Civilization+Spreads

=Unit 4: Civilization Spreads=

Unit Objectives

 * Recognize major factors that led to the development of the four river valley civilizations of Mesopotamia, Egypt, the Indus Valley, and the Hwang He Valley
 * Describe major characteristics, individuals, and contributions of Egyptian civilization
 * List examples of the ways in which Egypt meets the criteria (surplus food, division of labor, cities) of a civilization
 * Describe major characteristics and contributions of Indus civilization and possible explanations for its fall
 * List examples of the ways in which the Indus valley meets the criteria ( surplus food, division of labor, cities) of a civilization)
 * Describe major characteristics, individuals, and contributions of early Chinese civilization
 * List examples of the ways in which early China meets the criteria (surplus food, division of labor, cities) of a civilization)
 * Compare and contrast the early river valley civilizations
 * List examples of the relationship between geography and the rise and fall of civilizations

Key Words

 * delta:** a triangular piece of land at the mouth of a river
 * pharaoh****:** the title for rulers of Ancient Egypt
 * hieroglyphics:** a form of picture-writing used in ancient Egypt
 * papyrus:** a plant used in ancient times to make a paper-like writing material
 * ziggarat:** a stair-stepped temple built by Sumerians
 * polytheism:** belief in many gods
 * calligraphy:** the art of fine or beautiful writing
 * dynasty:** a ruling family that remains in power for many years

Lesson 1: A River Rules
Every year in ancient times, the Nile River would overflow and flood the valley along its path. When it receded it left rich, black soil along its banks. here, int he fertile valley of the Nile, crops grew, cities developed, and trade flourished in a region that would otherwise be barren. The ancient Greek historian Herodotus called Egypt "the fit of the Nile."

Lesson Objectives

 * Identify the longest river in the world
 * Locate on a map the Nile River and the modern countries through which it flows
 * Analyze maps to assess the importance of the Nile in ancient and modern Egypt
 * Explain ways the ancient Egyptians relied on the Nile and used it to create a civilization

media type="custom" key="23694698" The Nile River

> Identify some of Egypt's trading partners and what they traded: - Egypt Trade
 * 1) Read pages 99-102 in //The Human Odyssey: Prehistory Through the Middle Ages//
 * 2) Identify and draw pictures of the various plant and animal species found in and along the banks of the Nile
 * 1) Draw an outline of the Nile and identify the modern countries through which it flows
 * 2) Read The Nile River by Tammy Gagne

Lesson 2: Building Power and Pyramids
People use technology and resources to develop, build, and improve things that are important to the society. If travel and trade are important, for example, technology and resources go toward roads and transportation. The ancient Egyptians put much of their technology and resources into projects that reflected their religious beliefs, building huge tombs and monuments and filling the structures with gold, jewels, and other treasures.

Lesson Objectives

 * Identify the major gods of Egypt and their relationship to nature
 * Explain the origins and significance of the term pharaoh
 * Describe the Egyptians' fascination with the afterlife
 * Describe the reasons for building the pyramids, sphinxes, and mummifying bodies

Photo Gallery of Egyptian Pyramids The Last Surviving Wonder of the Ancient World Nova Online Adventures - Pyramids Pyramids Explore the Pyramids


 * 1) Utilize mummy kit to understand process
 * 2) Visit Deconstructing History and watch The Great Pyramid Video (1st video only)
 * 3) Read pages 102-107 in //The Human Odyssey: Prehistory Through the Middle Ages //
 * 4) Visit this site to hear a different theory about how the pyramids were constructed: Building the Pyramids
 * 5) Build your own pyramid at: Pyramid Builder
 * 6) Read Pyramids by Joyce Filer
 * 7) Answer the following questions in your history journal:


 * Why did the Egyptians call their king pharaoh?
 * Why did the Egyptians mummify bodies?
 * Describe the process of building the pyramids.

Lesson 3: Something to Write About


Like the Sumerians, the ancient Egyptians developed a writing system. For more than 3,000 years they carved hieroglyphics on temple walls, tombs, and monuments. But the Egyptians didn't write only on stone and clay. They invented a lightweight writing material--papyrus. Egyptian scribes could roll the papyrus into cylinders, and soon they had libraries full of their writings Over time, however, people forgot how to decipher the mysterious picture symbols With the discover of the Rosetta Stone, scholars were finally able to unlock the secrets of ancient Egyptian hieroglyphics.

