeo and Juliet) as well as
modern writers.
Lesson #35
Topic: Trade Routes
Aim: Why did trade routes foster interdependence and cultural diffusion?
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)
How do you think the development of NYC has been affected by its location on
the ocean?
Development:
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
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
Why did trade routes foster interdependence and cultural diffusion

Directions : Answer the following questions based on the maps on the next pages
Document #1 Spice Map in Greco-Roman Times
1. Why would the Mediterranean be called a lake of civilization? ___________________
________________________________________________________________________
________________________________________________________________________
2. How does trade provide for cultural diffusion? __________________________________
________________________________________________________________________
________________________________________________________________________
3. How does the need for a product bring cultures into contact? _______________________
________________________________________________________________________
________________________________________________________________________
4. Why are spices important? __________________________________________________
________________________________________________________________________
________________________________________________________________________
5. Which areas imported spices and which areas exported them? ______________________
________________________________________________________________________
________________________________________________________________________
Document #2 Empires of Alexander the Great
6. How might the spread of ancient Greek culture by the conquests of Alexander be seen as
a preparation for the Romes empire and influence? ______________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7. How might Alexanders influence have been a factor in stimulating East-West trade?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
8. What is the conflict that sometimes occurs between the need for trade and the need for a
town to protect itself? ______________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
9. How can security needs conflict with freedom, trade, and contact with others?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Lesson #36
Topic: Ancient Greece
Aim: Was Alexander the Great a Hero or a Villain?
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.
Homework: Have students complete handout #2 Documents #1-4
Name: _____________________________________
Global History I
Alexander the Great
WAS ALEXANDER THE GREAT A HERO OR A VILLIAN?
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?
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
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?
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:
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
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
The Maison Carree
The Temple of Athena
NAME: ___________________________________________
Global History I
Ancient Rome
Directions : Answer the following questions based on the map below.

1. What does this map tell us about the Roman Empire? _________________________________________
______________________________________________________________________________________
2. Make a list of ten items traded with Rome. __________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
3. How did trade with other countries strengthen Rome? _________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
4. Was the extent of the empire an advantage or disadvantage? ____________________________________
______________________________________________________________________________________
______________________________________________________________________________________
5. Was the empire too large to control? Explain. _______________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
THE ROMAN ACHIEVEMENT

I. Greco Roman Civilization
A. The blending of Greek, Hellenistic, and Roman traditions produced what
is known as Greco-Roman civilization.
1) trade and travel during the Pax Romana helped to spread this vital new
civilization
II. Roman Achievements
A. Art
1. Roman sculptors adapted the realism of Hellenistic work
2. portraits in stone
3. coins with individual character
B. Architecture
1. Roman building used Greek columns
a) emphasized grandeur
b) immense palaces, temples, stadiums
C. Engineering
1. built roads, bridges, and harbors
2. Aqueducts
a) bridge like stone structures that brought water from the
hills into Roman cities
D. Science
1. left scientific research to the Greeks, who were citizens of the
Roman Empire
E. Literature, Philosophy, and History
1. Poerty
a) Aeneid
1) imitated Greek style used Latin
2) arouse patriotism and help unite Rome after years of
civil wars
2. Historians
a) pursued their own themes
1) the rise and fall of Rome
3. Philosophers
a) Romans borrowed their philosophy from the Greeks
1) showed concern for the well-being of all people
Lesson #39
Topic: Roman System of Law
Aim: How did the Romans influence our system of government?
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)
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
5. Students will answer questions #1-3 on the handout
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
HOW DID THE ROMANS INFLUENCE OUR SYSTEM OF GOVERNMENT

Do-Now: John 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? ______________________
____________________________________________________________________________________
____________________________________________________________________________________
1. Based on the Do-Now question, how would you change that system of justice?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Document #1
The putting to death of any man who has not been convicted, whoever he might be, is forbidden.
Twelve Tables of Roman law
According to this document, when do you think a man may be legally put to death? ________________
____________________________________________________________________________________
____________________________________________________________________________________
For each of the following situations, write what YOU think the punishment should be. Be sure to explain
Why?
2. Rosa, a lawyer, has defrauded (tricked or lied to) an elderly client out of $4000. Her punishment
should be __________________________________________________.
Because ___________________________________________________________________________.
3. The rapper, Cannibus, insulted and slandered (both lies) about LL Cool J on his latest album.
Cannibus punishment should be _______________________________________________.
Because ___________________________________________________________________________.
4. A criminal gave Judge Rizza $5000 so that Judge Rizza would find him not guilty. Jud ge Rizzas
punishment should be ________________________________________________________.
Because ___________________________________________________________________________.
5. Farmer Henry had secretly been cutting his neighbors crops at night and taking them away. Farmer
Henrys punishment should be _________________________________________________.
Because ___________________________________________________________________________.
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
WHY WERE CHRISTIANS PERSECUTED UNDER THE ROMAN EMPIRE?

Historical Context
Between the years 30 AD and 33 AD, a Jew named Jesus preached his religious message in the Roman
controlled state of Palestine in the Middle East. Fearful of the growing power of Jesus and his disciples,
the Roman governor of Palestine arrested Jesus as a political rebel and ordered that he be crucified, the
typical punishment for criminals.
Jesus disciples (apostles) spread the message of Christianity throughout the Roman Empire following
the death of Jesus. Those who converted to Christianity were often persecuted and executed by Roman
authorities.
Document #1
Our Roman gods demand sacrifices from their subjects. Without their blessings, the Roman Empire is
doomed. Yet those who follow the teachings of Christ refuse to make sacrifices to the gods, claiming
that their God is the only true god. What nonsense!!! Those silly people and their silly ideas. They
should get on their knees and worship the ground that Jupiter and Venus have created.
- Maximus, Roman Governor
According to document #1, why did the Roman government view Christians as a threat to the Empire?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Document #2
The teachings of Christ tells us that Thou shall not kill and that Those who take up the sword, shall
perish by the sword. Therefore we shall not join the Roman legions and kill strangers in a strange land.
And if the Emperor decides that we must be executed for upholding our beliefs, we gladly become
martyrs.
Paulus, Roman Christian
According to document #2, why would the Emperor execute Christians?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Document #3
How dare they refuse to honor me! All good Romans must burn incense before my statues and honor
me as a god. Yet these Christians refuse to do so. Well, if I have to feed every last one of them to the
lions, I will. If I have to sew them into the skins of wild animals and have packs of dogs rip them to
shreds, I will. If I must crucify every last one of them, I will. Sooner or later, they will acknowledge me
as their supreme ruler!
Nero, Roman Emperor
According to document #3, how could Christians in the Roman Empire have avoided a painful
execution?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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
WHY WAS JULIUS CAESAR ASSASSINATED?

