Unit 1: Human Origins &
Ancient Civilizations
Daily Log
Image of the Lascaux cave painting in France
(Origins: ~17,000 years ago)
(Origins: ~17,000 years ago)
Tuesday (8/20) - Day 1
MAJOR OBJECTIVES/BIG QUESTIONS
The course syllabus can be found here. Students were asked to share this with their parents this evening and to get their parents' signatures on the back page.
Here are a few overview slides we covered today too mostly dealing with how we conceptualize time and historical eras:
- Orientation to World History & setting HIGH expectations
- Is our species "wired" to be basically selfish, individualistic and competitive ... OR ... are we more naturally caring and cooperative?
- Are our society's major institutions (political, economic and religious systems of organization) consistent (work in harmony with) with our species' nature or do these institutions run counter to (work against) human nature?
The course syllabus can be found here. Students were asked to share this with their parents this evening and to get their parents' signatures on the back page.
Here are a few overview slides we covered today too mostly dealing with how we conceptualize time and historical eras:
A look at prehistoric human beings and their patterns of living (hunting, gathering, foraging...) will provide some perspective.
We had a class discussion on these topics and then we began to read the prologue to Chris Harman's text: A People's History of the World. (Here's the link.)
Homework
We had a class discussion on these topics and then we began to read the prologue to Chris Harman's text: A People's History of the World. (Here's the link.)
Homework
- Syllabus Signatures are due tomorrow, Wednesday (8/22)
- Reading and note-taking (RTN) of Chapter 1, Section 1 (1-1) and Chapter 1, Section 2 (1-2) - Due Thursday (8/22)
Wednesday (8/21) - Day 2
...a little humor
... hahaha - but was it really "nasty and brutish"???
MAJOR OBJECTIVES/BIG QUESTIONS
We explored the well-known paleolithic cave art (~15,000-13,000 BCE) of Lascaux, France with a short video here. We also discussed several astrological and mystical/spiritual interpretations. If you're interested, here are several other links to sites related to the Lascaux caves and other paleolithic artistic contributions:
We also discussed the types of professionals that contribute in different and overlapping ways to our understanding of our past: paleontologists, archaeologists, anthropologists and historians. The Powerpoint slides below highlight these and served as a starting point to brief overviews of Evolutionary Biology and the Neolithic Revolution.
- Consider whether human nature is more competitive/caring or cooperative/selfish.
- Do modern human institutions (governmental, religious, economic) "fit" with our nature as a human species?
- Why was the Neolithic Revolution (the development of farming/domestication of animals) earthshaking?
We explored the well-known paleolithic cave art (~15,000-13,000 BCE) of Lascaux, France with a short video here. We also discussed several astrological and mystical/spiritual interpretations. If you're interested, here are several other links to sites related to the Lascaux caves and other paleolithic artistic contributions:
We also discussed the types of professionals that contribute in different and overlapping ways to our understanding of our past: paleontologists, archaeologists, anthropologists and historians. The Powerpoint slides below highlight these and served as a starting point to brief overviews of Evolutionary Biology and the Neolithic Revolution.
We spent the bulk of our time today in student-led small seminar discussion groups reading the "Before Class" prologue (from yesterday) and discussed focus questions from my annotations and also the big guiding questions below. The students did a great job in their first pass at facilitating their own small-group discussions and getting to the heart of Harman's arguments.
Harmon and other historians tie the development of agriculture to the development of class inequality, social stratification/hierarchy, concepts of private property, and structures to protect private property: religious ideology/leadership (polytheistic priest-kings) and the theocratic (religion-based) state. Later we will explore the major neolithic transition from goddess culture and warlike "dominator" culture.
By the end of the class, students were beginning to make these connections!
Homework
Students should finish reading and taking "Cornell Style" notes (see below) on Chapter-Sections 1-1 & 1-2
Cornell Notes
Harmon and other historians tie the development of agriculture to the development of class inequality, social stratification/hierarchy, concepts of private property, and structures to protect private property: religious ideology/leadership (polytheistic priest-kings) and the theocratic (religion-based) state. Later we will explore the major neolithic transition from goddess culture and warlike "dominator" culture.