Lesson Objectives

 * Identify the system of writing of ancient Egypt
 * Describe the use of hieroglyphics and the way in which the modern world rediscovered them

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This Day in History


 * 1) Read pages 107-109 in //The Human Odyssey: Prehistory Through the Middle Ages//
 * 2) Read <span style="font-family: 'Times New Roman',Times,serif; font-size: 14px;">[|The mystery of the hieroglyphs : the story of the Rosetta stone and the race to decipher Egyptian hieroglyphss] by Carol Donoughue
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">What do you think your name would look like written in the ancient Egyptian system? Find out at Write Like an Egyptian
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Answer the following questions in your history journal:

<span style="font-family: Arial,Helvetica,sans-serif;"> 4. The alphabet we use today comes from the alphabet the Phoenicians developed. The Phoenicians were another group of people who lied on the Mediterranean coast of the Fertile Crescent in ancient times. Many modern alphabets are modeled after the Phoenician alphabet. Visit Phoenician Alphabet to learn more. To see a closer view of the characters of the Phoenician alphabet, visit Phoenician Script
 * How did the Egyptians use hieroglyphics?
 * <span style="font-family: Arial,Helvetica,sans-serif;">After the Egyptian civilization came to an end, people eventually forgot how to read hieroglyphics. What object did French soldiers discover in 799 that helped scholars learn how to read hieroglyphics?
 * <span style="font-family: Arial,Helvetica,sans-serif;">If archaeologists had never discovered the Rosetta Stone, how would our knowledge of ancient Egypt be different today?

<span style="font-family: Arial,Helvetica,sans-serif;">Lesson 4: Life in Ancient Egypt
<span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-family: Arial,Helvetica,sans-serif;">The ancient Egyptians, especially those who were well-to-do, enjoyed many of the same activities we enjoy today. How do we know this? They covered the walls of their temples and tombs with scenes of daily life.

<span style="font-family: Arial,Helvetica,sans-serif;">Lesson Objectives

 * List examples of everyday life in ancient Egypt
 * <span style="font-family: Arial,Helvetica,sans-serif;">Explain how archaeologists and historians have learned about the daily lives of ancient Egyptians

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<span style="font-family: Arial,Helvetica,sans-serif;">Egyptian Life

<span style="font-family: Arial,Helvetica,sans-serif;">Egypt's Golden Empire

<span style="font-family: Arial,Helvetica,sans-serif;">A Day in the Life of Ancient Egypt

<span style="font-family: Arial,Helvetica,sans-serif;">Mysteries of Egypt


 * 1) Read pages 109-115 in The Human Odyssey: Prehistory Through the Middle Ages
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Complete the [[file:MS_WDHISTA_04_05_ComparingEgyptians.pdf]] worksheet Use your textbook and the links above for information.

<span style="font-family: Arial,Helvetica,sans-serif;">Lesson 5: How Many Kingdoms?
<span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-family: Arial,Helvetica,sans-serif;">Historians divide the Egyptian civilization into three distinct periods: the Old Kingdom, the Middle Kingdom, and the new Kingdom. During these periods, powerful dynasties ruled, strong governments developed, and pharaohs built lasting monuments. Sometimes historians include a fourth period--the Late or Decline Period--when Egypt's power began to ebb.

<span style="font-family: Arial,Helvetica,sans-serif;">Lesson Objectives

 * Analyze time lines to determine how historians categorize the history of ancient Egypt
 * <span style="font-family: Arial,Helvetica,sans-serif;">Recognize key events of the Old, Middle, and new Kingdoms of Egypt and the surrounding world at that time
 * <span style="font-family: Arial,Helvetica,sans-serif;">Describe examples of Egypt's scientific and mathematical achievements

A Time Line of Ancient Egyptian History

<span style="font-family: Arial,Helvetica,sans-serif;">media type="custom" key="23699944"


 * <span style="font-family: Arial,Helvetica,sans-serif;">Old Kingdom **

<span style="font-family: Arial,Helvetica,sans-serif;">media type="custom" key="23699980"

<span style="font-family: Arial,Helvetica,sans-serif;">**Middle Kingdom**

<span style="font-family: Arial,Helvetica,sans-serif;">media type="custom" key="23699986"

<span style="font-family: Arial,Helvetica,sans-serif;">**New Kingdom**

<span style="font-family: Arial,Helvetica,sans-serif;">media type="custom" key="23699990"

<span style="font-family: Arial,Helvetica,sans-serif;">**Timeline of Ancient Egypt**


 * 1) Read Chapter 9, from the beginning to "A Disruptive Pharaoh," page 117 in //The Human Odyssey: Prehistory Through The Middle Ages//
 * 2) Complete [[file:MS_WDHISTA_04_06_kingdomsofegypt.pdf]]

Lesson 6: Significant Pharaohs
When the pharaoh Amenhotep came to power in Egypt, he replaced the traditional gods iwth a single new god--an all-powerful sun-god call Aten. Amenhotep's revolution in religion shook the land to its foundation. He ordered squads of workers to chisel the ol gods' names off walls and temples, and changed how own name to Akhenaten. When Akhenaten died 17 years later, however, his young relative, Tutankhaten, wasted little time returning Egypt to its traditional religion. Then Tutankhaten changed how own name to honr the old god, and became Tutankhamen. Tutankhamen, or King Tut, died only 10 years into his rule and was buried in the Valley of the Kings. His tomb, through small, turned out to be one of the greatest archaeological finds of all time, as it had not been plundered or disturbed by thieves. It was discovered intact in 1922 by British archaeologist Howard Carter.