Historical Context
Born into a patrician Roman family, Julius Caesar rose through the ranks of the Roman army to become
a powerful military and political leader in the years between 59 BC and 44 BC.
CASSIUS:
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.
OCTAVIUS: We Romans deserve to be ruled as a Republic and not a dictatorship.

BRUTUS:
Right!!! With Senators like us running the show.
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:
Sounds like we have a plan.
TWO WEEKS LATER

JULIUS CAESAR: Good day, Senators.
CASSIUS & OCTAVIUS: (YELL) DEATH TO THE TYRANTS!!!!! (both stab Caesar in the chest)
BRUTUS:
DEATH TO TYRANTS!!!! (stabs Caesar in the back)
JULIUS CAESAR: Et Tu. (and you also), Brutus? (falls to the ground and dies)
Directions: Answer the following questions based on the play.

Roman Senators were: _______________, _______________, _______________, _______________
Roman Emperor was: _______________
1. How did Julius Caesar become emperor?
2. What reforms does Caesar bring to Roman society?
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?)
6. Why would some historians describe Brutus as a traitor?
7. Why were the Senators angry at the rule of Julius Caesar? Give TWO Reasons.
8. Would you have supported the Senators decision? Why?
9. Did Julius Caesar help or hurt Roman society? Why?
10. Why do you think the Senators REALLY killed Julius Caesar?
Lesson #42
Topic: Ancient China
Aim: How did Han rulers shape Chinese government?
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
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
CHINA'S CLASSICAL AGE

THE HAN DYNASTY
AD 220
The Han Dynasty. This dynasty lasted from 202 B.C. until A.D. 220.
Throughout these years, Han emperors increased the size of China by
conquering new lands. Eventually, the Han controlled one of the largest
and wealthiest empires in the ancient world.
The Han ruled their empire with the help of appointed officials who
were paid salaries to perform certain duties. To fill these government jobs,
public examinations were held. The men who scored the highest on the
tests received the appointments. The examinations tested a candidate's
knowledge of law, mathematics, and in particular, the writings of
Confucius. The best students from colleges throughout the empire took
the examinations after training in an imperial school in the Han capital.
Thousands of able officials entered the Han civil service as a result of
this examination system. Even young men from very poor families could
take the test. The system provided a degree of equality of opportunity that
was rare in the ancient world. It remained in use under each dynasty that
followed the Han.
A weakness of the civil service examination system was the emphasis
placed on the learning of old classics rather than new ideas. As a result,
most government officials resisted change. This led to problems for China
in later years.
The Han extended their empire into southeast Asia and to the borders
of Persia and India. This brought the Chinese into contact with other
civilizations and led to the exchange of knowledge with different peoples.
Along the Silk Road, which ran from China through central Asia to the
Middle East, Chinese traders met Western merchants.
In A.D. 105 the Chinese invented paper. The world's first dictionary was
written during the Han Dynasty.
Contact with India led to the introduction of Buddhism into China.
Large numbers of peasants, the common people, were attracted to this
religion. As Buddhism spread, religious centers called monasteries were
built throughout China. Monks taught and meditated within the monastery
walls. Wealthier believers gave gifts of tax-free land to the monasteries. In
later times, the
religion of many Chinese became a blend of Buddhist and Taoist teachings.

As the years passed, Han rulers became weaker. They found it difficult to
prevent revolts by the peasants and the rise of local rulers called warlords. In
time, the warlords caused the dynasty to fall. The next several hundred years
were a time of great unrest.
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
II. Han Empire

A. marked the height of ancient Chinas power, prosperity, and
culture
1. Literature, art, science, and industry flourished
B. The Sons of Han
1. proud of this period
Lesson #42a
Aim: What ideas about government did the Chinese develop?
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
4. Select students to write their answers on the board. This will create a timeline
6. Students will answer questions #1-3 for document #1
7. Select students to read their written answers to the document questions
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
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
WHAT IDEAS ABOUT GOVERNMENT DID THE CHINESE DEVELOP?

Do-Now: Arrange the following items on the timeline by placing the number of the item in the blank
space provided.
2000 BC
------------------ A --------------- B ------------------ C -------------------- D ---------------_________
1. Han Dynasty 202 BC
3. Chou Dynasty 1122 BC
________
________
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?
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.
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
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
WHY DO GREAT EMPIRES DECLINE?

The following scene takes place in the nursing home for Empires.
Oldus : I can't believe that I am here in a retirement home. I used to stretch from England all the way to
Asia and Africa. Now I'm sitting here cleaning my dentures and waiting for the nurse to bring me my
new Clapper.
Tiredus: I hear you. I also held incredible territory, from the Huang He south to the Yangtze and
then to the west. Now look at me, all I can eat is mashed potatoes with gravy and soft ice cream.
Oldus : We used to be great Empires, feared and hated by many. Now we are nothing, what happened?
Tiredus: Well, my warriors were so successful and conquered so much territory that other tribes
wanted to take land from us.
Oldus : Same here. We used to say that the sun never sets on the Roman Empire. Barbarians from
the north tried to take pieces of our empire from us.
Tiredus: I'm with you on that. We tried to stop the barbarians to our north from attacking by
building the Great Wall. Well, we should ha ve built it another 30 feet higher and 20 feet thicker.
Oldus : Well, we didn't build a Great Wall but we used our soldiers to defend the outer areas of the
Empire. We had many soldiers but we needed more.
Tiredus: I know. Those barbarians were not very nice when they finally attacked our capital, Peking.
Almost nothing was left standing.
Oldus : Tell me about it. I'm surprised that the Coliseum is still standing after the destruction those
creeps caused in Rome.
Tiredus: Well, my people got what they deserved. We needed more and more taxes to defend the
Empire but all the people did was complain and refuse to pay their taxes. Eventually, they began to
attack their Emperor. Ungrateful bums!
Oldus : We have a lot in common. The Roman people must have thought that soldiers and army
equipment are free because they revolted against the higher taxes also. How dare they curse and attack
our Emperors? Those people are almost as terrible as those students who don't do Global History
homework.
Tiredus: Hhhhhhhhh, hold up, no one is that bad!