By the end of the class, students were beginning to make these connections!
Homework
Students should finish reading and taking "Cornell Style" notes (see below) on Chapter-Sections 1-1 & 1-2
Cornell Notes
Major Headings
Subheadings Key Concepts, Terms, Figures, Vocabulary |
Summary notes
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Enrichment
If you're interested in learning more about the Evolution "controversy," Flock of Dodos is a compelling documentary that takes a look at how, despite the fact that there is no debate about the legitimacy of biological evolution as a general theory among scientists, there continues to be strong anti-scientific doubt and skepticism about the basic facts of our human origins. Why? Are Americans just dumber than the rest of the educated world...or is there something else going on within our culture? Why do people in the US still remain doubtful about a scientific theory (an explanation for which all known evidence supports) that hasn't been doubted in the scientific community since the 19th Century? Who are the dodos in this case? The folks who continue to reject scientific evidence? OR the scientific community for their inability to convince the American public about a basic scientific fact?
WATCH THIS DOCUMENTARY FREE WITH A NETFLIX ACCOUNT!!!
Watch the documentary and write up a reflection essay for extra credit!
WATCH THE TRAILER BELOW...
WATCH THIS DOCUMENTARY FREE WITH A NETFLIX ACCOUNT!!!
Watch the documentary and write up a reflection essay for extra credit!
WATCH THE TRAILER BELOW...
Thursday (8/22) - Day 3
MAJOR OBJECTIVES/BIG QUESTIONS
As people among the economically-privileged in the 21st century, as students keenly noted, we associate progress with technological advancement, a growing economy, maximized efficiency, max exploitation (maybe more recently, conservation) of resources, convenience, accumulation of knowledge and higher qualities of life.
With the students' ideas in mind, I posed the question to them about whether or not the Neolithic Revolution (humans ability to farm) should be considered progress. Initially, influenced by our own cultural values, the vast majority of responses (including my own when I first contemplated the question years ago) from students reflected their beliefs that, YES OF COURSE! ...the innovation of farming and domestication of animals allows us to sustain a larger population, provides us with the chance to specialize in other things besides foraging for food, has led to a greater abundance of food/nutrition and it seems that our lives are all the more enjoyable for it. Let's face it, we all love to be able to walk to the refrigerator and pull out a frozen pizza and in a 1/2 hour, already be done with meal time!
But have we REALLY thought about the real consequences of our agricultural (now industrial/agricultural) paradigm for humans as a species? Jared Diamond, acclaimed author of the New York Times Best Seller, Guns, Germs & Steel, makes a strong argument that the "progressive" view of the Neolithic Revolution should not be the only view and submits in his 1987 essay, "The Worst Mistake in the History of the Human Race (LINK)," that in fact, the negative consequences of humans developing agriculture have been: disease epidemics, famine, depravity, large scale warfare, social inequality and marginalization, etc.
QUESTION EVERYTHING...EVEN THE FROZEN PIZZA!!!
Here is the discussion guide I had the students use.
Homework:
- Why was the Neolithic Revolution (the development of farming/domestication of animals) earthshaking?
- What were some major consequences of the Neolithic Revolution?
- Was the Neolithic Revolution a progressive (positive step) or regressive (a step back) for human beings as a species?
- We will be working on critical reading and annotation skills.
As people among the economically-privileged in the 21st century, as students keenly noted, we associate progress with technological advancement, a growing economy, maximized efficiency, max exploitation (maybe more recently, conservation) of resources, convenience, accumulation of knowledge and higher qualities of life.
With the students' ideas in mind, I posed the question to them about whether or not the Neolithic Revolution (humans ability to farm) should be considered progress. Initially, influenced by our own cultural values, the vast majority of responses (including my own when I first contemplated the question years ago) from students reflected their beliefs that, YES OF COURSE! ...the innovation of farming and domestication of animals allows us to sustain a larger population, provides us with the chance to specialize in other things besides foraging for food, has led to a greater abundance of food/nutrition and it seems that our lives are all the more enjoyable for it. Let's face it, we all love to be able to walk to the refrigerator and pull out a frozen pizza and in a 1/2 hour, already be done with meal time!
