11/30/15 - Unit 2 - The 4 Ancient River Civilizations - Indus Valley: Crash Course World History #2

Learning Targets

• I can name and locate 4 of the main ancient river civilizations on a world map.
• I can record information about 4 ancient river civilizations to make comparisons between them to see how they are similar and how they are different.
• I can read for information about ancient civilizations, and respond in writing.

The 4 Main Ancient River Civilizations

1. Mesopotamia

2. Egypt

3. Indus Valley

4. China

1. _________________________

2. _________________________

3. _________________________

4. _________________________

Key Questions:

What is a civilization?

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Where did the word Barbarian come from?

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What components do you need to be labeled a civilization

• Surplus Production
• Building of Cities
• Specialization of Labor
• Trade
• Shared values
• Social stratification
• Centralized Government
• Organized Religion or Belief System
• Writing
• Location Near a River

Where was the Indus River Valley located?

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Why was it a good place for an ancient civilization?

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What are some of the things we know about the Indus Valley Civilization?
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What is one of the theories about why the Indus Valley civilization ended?

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Why should we care about the ancient civilization of the Indus Valley?

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Unit 2: Belief Systems

"Religion is one of the most interesting parts of the human experience. The earliest religions were born from our own curiosity and creative thinking. Later more complex religions developed in the four ancient civilizations. The major modern world religions discussed here have developed from earlier belief systems and have changed over time."

What is religion? What is a spiritual tradition? 

Religion is all or some of the attributes described below. Religion is different for different people and cultures. Some religion is so much a part of the culture of a given people that it is not so much a formal religion, but simply the spiritual aspects of that culture or group - the spiritual traditions which help define it. This is especially true of the indigenous traditions of a geographical area.

a way of explaining the mysteries of life

• how the world was created
• why it was created
• why there is life and death
• what happens when people die
• why there is suffering

a way of explaining a supreme power or absolute power, whether impersonal or personal, nameable or not

a way of explaining who or what created the world and all the living beings

a way of describing a dimension beyond the physical world -- the spiritual world

a way of explaining how to lead a good life on Earth and in an afterlife

• these codes of behavior are often written in sacred documents or passed down through oral tradition

a way of worshiping the creator(s) or spiritual beings who are believed to have power over the world and people's lives and/or a way of paying respects and drawing inspiration from spiritual leaders

• worship often includes prayers of thanks, prayers of hopes, prayers of supplication
• people often worship a god (Monotheistic) or gods (Polytheistic)
• worship often happens in sacred places and spaces
• worship often includes ceremonies and rituals conducted by spiritual guides
• worship often involves sacred objects and images A way of joining with others as a spiritual community
• religions and other spiritual traditions often celebrate festivals or holy days and have special calendars that mark the important historical events in the evolution of the religion
• religions and spiritual traditions include both private and public worship and practice
• some spiritual practices do not involve worshipping a god or gods but are introspective and draw on the practitioner's own ability to be responsible for his/her spiritual path 

Use the links to help you fill in the Major World religion graphic organizer.

https://sites.google.com/site/worldreligionsforkids/home

https://www.uri.org/kids/world.htm

Unit 2: Neolithic/Paleolithic Postcard - Day 2

Learning Targets

1. I can use friendly letter format to write a Postcard to the teacher.
2.  I can use accurate details to describe life in either the Paleolithic or Neolithic Age.
3. I can create a postcard using detailed images depicting either the Neolithic or Paleolithic Stone Age.

Directions for today: (Day 2)

• Choose a stone age you would like to visit
• Use your Social Studies notes, along with the paleolithic/Neolithic images, to create a first draft of your friendly letter on loose leaf paper. (You do)
• Create a plan, or rough sketch, for the front of your postcard. (You do)
• Conference with the teacher about your writing. (We do)
• Create a final copy of your friendly letter using the template below. Be sure to skip lines and write neatly.
• Use colored pencils and markers to create the front of your postcard on white printer paper. Be sure you refer back to the criteria for the project.

Homework: Finish the front and back of your postcard project. We will assemble them tomorrow.

Unit 2: Neolithic/Paleolithic Postcard

Learning Targets

• I can create a postcard with images depicting either the Neolithic Age or the Paleolithic Age.
• I can use friendly letter format to write a “Postcard” entry as though I was visiting one of the early human civilizations we have studied.

Directions for today:

• Start planning out your writing.
• Create a first draft on loose leaf paper. 
• Be sure you include all the criteria
• Conference with a peer.
• Then conference with an adult.
• While you are waiting to conference with a teacher work on a plan for the front of your postcard.

Homework: Finish all of the planning for your postcard. Your friendly letter draft should be completed as well as the rough sketch of your illustration(with Labels) for the front

Unit 2: The Agricultural Revolution & The Iceman

Activity # 1 

The Agricultural Revolution

Directions:

• As a whole group watch the video about one of the BIG HUMAN ADVANCES we discussed yesterday, known as the Agricultural Revolution.
• With your Table Group, create a list of things you learned from the video.
• Be ready to share your list with the group.

What we Learned 
about the Agricultural Revolution

Activity #2

Directions:
In small groups, read “ A Discovery in the Alps” on Pages 33 - 37 in your World textbook.

Discuss as a whole group:
1. What are some of the things that archeologist Konrad Spindler learned from the Iceman? 
2. Do you think the Iceman lived during the Paleolithic Age or Neolithic Age? What evidence makes you think that way. 

Hint Hint: Look in your notes from yesterday!

Unit 2: Neolithic vs Paleolithic & the 3 Big Human Advances the Caused the Agricultural Revolution

Neolithic vs. Paleolithic

• I can record information about Early Human Civilizations.
• I can understand the difference between the Neolithic and Paleolithic Ages. 
• I can make inferences about human advances & innovations during the Neolithic Age.

Key Questions:
When was the Paleolithic Age?
When was the Neolithic Age?

What was life like for people living during each of these ages?
What 3 Big human advances made it possible for early civilizations to develop?

(Social Studies Notebook)

Paleolithic Images

Neolithic age

Catal Huyuk

Ruins of Catal Huyuk

Neolithic Age Slideshow

http://www.slideshare.net/gremarmar/neolithic-age-21830345

Homework: Write a paragraph explaining in your own words how the 3 big human advances changed early civilizations.