Oldus : Except maybe for those Senators who snuffed Julius Caesar. We could never keep our Emperor
around for very long. We tried to have them worshipped as gods and as rulers but there was also some
general who couldn't give him props. Before you know it, the Emperor's head was chopped off and the
general made himself Emperor.
Tiredus: We must be twins because our Emperors had the "Mandate from Heaven" and still some
wack general would bump him off and say that HE had the "Mandate from Heaven" and would
make himself Emperor. How can you run an Empire like that?
Oldus : You can't. That's why we aren't empires anymore. We're just sitting here with a bunch of
toothless old people waiting to kick.
Tiredus: But at least we passed the Global History Regents!
Roman Empire was named: ___________________________________________
Han Empire was named: _____________________________________________
1. What happened to the Roman and Han Empires?
2. What outside problems did both empires face?
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?
5. What internal problems did both empires face?
6. What solutions would you suggest that could keep Empires from being destroyed? Be specific!
NAME: _____________________________________________
Global History I
Roman Empire
THE FALL OF THE ROMAN EMPIRE

VOCABULARY:
slavery, divided, economic, taxes, barbarian,

invasions.
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?"
1. CHRISTIANITY : The Roman Empire needed a powerful army to keep

control of conquered countries. When many Romans became
Christians they believed in living together without wars and in
peace.
2. SLAVERY: There were many slaves in the Roman Empire. They did
the hard work. There were not enough jobs for all of the
people because the slaves did most of the work .
3. The Empire was too big: It was very hard to defend the empire
because it was too big. In 285 A.D. the Roman Empire was
DIVIDED into two parts with two capitals. The Western Empire
had its capital in Rome. The Eastern Empire had its capital in
Constantinople, which is present day Istanbul, in Turkey.
4. ECONOMIC Problems: There was not enough food to feed all
the people in the empire. Taxes were very high and most of
the people were very poor. There was very little money to
spend because most money was used to pay taxes.
5. INVASIONS : Because the Roman army became weaker, BARBARIANS
started to invade the empire. In 476 A.D. the Western Roman
Empire ended. The Eastern Roman Empire, known as the Byzantine
Empire, lasted almost another 1,000 years.
Part A: List three reasons why the Roman Empire Fell.
1. ____________________________
2. ____________________________ ________________________________________
3. ____________________________
Part B: Explain the causes for the fall of the Roman Empire
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
_____________________________________________________ ___________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
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 _____________________________________________________________________
________________________________________________________________________________________________________
_____________________________________________________ ___________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
_____________________________________________ ___________________________________________________________
________________________________________________________________________________________________________
The Decline of the Roman Empire

I. Reasons for the decline and fall of the Roman Empire
A. Political Weakness
1. The Roman system of government depended on able
emperors
a) many later emperors were corrupt and ineffective
b) often assassinated by their own guards
B. Economic Problems
1. The cost of defending and administering the empire led to
high taxes
a) inflation and unemployment led to economic
difficulties
b) unemployed people were a further drain on
resources
C. Military Decline
1. Later Romans liked living in luxury and did not want to
fight for the empire
a) the empire relied on mercenaries
b) less loyal than Roman citizens
D. Invasions
1. Rome was under constant attack by fierce tribes from
northern Europe and central Asia
a) Goths and the Huns
Lesson #44
Topic: Caste System
Aim: How Did the Caste System Organize Hindu Society?
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).
Homework: Have students complete handout #2 The Caste System in India
NAME: ____________________________________
Global History I
HOW DID THE CASTE SYSTEM ORGANIZE HINDU SOCIETY?

The CASTE SYSTEM consists of five separate classes (or castes) of people based on
the writings in the VEDAS a Hindu holy book. A person was born into their
particular caste and could not change their caste during their lifetime.
Read the following accounts and determine what caste they belonged to.
1. On Monday, I must perform sacrifices to Shiva, god of destruction. On Tuesday, I must perform
sacrifices to Brahma, the god of creation. On Wednesday, I must take a day off to catch up on my
Global History homeworks otherwise Mr. Powers will sacrifice me to Shiva. On Thursday, I offer
sacrifices to Vishnu, the god of preservation. On Friday, I sacrifice again to Shiva. It is very hard to
keep all the gods happy. It is even harder to keep Mr. Powers happy. This speaker belongs to the
caste because ___________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________
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
THE CASTE SYSTEM IN INDIA

In traditional India, society was organized into hereditary social classes, known as castes. Hindus believed that each person was
born into a particular social class based on behavior in a previous life. Membership in a caste was based on birth and lasted for
one's entire life. One could not marry someone from another caste or move into another caste based upon one's achievements.
One's children also remain in the same caste.
Organization of the Castes. People were organized into four main groups. Within these four major groupings there are
thousands of minor sub-castes, each with its own special occupations and rituals. At the bottom of the castes are the
untouchables), considered to be so lowly as to be outside the caste system, Untouchables were given work no one wanted to
do, such as sweeping the streets or handling dead animals. Since the caste system was based on heredity, it severely restricted
social mobilit y in traditional India. Social mobility is the ability to move from one social class to another.
The Caste System Today - Today, the caste system continues to operate in India. The government is trying to overcome
prejudices based on caste distinctions. It prohibits discrimination by caste and provides special programs to aid the Untouchables.
These attempts to end caste discrimination have only been partially successful.
1. What is meant by the term caste system? ____________________________________________________________________

2. How does one get into a particular caste? _____________________________________________________________________
3. How long does one remain in a particular caste? ________________________________________________________________
4. Can one marry someone from another caste? ___________________________________________________________________
5. While you were alive, can you rise into a higher caste? ___________________________________________________________
6. When an Indian person has a child, what caste does that child go into? _______________________________________________
7. Within the four main castes, how many sub-casts were there? ______________________________________________________
8. Who are the untouchables? __________________________. What jobs do they do? ____________________________________
9. today, how does the Indian government try to protect the untouchables? ______________________________________________
10. Explain YOUR view of the caste system. ______________________________________________________________________
_______________________________________________________________________________________________________
Lesson #45
Topic: The Maurya of India
Aim: What made the Maurya Empire a classical civilization?
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
WHY WAS THE MAURYAN EMPIRE ABLE TO SUCCESSFULLY RULE INDIA?