But have we REALLY thought about the real consequences of our agricultural (now industrial/agricultural) paradigm for humans as a species? Jared Diamond, acclaimed author of the New York Times Best Seller, Guns, Germs & Steel, makes a strong argument that the "progressive" view of the Neolithic Revolution should not be the only view and submits in his 1987 essay, "The Worst Mistake in the History of the Human Race (LINK)," that in fact, the negative consequences of humans developing agriculture have been: disease epidemics, famine, depravity, large scale warfare, social inequality and marginalization, etc.
QUESTION EVERYTHING...EVEN THE FROZEN PIZZA!!!
Here is the discussion guide I had the students use.
Homework:
- Students should finish their reading annotations for Diamond's essay and complete the the discussion guide.
- Students may begin reading and taking notes over 1-3.
Friday (8/23) - Day 4
MAJOR OBJECTIVES/BIG QUESTIONS
I then spent a short amount of time on a lecture regarding the consequences of the adoption of agricultural methods and discussed the emergence and characteristics of the earliest villages and eventually advanced civilization. Here is the handout of guided notes. See the slides below:
- What were some major consequences of the Neolithic Revolution?
- Was the Neolithic Revolution a progressive (positive step) or regressive (a step back) for human beings as a species?
- Why did early civilization develop where and when it did? What connections does this have on modern global disparity?
- We will be working on seminar discussion, critical viewing and annotation skills.
I then spent a short amount of time on a lecture regarding the consequences of the adoption of agricultural methods and discussed the emergence and characteristics of the earliest villages and eventually advanced civilization. Here is the handout of guided notes. See the slides below:
Guns, Germs & Steel - Jared Diamond
The bulk of today's session was spent watching the documentary series, "Guns, Germs & Steel." I began by asking students to respond to the following question in their journals:
You're walking along the coast of a developing country like New Guinea. A man stops you and asks, "Why do you Americans have so much 'cargo' *material goods* and we have so little?"
What do you say to him in response?
This was the central question asked to Dr. Jared Diamond in his book, Guns, Germs & Steel by a native New Guinean, Yali. What Yali was essentially asking was why some parts of the world are wealthy and technologically advanced while other parts of the world are not. Diamond, a biologist by training, provides an insightful set of answers to this question and it relates directly to the good fortune of geographic advantage and its impact on early societal development. As students viewed Part 1 of the Guns, Germs and Steel documentary: "Out of Eden," Diamond provides a three-part answer to the question of why the first civilizations begin where and when they do: 1 - the availability of protein-rich grains, 2 - the presence of suitable animals for domestication and 3 - the actual E-W (vs. North South) orientation of the Eurasian continent to enable the spread of innovations, communication, trade and competition. Lastly, because of geographic disadvantages, the fact that other parts of the world did not develop advanced agriculture methods meant that they did not have the time to specialize in other areas required to sustain advanced civilization (pottery making, metallurgy and other forms of specialization). While their way of life remained valid (as it had the previous 90,000+ years), but they simply spent too much time getting food to specialize to the degree that agricultural people did. Students were asked to try to pull out Diamond's answer to this question throughout the video segment. We will conclude the film and discuss it on Monday.
You're walking along the coast of a developing country like New Guinea. A man stops you and asks, "Why do you Americans have so much 'cargo' *material goods* and we have so little?"
What do you say to him in response?
This was the central question asked to Dr. Jared Diamond in his book, Guns, Germs & Steel by a native New Guinean, Yali. What Yali was essentially asking was why some parts of the world are wealthy and technologically advanced while other parts of the world are not. Diamond, a biologist by training, provides an insightful set of answers to this question and it relates directly to the good fortune of geographic advantage and its impact on early societal development. As students viewed Part 1 of the Guns, Germs and Steel documentary: "Out of Eden," Diamond provides a three-part answer to the question of why the first civilizations begin where and when they do: 1 - the availability of protein-rich grains, 2 - the presence of suitable animals for domestication and 3 - the actual E-W (vs. North South) orientation of the Eurasian continent to enable the spread of innovations, communication, trade and competition. Lastly, because of geographic disadvantages, the fact that other parts of the world did not develop advanced agriculture methods meant that they did not have the time to specialize in other areas required to sustain advanced civilization (pottery making, metallurgy and other forms of specialization). While their way of life remained valid (as it had the previous 90,000+ years), but they simply spent too much time getting food to specialize to the degree that agricultural people did. Students were asked to try to pull out Diamond's answer to this question throughout the video segment. We will conclude the film and discuss it on Monday.
