1. Bell-Ringer: Please pick up the two handouts on the front table. Take the first 10 minutes of class to complete the When and Where Quiz silently on your own. When you finish, take a few minutes to look over the Change Analysis Chart.

2.  Bell-Ringer: When/Where Quiz  Word of the Day  asymptote  Collaboration: Essential Question Review  Clicker Review  Review Game Essential Question: What characteristics define human life in the Neolithic and Bronze Eras? Homework: Study for Unit 1 Test!

3. (Read-Aloud) Thursday January 23 rd Block 1

4.  Oxymoron – noun. Contradictory terms, appearing side by side, use for rhetorical effect  What is another word for oxymoron (synonym)?  Opposites, contradiction, contrast  What word means the opposite of oxymoron (antonym)?  Synonym, similar

5. Working in groups of 4, research and answer your assigned essential question on the white board provided. Be prepared to explain your response to the class as a group. (Note: Make sure everyone in your group can explain the answer… I will be calling on group members to answer the question)

6. 1. How was the Neolithic Revolution a turning point or hallmark event in human history? 2. Why did some peoples choose to remain pastoralists/foragers even after the Neolithic Revolution? 3. Where did the earliest civilizations form and why? 4. What different forms of rule did the earliest civilizations use to keep order? 5. What factors helped determine the social structures of various early civilizations? 6. Explain the interconnection between geography and religion in two early civilizations. 7. Was there gender equality in early societies? If not, what prevented it?

7.  Sedentary Lifestyle  Allowed for surpluses  Changed gender roles  Allowed for specialization of labor  Created a need for more advanced government  Humans took control of their environment

8.  Geographic limitations  Poor climate for agriculture  Inadequate irrigation  Lack of staple crops / Drought  Cultural connections to previous lifestyle  Competition for resources

9.  River Valleys  Nile  Tigris / Euphrates  Indus  Huang He / Yangtze  Rivers provided irrigation, drinking water, and transportation  Why not other rivers?

10.  Egypt  Divine rule; pharaoh = god; bureaucracy  Mesopotamia  Lugals = “Big Men;” strong armies (Assyrians); use of priests  India  Samsara and caste system (social institutions)  China  Mandate of Heaven (Divine Right); Confucian beliefs (Social Roles)

11.  Free vs. Slave (Mesopotamia especially)  Land ownership (China)  Occupation  India  Mesopotamia  Egypt  Gender

12.  Egypt  Gods controlled environment  beneficial flooding = nice gods; unified religion due to geographic isolation  Mesopotamia  Violent floods = Angry, vengeful gods; introduction of new religions due to geographic “openness”  China  Mandate of Heaven illustrated by natural disasters

13.  All Neolithic societies  women no longer play as much of a role in food acquisition  China  Confucianism held women in lower status than any male  India  Aryan beliefs made women the equivalent to lowest caste; sati  Egypt  Limited protections and rights for women, but not equivalent of men (few female leaders)  Mesopotamia  No female “Lugals” = no legal equality for women

14. Let’s see what you’ve retained from Unit 1…

15. 1. a relative social equality. 2. a ruling priestly class. 3. a dominant class based on the private ownership of land. 4. a ruling merchant class. 0 of 30

16. 1. Reincarnation. 2. Rebellion. 3. Matriarchy. 4. All of the above.

17. 0 of 30 1. produce long cutting edges. 2. accumulate knowledge and transmit it to new generations. 3. begin to fashion sharp tools from animal bones. 4. devise means for catching fish from deep waters.

18. 0 of 30 1. Principle of the Mandate of Heaven. 2. Lack of a social hierarchy. 3. Development of a writing system. 4. Ancestor worship.

19. 1. traded extensively with peoples as far away as Anatolia, Egypt, and India. 2. lived an isolated existence and did not trade. 3. traded exclusively with the Egyptians. 4. traded extensively until the time of the Assyrians, when trade dropped to nothing. 0 of 30

20. 4Christian Carrera 4Anna Beiswenger 4Maria Aguilera 4Jessica Caldwell 4Cassie Bolling

21. 0 of 30 1. Required less time to obtain. 2. Required less labor to obtain. 3. Was not as certain or secure. 4. Was less varied and nutritious.

22. 1. Most of their houses featured private showers and toilets. 2. They traded extensively with the Mesopotamians. 3. They had social distinctions. 4. Their writings have provided a wealth of information for historians. 0 of 30

23. 1. Bipedalism, large brain, lower larynx capable of complex speech 2. Bipedalism, inability to breed in all seasons, prehensile tale 3. Large brain, ability to form social groupings, live birth of young 4. Lower larynx capable of speech, live birth of young, large brain

24. 0 of 30 1. The annual, predictable flooding of the Nile River led Egyptians to believe their gods were benevolent and kind. 2. The major cities of the Indus Valley were left deserted after the drying up of the Hakra River. 3. Protected by deserts and large bodies of water, Egyptian civilization developed hereditary monarchies as rulers were rarely forced to defend or justify their authority. 4. All of the above.

25. 0 of 30 1. Increasing nutrition and health. 2. Dependence on wildlife for survival. 3. Constant warfare with hunter-gatherers. 4. Trade and craft specialization.

26. 0Participant 1 0Participant 2 0Participant 3 0Participant 4 0Participant 5

27. 1. Fill-in your Unit 1 Test Review Sheet 2. 2. Review using resources on the class wiki.