DOCUMENT #1 (map)
Based on this document, how many miles is it from the Hindu Kush Mountains to the Bay of Bengal?
_________________________________________________________________________________
How many miles is it from the Himalayan Mountains to the coast of the Arabian Sea?
_________________________________________________________________________________
Approximately how many square miles was the Maurya Empire? (Length x Width)
_________________________________________________________________________________
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?
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
4. Select students to read their written responses to the questions
5. Distribute handout #2 The Rise of Empires in India
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 RISE OF EMPIRES IN INDIA
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.
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Rise of Empires in India
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.
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The Gupta Empire. About 500 years after the Mauryas,

another powerful dynasty, the Gupta, ruled over much of India.
The Guptas ruled from about A.D. 320 to 535.
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"?
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Name: __________________________________________________
Global History I
THE GUPTA EMPIRE

320 AD 535 AD
I. The Golden Age of Hindu Culture
A. 320 AD a new ruling family emerged
1. The Guptas
2. uniting territory around the Ganges
II. Contact with other cultures
A. encouraged peace, prosperity, and trade with foreign
lands
1. China
III. The Achievements of the Guptas
A. Emperors built universities
1. supported the arts and literature
2. Indian scholars excelled in science
3. Indian mathematicians developed:
a) the use of zero
b) the concept of infinity
c) decimal system
d) early form of Arabic numbers was also developed
4. Artists
a) painted colorful murals
5. Writers
a) created poems and plays
1) in Sanskrit
IV. The Fall of the Gupta Empire
A. drew to a close around 500 AD
B. The Huns
1. warlike tribe from Central Asia
2. invaded northeastern India
3. breaking up the Gupta empire into smaller states
Lesson #47
Topic: Classical Chinese Civilization
Aim: How do classical Chinese civilizations help us to understand human society?
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)
Why does challenge from outside often create greater cultural or political
strength?
Development:
4. Distribute handout #1 Documents #1-3
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
How do classical Chinese civilization help us to understand human society?

Document #1
Chinese legend held that Wen Wang was the descendant of an ancient mother goddess who stepped into the
footprint of a god and then gave birth to the original Zhou ancestors. It was in this way that Wen Wang was
qualified to assume the Mandate of heaven.
Wen Wang is placed above
How radiant in heaven!
Although Zhou is an old domain,
Its Mandate is a new one.
The holders of Zhoir
Were they not brilliant?
The Mandate of god
Is it not timely?
Wen Wang ascends, descends,
To the left and right of god.
Source: World History: Holt, Rhineheart, and Winston, 1997.
According to document #1, how does the poem support the Zhou's right to rule? ________________________
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Document #2
Cracking his long whip, he drove the universe before him, swallowing up the Eastern and western Zhou
and overthrowing the feudal lords. He ascended to the highest position... And his might shook the four
seas...
According to document #2, what is the reason for the overthrow of the Zhou by ShfIuangdi?
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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? ___________________________________________________________________________
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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
TWO GREAT EMPIRES: HAN CHINA AND ROME
1.
How long did the Han dynasty last? ____________________________________________
2.
How long did the Roman Empire last? __________________________________________
3.
During what years were the Han dynasty and Roman Empire both in
existence?
4.
How were Han China and the Roman Empire similar?
5.
How were Han China and the Roman Empire different?
Lesson #47a
Aim: What were some of the achievements of the early Chinese?
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
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
10. Select students to read their written answers to document #1 The Great Wall
overhead
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
WHAT WERE SOME OF THE ACHIEVEMENTS OF THE EARLY

CHINESE?
DOCUMENT #1 (overhead)
1. Describe what you are viewing. Include two specific details. ________________________________
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2. What events in Chinese history might explain why this was built? ___________________________
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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? ______________________________________
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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?
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.
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
CHINA' S CLASSICAL AGE

The Chou Dynasty. Chou rule lasted about 800 years, from 1028 to 256
B.C. During this time, important advances were made. Many cities and
towns grew up. The number of skilled craftspeople and merchants
increased. Money in the form of small coins began to be used. People could
pay for goods with money instead of bartering for the goods. Trade
expanded and made the dynasty prosperous.
Under the Chou, the Chinese developed the idea that their rulers were
gods. They called the king the "Son of Heaven." The people believed that
the king would have the support of the other gods only as long as he ruled
justly. If he was unjust and lost the favor of the gods, the people had the
right to overthrow him. This principle of revolution was put into action
many times during China's long history.
Art, literature, philosophy, and scholarship also received encouragement
during the Chou period. The Chinese system of writing became highly
refined. The forms of the characters used today have changed very little
over 3,000 years.
For centuries, the Chinese have followed the teachings of their great
philosophers. Philosophers are people who seek wisdom and truth and
think about the principles that should guide a person's life. One of the
greatest Chinese philosophers was Confucius, who lived between 551 and
479 B.C. He is, perhaps, the most honored person in Chinese history.
Confucius taught that the ideal way of life could be achieved through
self-control and proper conduct. Respect shown by children for their
parents, pupils for their teachers, and citizens for their rulers are examples
of proper conduct. Confucius also taught respect for ancestors. People, he
said, should live by this rule: "Do not do to others what you do not want
them to do to you." The pupils of Confucius wrote down many of his ideas
and put
them into books such as The Analects. Confucianism is regarded by some as a

religion and by others as a code of behavior.
Much of Confucius's work was devoted to preserving the literature of
China. He lived in a troubled time, made violent by conflicts between kings
and nobles. His fears for the work of philosophers who had lived before him
made Confucius gather earlier writings into a work called the Five Classics.
Respect for tradition and the ways of the past was an important part of
Confucian teaching. It caused the Chinese to dislike sharp changes in their
way of life. This attitude had a strong effect on Chinese society for centuries.
Taoism is another Chinese religion. It arose from the teachings of Lao-tzu, a
philosopher who lived at the same time as Confucius. Lao-tzu urged people to
live simply and in harmony with nature in order to learn the true meaning of
life. People should take no action to change what happens to them. Lao-tzu
taught his followers to be humble and kind, even when insulted or injured by
others. Those who follow the Way, or the Tao, will find inner peace, he said.
Despite many similarities between Taoism and Confucianism, there was
one important difference. Confucius stressed the importance of good
government. Lao-tzu thought that people were better off with as little
government as possible.
Confucius and Lao-tzu lived at the same time as did Siddhartha Gautama.
The religions that arose from the teachings of these men have influenced the
thinking of people in Asia and throughout much of the world for more than
2,000 years.
Power struggles between the Chou kings and their nobles weakened the
kings. Rulers of states often fought one another. The last 200 years of Chou
rule are called the "Era of Warring States." Finally, the ruler of the Chin, the
strongest of the warring states, overthrew the Chou king in 256 B.C. The Chin
ruler took control of China by forcing the other nobles to accept him as king
in 221 B.C. From this new dynasty, Chin, China got its name.
THE CHOU DYNASTY

(1028 256 BC)
I. Chou Rulers:
A. Mandate of Heaven
1. believed that their ruler was chosen by heaven
2. heaven would overthrow a bad ruler
II. Longest reigning dynasty in Chinese history
A. 1028 256 BC
III. Feudalism
A. land was given to nobles in exchange for military service
B. conquered neighboring peoples and made them part of China
C. 6th. century local nobles became too powerful
1. civil war
IV. Legacy of Chou Dynasty
A. Confucius
1. the preservation of the social order, family, and
government became the most important moral values
B. Lao Tzu
1. based on the teaching of Laozi
2. primary focus is the relationship between people and
nature
Lesson #49
Topic: Trade and Cultural Diffusion
Aim: How Did the Silk Road Encourage Cultural Diffusion?
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
HOW DID THE SILK ROAD ENCOURAGE CULTURAL DIFFUSION
Answer the following questions based on this document.