Extension Activity
For more information, click on the picture to go to the Guns, Germs & Steel page on www.pbs.org.
Homework:
Homework:
- Read and take notes (Cornell style) on 1-3 for Monday.
Monday (8/26) - Day 5
Excavation at Catal Huyuk
(Modern day Turkey)
(Modern day Turkey)
A Catal Huyuk mother goddess figurine flanked by two lionesses.
Description by excavator Ian Hodder: "There are full breasts on which the hands rest, and the stomach is extended in the central part. There is a hole in the top for the head which is missing. As one turns the figurine around one notices that the arms are very thin, and then on the back of the figurine one sees a depiction of either a skeleton or the bones of a very thin and depleted human. The ribs and vertebrae are clear, as are the scapulae and the main pelvic bones. The figurine can be interpreted in a number of ways - as a woman turning into an ancestor, as a woman associated with death, or as death and life conjoined. It is possible that the lines around the body represent wrapping rather than ribs. Whatever the specific interpretation, this is a unique piece that may force us to change our views of the nature of Çatalhöyük society and imagery. Perhaps the importance of female imagery was related to some special role of the female in relation to death as much as to the roles of mother and nurturer." |
MAJOR OBJECTIVES/BIG QUESTIONS
We started the day today by brainstorming the major arguments that Jared Diamond presents in his documentary version of his book, Guns, Germs and Steel. These arguments center on the concept of geographic advantage (SEE ABOVE). Students continued to document Diamond's thesis and the evidence he uses to support his argument.
At the end of the video I asked students to consider whether Diamond's argument is too simplistic. Whether culture (state competition, drive to colonize other parts of the world, other expansionary ideologies such as religion, economics, etc.) should be a part of an explanation as to why some civilizations become more technologically advanced before others.
After the film I reiterated Diamond's core argument and provided characteristics of other early civilizations in the Middle East. Guided notes can be found here. At the end of my short lecture (see embedded PowerPoint slides ABOVE.) I gave students a model of "The Five Characteristics of Civilization" which we might use as a lens through which to view some of the great ancient river valley civilizations. The five characteristics are as follows:
In the last half-hour of the class today, students began to apply their reading of Chapter 2, Section 1 of the textbook on Ancient Mesopotamia/Babylon to this visual organizer here. THIS WILL SERVE AS A BASIS FOR THE NEXT SEVERAL NIGHTS OF HOMEWORK.
Homework:
Read and take notes over Chapter 2, Section 1 on Ancient Mesopotamia in your graphic organizer. (Due Tuesday)
- Why did early civilization develop where and when it did? What connections does this have on modern global disparity?
- What characteristics define early civilizations such as Ur, Catal Huyuk and other Ancient Mesopotamian city-states?
- Students will analyze the characteristics of several important ancient river valley civilizations (Mesopotamia, Egypt, and the Indus River Valley Civilization) for their similarities and differences as well as for key developments in the areas of class/social hierarchy, theocratic organization, technology and record keeping.
We started the day today by brainstorming the major arguments that Jared Diamond presents in his documentary version of his book, Guns, Germs and Steel. These arguments center on the concept of geographic advantage (SEE ABOVE). Students continued to document Diamond's thesis and the evidence he uses to support his argument.
At the end of the video I asked students to consider whether Diamond's argument is too simplistic. Whether culture (state competition, drive to colonize other parts of the world, other expansionary ideologies such as religion, economics, etc.) should be a part of an explanation as to why some civilizations become more technologically advanced before others.