Lesson Objectives

 * Describe the ancient Egyptians' religious beliefs before the reign of Akhenaten
 * Describe how and why Akhenaten changed and challenged the traditional religious beliefs of Egyptians
 * Describe the significance of Tutankhamen's short reign
 * Explain the significance of Howard Carter's discovery of Tutankhamen's tomb
 * Recognize why historians sometimes reach conflicting conclusions

The Opening of King Tut's Tomb

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 * 1) Read pages 117-119 and 123-127 in The Human Odyssey: Prehistory Through the Middle Ages
 * 2) Visit Pharaohs of Sun to learn more about the time in which the pharaoh Akhenaten ruled and what our knowledge of that era is based on. View the images on the left to learn more about Egyptian Pharaohs. In your history notebook, describe what you learned. Then summarize what this activity has taught you about the challenges historians and archaeologists face.
 * 3) Read <span style="font-family: 'Times New Roman',Times,serif; font-size: 14px; line-height: 1.5;">Howard Carter: Searching for King Tut by Barbara Ford

Lesson 7: Ramses II: conqueror and Builder
Ramses II might have been considered a giant of his time. He was a dynamic ruler who enlarged the empire, signed a treaty with his Hittite neighbors to keep a permanent peace, and built more temples and tombs than any pharaoh before him. but Ramses II was a giant in another way. he stood 5 feet, 9 inches tall--about four inches taller than the average Egyptian man.

Lesson Objectives

 * Identify Ramses II
 * Recognize the geographic extent of the Egyptian empire under Ramses II
 * Describe the decline of the New Kingdom and the ways in which foreign conquerors adopted Egyptian culture

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Larger Than Life Abu Simbel Tour Egypt Britannica Abu Simbel (videos & photographs)


 * 1) Read Chapter 9, pages 120-123, in The Human Odyssey: Prehistory Through the Middle Ages
 * 2) Visit Aswan Dam and complete [[file:MS_WDHISTA_04_08_MappingEgypt.pdf]] using the website and your textbook Atlas
 * 3) Complete [[file:MS_WDHISTA_04_08_The_3_As.pdf]] Use your textbook and the links above

Lesson 8: Thinking About Egypt
Art, architecture, and artifacts are rich with details that reflect the goals and values of the society that produced them. But art, architecture, and artifacts give clues about other aspects of a culture as well. They can show, for example, ow people constructed monuments, who organized the work, who did the work and what skills they had, and what natural resources were available in a region.

Lesson Objectives

 * Analyze Egyptian art and architecture for information on the society's culture
 * Compare and contrast Egypt's culture and civilization to those of Mesopotamia

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 * 1) Complete the Egypt section of the Comparing Cultures sheet (in your history notebook). Use Chapter's 8 & 9 in your text.

Lesson 9: By the Banks of the Indus
Geography influenced the development of many civilizations, and the Indus River valley was no exception. The Indus River lies at the northwestern edge of a huge peninsula that juts from the southern part of Asia. in the fertile valleys of this rive, city-builders were at work b 2500 B.C.

Lesson Objectives

 * Identify on a map the Indus River and major physical features of the South Asian subcontinent
 * Identify on a map the modern countries through which the Indus River flows
 * Explain how the people of the Indus Rover valley relied on and used the Indus to create a civilization

Indus Seals USGS: The Himalayas: Two continents collide Birth of the Himalaya


 * 1) Read Chapter 10, from the beginning to "The Cities of the Indus Valley," pages 129-131 in //The Human Odyssey: Prehistory Through the Middle Ages//
 * 2) Read //The Himalayas// by Molly Aloian
 * 3) Complete the Reading Guide as you read the chapter
 * 4) Complete The Geography of India worksheet

Lesson 10: Remarkable Cities
Historians know less about the early settlers of the Indus Valley than they do about the civilizations of ancient Egypt or Mesopotamia. What they do know indicates that the Indus Valley civilization was highly developed. The members of this society planned orderly cities, developed a sophisticated method for determining weights and measures, built intricate underground plumbing systems, and invented a type o writing that we are still puzzling over today. Thousands of Indus Valley artifacts bear some form of writing, but so far scholars have not figured out how to read it.