1. The Silk Road was an important trade route that connected two distant cities. Name
them. __________________ and _______________________________.
2. What was the approximate length of the Silk Road? _____________________ miles
3. How can you tell that part of the Silk Road wasn't an actual road? Because _______________
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4. Based on this map, There is no evidence that Indian ideas or culture could have spread to the Roman or
Han Empires. This statement is TRUE OR FALSE (Circle One) because ____________________
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5. Why do you think the "SILK ROAD" got that name? (No, the ride on the road wasn't that smooth!)
Because ________________________________________________________________________
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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?
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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 ____________
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2. Who was the first person to express this idea? ARISTOLE or BUDDHA (circle one).
Because _____________________________________________________________
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3. How could the Silk Road help spread this idea throughout Europe and Asia? _______
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Lesson #50
Topic: World Religions and Philosophies
Aim: How Did Confucian Philosophy Help Create Chinese Civilization?
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:
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
HOW DID CONFUCIAN PHILOSOPHY HELP CREATE CHINESE

CIVILIZATION?
DO NOW: The ancient scholar Confucius lived almost 2,500 years ago in what is now China? APPROXIMATELY
WHAT YEAR WAS CONFUCIUS BORN? _____________________
During his lifetime, there were bloody wars between different states and peoples in China. Confucius' philosophies are
found in the book The Analects and were the official philosophy of China for over 2,000 years. Only those who were
well educated in Confucian philosophy could receive an important job in China.
CONFUCIUS' PHILOSOPHY CENTERED UPON FIVE RELATIONSHIPS WITHIN SOCIETY. READ THE
FOLLOWING. ANSWER THE QUESTIONS THAT FOLLOW.
1. CHILDREN MUST OBEY THEIR PARENTS.
A) This rule would help bring order to Chinese society. Circle Yes or No
Because: _____________________________________________________________________________
B) This rule WOULD OR WOULD NOT be hard for me to follow because: ______________________
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2. PERSONS OF LOW RANK (UNSKILLED WORKERS) MUST OBEY PERSONS
OF HIGH RANK (WEALTHY MERCHANTS)
A) This rule would help bring order to Chinese society. Circle Yes or No
Because:______________________________________________________________________________
B) This rule WOULD OR WOULD NOT be hard for me (AS A LOW RANK PERSON) to
follow because: ________________________________________________________________________
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3. WOMEN MUST OBEY MEN.
A) This rule would bring order to Chinese society. Circle Yes or No
Because: _____________________________________________________________________________
B) This rule WOULD OR WOULD NOT be hard for me (AS A WOMAN) to follow because:
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4. LEADERS MUST BE FAIR TO THE PEOPLE.
Because: ______________________________________________________________________________
B) This rule WOULD OR WOULD NOT be hard for me (AS A RULER) to follow because:
______________________________________________________________________________________
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5. TREAT EVERYONE THE WAY THAT YOU WANT TO BE TREATED.
Because: ______________________________________________________________________________
B) This rule WOULD OR WOULD NOT be hard for me to follow because: _______________________
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Lesson #51
Topic: World Religions
Aim: What Are the Central Beliefs of Hinduism?
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:
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.
Homework : handout #2 Two Fables of Ancient India
NAME: ____________________________________________
Global History I
WHAT ARE THE CENTRAL BELIEFS OF HINDUISM?

DO NOW: Hinduism is a religion that began in the area of modem day India around the year 500 BC.
How many years ago was this? Answer ________________ years ago.
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: ____________
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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 __________________________________________________________________________
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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 _____________________________________________________________
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___________________________________________________________________________________
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??
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
How did Daoist and Legalist Views Differ?
TAOISM (Daoism) -
Taoism, a Chinese philosophy traditionally attributed to Lao-tzu

("old master"), originated in the 6th century BC, about the same time as
Confucianism. Taoism teaches the necessity of the individual's having a sense of
nature, understanding his or her part in it and adapting to it.
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.
LEGALISM -The Legalist philosophy originated in the same period as

Confucianism and Taoism. The Legalists assumed that human nature was evil
and that the people must be restricted by laws. They believed that through
harsh punishments people would be forced to obey these laws. They taught
that a strong central government was essential to maintain peace and order,
and that the ruler should be an unquestioned authority. They also believed
that only two occupations should be allowed: farmer (to provide sustenance)
and soldier (to support the ruler).
Questions: Answer the following questions on a separate sheet of paper.
1. How did the Daoists and Legalists view the idea of human nature (instincts)?
2. Regarding government, contrast the ideas of the Daoists with the Legalists.
3. Define: Tao
4. Define: Alchemy
5. If you had to choose, would you rather be a Daoist or a Legalist?____________ Explain:
Lesson #53
Aim: What Are the Central Beliefs of Buddhism?
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
3. Prince Gautauma was named Buddha (Enlightened One)

B. Middle Way
1. The belief that pain and suffering is caused by wanting things that we cannot
have or may not receive.
2. The way to end suffering is to not ask for too much, not settle for too little
C. Rules for Right Living
1. To help people give up their desires, Buddhist should:
a. Practice love and kindness to all people and creatures
b. Speak truthfully
c. Act in a worthy and respectful manner
d. Live righteously
2. Buddhist that follow these rules can expect to achieve NIRVANA, a perfect
soul with an eternal life of happiness.
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
WHAT ARE THE CENTRAL BELIEFS OF BUDDHISM?