After the film I reiterated Diamond's core argument and provided characteristics of other early civilizations in the Middle East. Guided notes can be found here. At the end of my short lecture (see embedded PowerPoint slides ABOVE.) I gave students a model of "The Five Characteristics of Civilization" which we might use as a lens through which to view some of the great ancient river valley civilizations. The five characteristics are as follows:
- Advanced Cities
- Specialization/Class Hierarchy
- Technology
- Complex Institutions (Government, Religious, Economic, Educational)
- Record Keeping
In the last half-hour of the class today, students began to apply their reading of Chapter 2, Section 1 of the textbook on Ancient Mesopotamia/Babylon to this visual organizer here. THIS WILL SERVE AS A BASIS FOR THE NEXT SEVERAL NIGHTS OF HOMEWORK.
Homework:
Read and take notes over Chapter 2, Section 1 on Ancient Mesopotamia in your graphic organizer. (Due Tuesday)
Tuesday (8/27) - Day 6
MAJOR OBJECTIVES/BIG QUESTIONS
We began the day's lesson by having students examine the text of a story that seems to be consistent with the flood story in the Old Testament (here) - except that this flood story from the Epic of Gilgamesh, despite all of its similarities, was composed something like 1600 years prior to the composition of Genesis. After discussing other cultural contributions of the Ancient Sumerians, we spent a bit of time profiling the Ancient Sumerian and Babylonian civilizations in Mesopotamia in a PowerPoint presentation (SEE BELOW). I provided students with an overview of how geography and agriculture had a direct impact on the development of political/religious and economic institutions in the city-states of the Fertile Crescent.
- Students will analyze the characteristics of several important ancient river valley civilizations (Mesopotamia, Egypt, and the Indus River Valley Civilization) for their similarities and differences as well as for key developments in the areas of class/social hierarchy, theocratic organization, technology and record keeping.
- Students will analyze an excerpt of the flood story from the Epic of Gilgamesh as cultural predecessor to the flood story in Judeo-Christian Old Testament.
- Students will examine Hammurabi's Code of Laws from Ancient Babylon (Mesopotamia). This will lead us to a discussion about what historians can learn from primary source documents, how historians critically read primary source documents and we will uncover this legal code's significance in the development of civilization.
We began the day's lesson by having students examine the text of a story that seems to be consistent with the flood story in the Old Testament (here) - except that this flood story from the Epic of Gilgamesh, despite all of its similarities, was composed something like 1600 years prior to the composition of Genesis. After discussing other cultural contributions of the Ancient Sumerians, we spent a bit of time profiling the Ancient Sumerian and Babylonian civilizations in Mesopotamia in a PowerPoint presentation (SEE BELOW). I provided students with an overview of how geography and agriculture had a direct impact on the development of political/religious and economic institutions in the city-states of the Fertile Crescent.
We then turned our attention to the 18th C. BCE Babylonian King, Hammurabi and his law code of laws. Found on a stele (pillar-like stone) made of diorite rock standing 8 feet tall and weighing over 4 tons, we see Hammurabi being bestowed these laws from none other than the sun god and god of justice Shamash. While Hammurabi's codified laws were not the first of their kind nor were they all original to him, they provide us with a great introduction to analyzing primary source documents, give us a window of understanding into the social structure and legal ethics of a Babylonian society of almost 3800 years ago. Using a document exercise set (here) from the DBQ Project, I offered students some methods by which they could begin to analyze the law code as a set of primary sources and we discussed whether this code of laws could be in any ways consistent with modern ideas of justice (for the accused, for the victim and for the society as a whole).
We will begin tomorrow waist-deep in a continued reading and discussion of mini-documents from Hammurabi's Code. |
King Hammurabi's 8-ft, 4-ton pillar-shaped stele engraved with his law code and an image of himself receiving the code of law from the sun god, Shamash. (Louvre - Paris, France)
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Homework:
- Work on the map of Ancient River Valley societies (here)
- Read and take notes over Chapter 2, Section 2 on Ancient Egypt in your graphic organizer. (Due Thursday)
- Test Friday - Study Guide is worth a 1/2 letter grade boost
Wednesday (8/28) - Day 7
MAJOR OBJECTIVES/BIG QUESTIONS
- Students will examine Hammurabi's Code of Laws from Ancient Babylon (Mesopotamia). This will lead us to a discussion about what historians can learn from primary source documents, how historians critically read primary source documents and we will uncover this legal code's significance in the development of civilization.