Lesson Objectives
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 * Identify major features and innovations of Mohenjo-Daro and other Indus cities
 * Summarize the work of archaeologists in the Indus Valley
 * Explain why archaeologists and historians have limited information about the Indus Valley civilization
 * Recognize current theories on why the Indus Valley civilization declined


 * 1) Read //Settlements of the Indus River// by Rob Bowden
 * 2) Read pages 131-134 in //The Human Odyssey: Prehistory Through the Middle Ages//
 * 3) Complete the [[file:MS_WDHISTA_04_11_PDF_ReadingGuide.pdf]] as you read about the ancient cities of the Indus Valley
 * 4) Add information about the Indus Valley to the Comparing Cultures chart

Lesson 11: Civilization Along the Yellow and Yangtze
Like the ancient civilizations of Sumer, Egypt, and the Indus Valley, early civilization in China developed along rivers--in the valleys of the Huang He or Yellow River in the north and the Yangtze in central China. These rivers flood regularly. The floods deposit rich soil for growing crops,but they can also be incredibly destructive.

Lesson Objectives

 * Identify on a map the Yellow River, Yangtze River, and major physical features of East Asia
 * Identify on a map the modern countries through which the Yellow and Yangtze Rivers flow
 * Explain why Chinese civilization developed near the Yellow and Yangtze Rivers
 * Recognize examples of the ways people interact with and change the environment

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How Living Things Interact With Their Environment The World of Dams

> Label the features listed above on the. Indicate with symbols where Chinese civilization first developed.
 * 1) Read pages 135-136 in //The Human Odyssey: Prehistory Through the Middle Ages//
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Look at the map of ancient China on page 135. Locate the following physical features:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Himalaya
 * <span style="font-family: Arial,Helvetica,sans-serif;">Gobi
 * <span style="font-family: Arial,Helvetica,sans-serif;">East China Sea
 * <span style="font-family: Arial,Helvetica,sans-serif;">South China Sea
 * <span style="font-family: Arial,Helvetica,sans-serif;">Yellow River (Huang He)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Yangtze River
 * 1) Learn more about the Three Gorges Dam in modern China by visiting Three Gorges Dam After you've explored the website, list 3 reasons for and 3 reasons against the building of the dam.

Lesson 12: The Silk People
China's ancient civilization developed differently from the earlier river valley civilizations. China was unique in that silk production started there. Chinese silk is still famous and China continues to be the world's leading silk producer today. Now many countries produce silk, but the silk-production process was once one of the most closely guarded secrets in history. To the Chinese, silk was worth more than gold.

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History of Silk


 * 1) Read //Silk// by Claire Llewellyn
 * 2) Read pages 136-137 in //The Human Odyssey: Prehistory Through the Middle Ages//
 * 3) //Complete [[file:MS_WDHISTA_04_13_PDF_Fact-Opinion.pdf]]//

**Lesson 13: Writing and Ruling** The early Chinese were great city-builders, but we know little about the origins of their civilization. In Ancient China, powerful dynasties ruled, populous cities developed, and art and religion flourished. Unlike earlier cultures, however, this one did not fade away. Even today, people in china still practice some of the old traditions, and Chinese silk is still prized around the world.

Lesson Objectives

 * Describe Chinese writing and its early relationship to religious ideas
 * Explain the importance of ancestor worship to the Chinese
 * Identify the first Chinese dynasty
 * Describe key advances made under the hang
 * Recognize characteristics of ancient Chinese culture and ways in which historians and archaeologists have learned about the culture
 * Define dynasty

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 * 1) Use [[file:MS_WDHISTA_04_13_PDF_WritingAndReligion.pdf]] to guide your reading of pages 137-139 in The Human Odyssey: Prehistory Through the Middle Ages
 * 2) Define dynasty in your history notebook
 * 3) Complete the column for China on the Comparing Cultures chart.
 * 4) Go online and learn about a Shang dynasty tomb that was unearthed in 1976 The Tomb of Fu Hao

Lesson 14: Mapping
Maps can help us understand civilizations. Maps contain information about the land itself--information that may show how people lived long ago and how they live today. You have just studied three important civilizations. Now review the geographic concepts of place and region as they relate to those civilizations.

Lesson Objectives

 * Review geographic concepts of place and region
 * Use maps to gain information on Asia


 * 1) Complete the Lesson 14 Mapping Quiz
 * 2) Complete the questions in the Student Guide about the four early civilizations

Lesson 15: Review and Reflect

 * 1) Review Unit 4 information in your history notebook and applicable chapters in your textbook
 * 2) Complete Unit 4 assessment