Document # 1
According to Buddha, the founder of our religion, there are Four Noble Truths. 1) Life is full of pain and
suffering. 2) Pain and suffering are caused by desire. 3) One can stop pain and suffering by ending desire. 4)
The way to end desire is to follow the Middle Way.
According to this document, why is there misery in people's lives? (Hint : In your own words, what does
desire mean?) __________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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
3. Prince Gautauma was named Buddha (Enlightened One)

B. Middle Way
1. The belief that pain and suffering is caused by wanting things
that we cannot have or may not receive.
2. The way to end suffering is to not ask for too much, not settle
for too little
C. Rules for Right Living
1. To help people give up their desires, Buddhist should:
a. Practice love and kindness to all people and creatures
b. Speak truthfully
c. Act in a worthy and respectful manner
d. Live righteously
2. Buddhist that follow these rules can expect to achieve
NIRVANA, a perfect soul with an eternal life of happiness.
Lesson #54
Aim: How Did Buddhism Become a Major World Religion?
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:
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.
Spread of Buddhist Religion

A. Territory
1. Buddhism spread from the area of Nepal, north of India throughout Asia.
2. People living as far east as Japan became Buddhists. China, Indonesia, Korea and
India were also exposed to Buddhist teachings before 500 AD.
B. How did Buddhism spread?
1. Buddhists believe that everyone is born equal. Untouchables and lower caste
members were greatly attracted by this new religion that would benefit them.
2. King Asoka, an Indian Buddhist, ordered missionaries to spread Buddhism
throughout his empire in Southern Asia. This help to convert thousands of
Hindus to Buddhism.
3. Extensive trade routes that developed in Asia allowed Buddhist teachings to
spread quickly over great distances.
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
HOW DID BUDDHISM BECOME A MAJOR WORLD

RELIGION?
Document # 1 (MAP)
Answer the following questions based on this map?

1. The continent shown here is _____________________________________________
2. The country furthest to the EAST that received Buddhis t teachings was ________________________
3. Buddhism probably originated from the area known as _____________________________________
4. Name four COUNTRIES that were exposed to Buddhist teachings a) ___________________
b) _________________ c) _________________ d) _____________________
Document #2
No Brahman is such by birth; No outcaste is such by birth; an outcaste is such by deeds; A Brahman is
such by deeds. - Prince Gautama AKA Buddha
Based on this document, how can one become a Brahman (perfect soul) ?_________________________
____________________________________________________________________________________
Why would this appeal to most Hindus? ___________________________________________________
____________________________________________________________________________________
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
Aim: What Moral Values Does Judaism Teach?
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
WHAT MORAL VALUES DOES JUDAISM TEACH?

Historical Context: The ancient Hebrews had settled into the land that is now known as the nation of
Egypt. Many Israelites left for better farming and living in the land of Egypt. Soon they were
captured and enslaved by the Pharaoh. Led by Moses, the Israelites fled across desert until they
reached safety back in Israeli land. At Mount Sinai, Moses presented the Ten Commandments to all
the Hebrews. These laws, said Moses, had been given to him by Yahweh and must be obeyed.
1. Jacob has been secretly having an affair with the wife of his boss. Yahweh will punish Jacob
and his mistress because _________________________________________________________
_____________________________________________________________________________
2. Andrew has run from the school cafeteria with a tray of spaghetti but has not paid for his food. Yahweh
will punish Andrew because _________________________________________________________
________________________________________________________________________________
3. Erica tells the teacher that she has completed the Do Now question but has not even started to
answer the question. Yahweh will punish Erica because ________________________________
_____________________________________________________________________________
4. Driving up Jamaica Avenue, Kenneth sees a teacher that he really can't stand and decides to run
him over with his Jeep. Yahweh will punish Kenneth because ____________________________
______________________________________________________________________________
5. Day after day, Michael constantly schemes to get his neighbor's new Nintendo 64 and his new Polo
jacket. Yahweh will punish Michael because __________________________________________
______________________________________________________________________________
6. Jahaira is angry that her parents will not let her go to the Tito Nieves concert at the Copacabana.
She screams at her parents and tells them that she hates them. Yahweh will punish her because
______________________________________________________________________________
______________________________________________________________________________
7. Vanessa swears that she did not cheat on her Global History exam although she really did Yahweh
will punish Vanessa because _______________________________________________________
_______________________________________________________________________________
8. After working for six days in a row, Mr. Single decides to work his seventh day in row in order to
buy candy for his students. Yahweh will punish Mr. Single because ________________________
_______________________________________________________________________________
9. After leaving the temple of the Sun god, Amon-Re, Abe proceeds to go to the synagogue and
pray to Yahweh. Abe will be punished by Yahweh because _______________________________
_______________________________________________________________________________
10. Ebony sees an elderly neighbor struggling with a heavy bag of groceries but does not help her.
Yahweh will punish Ebony because _________________________________________________
_______________________________________________________________________________
Lesson #56
Aim: Why Did Christianity Spread Throughout the World?
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
WHY DID CHRISTIANITY SPREAD THROUGHOUT THE WORLD?

Document #1
The Roman Emperor Constantine, in the year 312 AD, was afraid of the battle he and his
army would face against a powerful enemy. As he slept, he had a vision that God had
visited him and gave him this message "WITH THIS SIGN, YOU WILL CONQUER".
Constantine had all of his warriors paint that sign on their shields in gold. Soon
afterwards, Christianity became the official religion of the Roman Empire.
1. Draw a picture of the sign that Constantine saw in his dream.
2. Based on this document, who do you think won the battle?
3. Why do you think Constantine made Christianity the official religion of the Roman Empire?
Document #2
I say that anyone who listens to my message and believes in God has eternal lifeand those who
continue to do evil shall be damned for their sins. - John 5:24, The Bible
4. According to this document, what will happen to those who follow Christianity?
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
Aim: What Are the Central Beliefs of Islam?
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)
Homework: Students will complete handout #2 Reading From the Koran
NAME: _________________________________________________
Global History I
WHAT ARE THE CENTRAL BELIEF OF ISLAM?