- Students will continue to analyze the characteristics of several important ancient river valley civilizations (Mesopotamia, Egypt, and the Indus River Valley Civilization) for their similarities and differences as well as for key developments in the areas of class/social hierarchy, theocratic organization, technology and record keeping.
- What do these documents tell us about ancient Babylonian Civilization?
- Is Hammurabi's Code just? (to the accusers? the victims? and to the society as a whole?)
I introduced tomorrow's lesson on Egypt with a 30-minute Discovery Channel documentary: What the Ancients Knew: The Egyptians. When we think of Ancient Egypt we think of the Pyramid at Giza - this video presents an overview of Egyptian engineering and ties it to artistry, religion, geography and more.
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Tomorrow we'll profile Ancient Egypt and the Indus River Valley Civilization and get ready for Friday's Exam.
Homework:
UNIT 1 TEST ESSAY QUESTION:
In a 5-paragraph essay format -- What are the most important changes/developments to happen within and among human societies from around 15,000 BCE to around 1500 BCE. Describe each area of change/development in detail.
Homework:
- Read and take notes over Chapter 2, Section 2 on Ancient Egypt - use your graphic organizer.
- Also, complete the Ancient River Valley Civilizations map assignment.
- Study for Friday's Unit 1 Exam (SEE STUDY GUIDE AT THE BOTTOM OF THE PAGE.)
UNIT 1 TEST ESSAY QUESTION:
In a 5-paragraph essay format -- What are the most important changes/developments to happen within and among human societies from around 15,000 BCE to around 1500 BCE. Describe each area of change/development in detail.
Thursday (8/29) - Day 8
MAJOR OBJECTIVES/BIG QUESTIONS
Today I began with an excerpt from Chapter 3 - "The Making of the Land" of the book, Return to Sodom and Gomorah by author Charles Pelegrino (a real-life Indiana Jones). In this excerpt we learn about King Tutankhamen's death mask and the snake as an ancient symbol and discuss parallels between Ancient Egyptian mythology and modern Judeo-Christian mythology. We continued with an overview lecture to profile Ancient Egypt. I placed major emphasis on geography, big religious concepts, an overview of political rule, social structure and a discussion of major cultural/historical contributions. (SEE PowerPoint Slides Below)
- Students will continue to analyze the characteristics of several important ancient river valley civilizations (Mesopotamia, Egypt, and the Indus River Valley Civilization) for their similarities and differences as well as for key developments in the areas of class/social hierarchy, theocratic organization, technology and record keeping.
Today I began with an excerpt from Chapter 3 - "The Making of the Land" of the book, Return to Sodom and Gomorah by author Charles Pelegrino (a real-life Indiana Jones). In this excerpt we learn about King Tutankhamen's death mask and the snake as an ancient symbol and discuss parallels between Ancient Egyptian mythology and modern Judeo-Christian mythology. We continued with an overview lecture to profile Ancient Egypt. I placed major emphasis on geography, big religious concepts, an overview of political rule, social structure and a discussion of major cultural/historical contributions. (SEE PowerPoint Slides Below)
Students then took some time to apply the Five Characteristics of Civilization graphic organizer "lens" to the Indus River Valley civilization. This will complete students' survey of ancient river valley civilizations.
The rest of the class period was spent reviewing for Friday's UNIT 1 EXAM.
Homework:
The rest of the class period was spent reviewing for Friday's UNIT 1 EXAM.
Homework:
- Complete the study guide for tomorrow's UNIT 1 EXAM.
- Be ready to hand in the Chapter 2 Graphic Organizer and the Ancient River Valley Civilizations Map Assignment.
Friday (8/30) - Day 9 - BEAT Glenbard North!!!!
DONE!!! (29-26)
EXAM DAY
Students are be assessed on major content and skills from our first unit of study. The test will include multiple choice questions, short answer questions, a document analysis section and an essay.
Homework:
Students are be assessed on major content and skills from our first unit of study. The test will include multiple choice questions, short answer questions, a document analysis section and an essay.
Homework:
- Read and take notes over Chapter 3, Section 3
Unit Study Guide
unit_1_-_study_guide_-_prehistory__ancient_civilizations-new.pdf | |
File Size: | 179 kb |
File Type: |