Document #1
Islam is the major religion in the Middle East, it is based on the teachings of
Mohammed, who claimed to be a prophet from God (Allah). He taught that Allah is all
powerful and determines the fate of each person. The Koran is the sacred book of
Mohammed and contains Mohammed's teachings.- Mastering Global Studies, pg 92
Based on this document, why is Islam a monotheistic religion? ________________________________

__________________________________________________________________________________
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.
Abdul is a GOOD / BAD (circle one) Muslim because:

1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
4. ______________________________________________________________________________
5. ______________________________________________________________________________
NAME: _____________________________________
Global History I
READING FROM THE KORAN
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.)
The righteous man is he who believes in Allah

and the Last Day, in the angels and the Scriptures
and the prophets; who for the love of Allah gives
his wealth to his kinfolk, to the orphans, to the
needy; . . . who attends to his prayers; . . . who is
true to his promises and steadfast in trial and
adversity [misfortune] and in times of war. 2:17,7
Fight for the sake of Allah those who fight
against you but do not attack them first. Allah
does: not love the aggressors. 2:1, 90
A kind word with forgiveness is better than
charity followed by insult. 2:263
To be charitable in public is good, but to give
alms to the poor in private is better and will atone
for some of your sins. Allah has knowledge of all
your actions. 2:2,68
Men have authority over women because Allah
has made the one superior to the others, end
because they spend their wealth to maintain them.
Good women are obedient. 4:3,4
Serve no other gods besides Allah. lest you

incur disgrace and ruin. Your Lord has enjoined
you to worship none but Him, and to show
kindness to your parents. If either or both of them
attain old age in your dwelling, show them no
sign of impatience nor rebuke them; but speak to
them kind words. 17:21
In the life to come a woeful punishment awaits
you - or the forgiveness of Allah and His
pleasure. The life of this world is but a vain
provision. Therefore strive . . . for the pardon of
your Lord, and for a Paradise as vast as heaven
and earth, prepared for those who believe in Allah
and His apostles. 57:20, 21
Every misfortune that befalls the earth or your
own persons, is ordained before We bring it into
being. That is easy for Allah: so that you may not
grieve for the good things you miss or be
overjoyed at what you gain. Allah does not love
the haughty [proud] or the vainglorious [boastful]
.... 57:21
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
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
HOW DID ISLAM SPREAD RAPIDLY OVER A WIDE AREA?

Document #1
Directions: Answer the following question based on document #l.

1. Name the three continents that Islam spread to
a) ____________________ b) ___________________ c) ____________________
2. Name the two countries in Europe that had territory conquered by Muslims.
a) ____________________ b) ___________________
3. Which area fell under Muslim rule first, North Africa or Egypt? ________________
Mecca or Granada _____________________
4. The approximate distance from Mecca to the top of Spain is _________________miles.
5. The cities of Constantinople and Rome were under control of _________________.
Document #2
"Under the rule of the Byzantine Empire, there was only one religion allowed. Those who were
not Orthodox Christians were persecuted and mistreated. Now, Jews, Christians, and Muslims
may worship their religions under the righteous rule of the caliphs."
- Freeda Pray, Jerusalem citizen
Based on document #2, why did many Byzantine controlled areas welcome the invading Muslim
armies? ________________________________________________________________________
______________________________________________________________________________
Document #3
"He who falls in the battle to spread the teachings of the Koran shall spend eternity in heaven
with Allah." -Koran Proverb
Based on document #3, why would Islamic armies be eager to conquer new lands?
_______________________________________________________________________________
_______________________________________________________________________________
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?
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)
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:
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
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
How did the Byzantine Empire shape world history?
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
Source : Global History 1 Resource Guide

According to document #3
How is the Code of Justinian similar to American legal principles? _____________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Name: _____________________________________
Global History I
ROMAN CATHOLICISM AND EASTERN ORTHODOXY

Use the chart below to answer the questions that follow.
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.
NEW CENTERS OF CULTURE IN AN AGE OF TURMOIL

500-1200 AD
NEW CENTERS OF CULTURE
Two new centers of culture emerged during this period. The Byzantines and Arabs
controlled large empires in Eastern Europe and in the Middle East.
The Byzantine Empire
(330 1453)
I. 330 AD Emperor Constantine
A. moved the capital of the Roman Empire from Rome to Byzantium
B. Greek city eastern part of the Empire
C. Re-named it Constantinople
1. strategically located
a) Bosporus Strait connecting the Black Sea to the Mediterranean Sea
b) Surrounded on three sides by water thick walls invulnerable to attack
II. The Byzantines Develop a Unique Culture

A. Western part of the Roman Empire collapsed in the 5th . century
B. Byzantine Empire survived another thousand years.
1. maintained the imperial system of government
2. diverse population
3. own form of Christianity
a) Eastern Orthodox separate from the Roman Catholic Church
b) Language was Greek
III. Reasons for the Survival of the Byzantine Empire

A. Classic Culture
1. benefited from a rich fusion of Greek, Roman, Christian, and Middle Eastern cultures.
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
C. Strong Central Government

1. ruled by a series of powerful emperors
2. strong centralized administration
3. single set of laws
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?
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
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
Art/Literature Domed buildings, icons, mosaics
Domed buildings, icons, mosaics
Church/State Emperor Controlled
Emperor Controlled
Homework : handout #2 How did the Byzantine Empire influence other cultures? Documents #1-3
NAME: __________________________________
Global History I
HOW DID THE BYZANTINE EMPIRE INFLUENCE OTHER WORLD

CIVILIZATIONS?
Document #1
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?
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.
Homework: Have students complete handout #2 Middle Ages.
NAME: _________________________________________
Global History I
HOW DID FEUDALISM ORGANIZE MEDIEVAL LIFE IN EUROPE?

DO NOW: Read the following and fill in the blanks.
After the last Emperor disappeared with the collapse of the Roman Empire, there
was __________strong central government to _______________ the different European
peoples. Instead of one strong emperor ruling most of Europe, Europe was split into
different lands, each with their own __________________.
Read the following selections and determine who the speaker is from these choices 1) Kingabsolute ruler of a large territory 2) Knight- covered in armor, these were trained warriors 3)
Rizzas- these important workers handwrote copies for the king 4) Serfs - peasant farmers
Speaker #1 Our day consists of getting up, working the fields all day, planting, harvesting, and
tending to our crops. When we are finished with work, we come to our tiny hut. We may never leave
the manor. We grow enough food to feed us and pay the rent. I'm almost glad that I will live such a
short life.
This speaker is probably a ___________________ . Underline the information that proves you are right.
Speaker #2 Life at the top is not easy. I am always the target of other jealous and greedy kings. I need
an army of warriors to protect me and my kingdom. The knights receive land from me and in exchange
they must fight and protect me from my enemies. Everyone benefits from this system.
This speaker is probably a __________________ . Underline the information that proves you are right.
Speaker #3 Yes, we receive crops from the serfs as rent. Yes, we are trained warriors who may come
and go from the manor as we please. But without us, the manor would be completely unprotected. Unless
the serfs pay their rent with crops, why should we risk our lives and protect them? When we fight for our
king, we are getting something in return.
This speaker is probably a __________________. Underline the information that proves you are right.
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
What was the Goal of the Crusades?

Document #1
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?
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
1. Increased trade between

Europe and Middle East /
Asia. New goods such as
spices (sugar), fabrics (cotton)
and perfumes are introduced to
Europeans.
1. Increased religious hatred and mistrust

between Muslims and Christians as well as
between Christians and Jews.
1. The power and

importance of the Pope was
increased temporarily.
2. Kings power began to increase; gained

more rights to impose taxes on the people
2. Expanded the contacts

between Europe and the
outside world. Helped to
cause an increase in
exploration of foreign lands.
Homework: Students will read handout #2, the Results of the Crusades, and answer the questions
that follow
Name_______________________
Global History I
What Changes Did the Crusades Make to the Medieval World?

Directions: Read page 222 and write your answers to the following questions
1. What was the main goal of the Crusades? _________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What impact did the Crusades have on trade? ______________________________________

___________________________________________________________________________
___________________________________________________________________________
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? _______________________________
___________________________________________________________________________
___________________________________________________________________________
6. Why did Kings support the Crusades? ____________________________________________

___________________________________________________________________________
7. How did the Crusades lead to an increase in exploration? _____________________________

___________________________________________________________________________
___________________________________________________________________________
8. What do you think motivated Marco Polo to explore China? __________________________

___________________________________________________________________________
___________________________________________________________________________
9. Millions died during the two hundred years of the Crusades. As you have read, many positive
results occurred. Were the Crusades ultimately worth the price? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
NAME: _______________________________________
Global History I
RESULTS OF THE CRUSADES IN EUROPE

The Crusaders never recaptured the Holy Land from the Muslims. However,
the Crusades did have a great EFFECT on Europeans. Look at the chart
below to see how the Crusades changed Europe.
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?
IMPACT OF THE CRUSADES ON MEDIEVAL LIFE

POSITIVE
NEGATIVE
NEUTRAL
1. Increased trade between

Europe and Middle East /
Asia. New goods such as
spices (sugar), fabrics (cotton)
and perfumes are introduced to
Europeans.
1. Increased religious hatred and mistrust

between Muslims and Christians as well as
between Christians and Jews.
1. The power and

importance of the Pope was
increased temporarily.
2. Expanded the contacts

between Europe and the
outside world. Helped to
cause an increase in
exploration of foreign lands.
2. Kings power began to increase; gained

more rights to impose taxes on the people
Lesson #64
Topic: Chinas Tang and Song Dynasties
Aim: To what extent can one civilization impact on another?
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)
In what ways does the United States affect its neighbors?
Development:
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
4. gave examinations for government jobs

5. built public works
II. Achievements of the Tang Dynasty
A. great advances
1. architecture
2. sculpture
3. painting
4. porcelain
B. developed unique methods of gardening

1. streams, rocks, and trees
2. designed for peaceful contemplations
C. developed block printing

1. copies of Confucian text could be printed
a) candidates for government jobs could study
III. Contact with other cultures

A. Trade
1. Arabs
2. Persians
3. Japanese
4. Byzantines
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:
SHARPENING YOUR TEST-TAKING SKILLS

ANSWERING A DOCUMENT-BASED
ESSAY QUESTION
How to answer a document-based question. Before you do so, lets review the
LAW approach for answering this type of question.
L LOOK AT THE TASK
Start by looking at the Historical Context and the Question. Focus on (1) the
action word, and (2) the topic. This will determine how you will answer the
question.
A -ANALYZE THE DATA

As you read each document, think about (1) who wrote it; (2) the time period when it was
written; (3) the purpose for which it was written; and (4) what it says. Next, answer the key
question following each document. Then create your Analysis Box.
NOTE: Two important keys to writing a successful document-
based essay are (1) to link the information in the documents to

the topic, and (2) to use your own words instead of simply
copying text from the document.
In the Analysis Box, be sure you show how information in each document supports
the topic statement. Remember that you must also add other relevant information
that is not contained in the documents.
W - WRITE THE ESSAY

In writing your essay answer, remember that you need the following :
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.

Introduction to Global History: Methods of Social Sciences

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Introduction to Global History: Methods of Social Sciences

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GLOBAL HISTORY

WHY STUDY HISTORY?

History is the story of people in the past.

The study of history helps a society remember what it is and where

ERAS OF WORLD HISTORY

Students will learn how to measure the passage of historical time.

Vocabulary Decade= a ten year period

Vocabulary: Decade = a ten year period

Culture and Civilization

Who makes the laws?

You receive your power from God

You receive your power from the People

An oligarchy is usually a group: YOU represent the Group

You deserve you power from the support of your followers

Materials: handout Documents 1-3

3. Questions for discussion:

HOW DOES GEOGRAPHY HAVE AN IMPACT ON OUR LIVES?

GEOGRAPHY AND GLOBAL HISTORY

III. Five Themes of Geography

Motivation: Have students write their responses to the following question:

How Do You Interpret Charts and Graphs?

Predicted Average Weekly Salaries

Dropout Percentages NYC Board of Education 1999

Homework: Students will write a perfect paragraph on the following topic:

Writing Skills Exercise

How Can I Improve My Communications Skills?

The Wonderful World of Paragraphs

Material: handout documents #1-3 Artifacts

HOW CAN WE LEARN ABOUT THE PAST BY STUDYING ARTIFACTS?

1. According to Document #1, how do we learn about the past? _____________________________________

Ancestors of Modern Humans

Stone Age Peoples

1. When did the earliest pre-humans exist? _______________________________________

Early Human Society

Great River Valley

The Importance of Culture

23,000 B.C -5000 B.C.: Early Artists

Many cave paintings show the animals that

In what part of the world was this art created?

Why was the Neolithic Revolution a turning point in history?

THE DOMESTICATION OF PLANTS AND ANIMALS

What were the advantages to cultivating plants?

Directions:Use the given document to answer the following questions.

3. What was one advantage of cultivating crops and herding animals?

The Neolithic Revolution

People began to change from hunter-gathers to producers of

Two important developments brought this about:

III. Anthropologists believed this change may first occurred in parts

V. Benefits and Problems

People were wandering hunter-gatherers with no

People were farmers, animal herders with

HOW DID THE NEOLITHIC REVOLUTION ALLOW EARLY

early civilizations; ___________________ ,____________________,

People were farmers, animal

Four River Valleys

THE RISE OF RIVER CIVILIZATIONS

The first civilizations developed in four separate river valleys.

people introducing agriculture to these regions

Fertile Crescent Civilizations

River Valley Civilizations

Fertile Crescent Civilizations

I. Inventions, Science and Mathematics

III. System of Law

early civilizations; _ ,__,