1. Warm-Up: Write down your interpretation of this cartoon in your notebook. Also, what is the artist’s message?
Advancements in mankind and society aren’t necessarily ALL beneficial.

3. Today in World History
Aim  create a poem/story/song that identifies the changes/impacts of the Neolithic Revolution.
Big Idea  The Neolithic Revolution changed the history of mankind and the world forever. As a result of the development of farming techniques and the domestication of plants and animals, humans went from being nomads to “civilized” people. Considering that we are all “civilized” people, it’s important to know how this new way of living came about.
Homework  Finish/refine your “expression of culture” for the Neolithic Revolution.

5. Early Human History: The Time of Nomads
Prehistory refers to the time before writing was developed.
Why does history require writing?
The earliest humans lived in Africa 4 million years ago.
Homo sapiens (means “wise human”) emerged 200,000 years ago.
What is the distinguishing feature of human species? Tools!
For hundreds of thousands of years, humans relied on hunting and gathering for nourishment and survival. These humans are referred to as nomads (which means one roaming the pasture).

7. Watch the following clip from Mankind: The Story of Us
Answer the following question in your notebooks:
How does the topic in the video (farming) relate to two of the components of PERSIA-GT?

8. Neolithic Revolution Reading
As a class, let’s read page 7 in your textbook.
Why do some historians believe that the Neolithic Revolution was the most important development in history?
According to the textbook, what are the six most important characteristics of civilizations?
Seventh? Technology!
Make an inference: Why did the growing numbers of people lead to the need and growth of governments?

9. So, how did we get from… to
HERE
HERE? to
Jot down some notes on the events you think might have taken place between 10,000 and 1,000 BCE.

10. Have you ‘herd’ about domestication?
Domestication of Plants and Animals…
Resulted in a new way of living
Agriculture (Farming) and the Domestication of plants and animals.
Have you ‘herd’ about domestication?

11. Crop-Growing
(cultivating domesticated plants),
and…

12. The development of…
FARMING COMMUNITIES

13. Between about 12,000 and 1,000 BCE, farming
Eastern North America
China
Fertile Crescent
Nile valley
West
Africa
Mesoamerica
New Guinea
Ethiopia
Andes
Amazonia
Between about 12,000 and 1,000 BCE, farming
appeared INDEPENDENTLY in a number of places.

16. Expression of Culture Activity!
Create a poem/story/song that identifies the changes/impacts of the Neolithic Revolution.

17. End of Wednesday

18. Warm-Up: What makes Chicago such a “big city”?

19. Today in World History
Aim  connect how the characteristics of advanced civilizations have evolved over time from the Neolithic Revolution to today.
Big Idea  Yesterday, we talked about how the Neolithic Revolution resulted in people living in permanent homes and established small villages. Today, we will find out how those small villages eventually turned into advanced civilizations and how they resemble the world we live in today.
Homework  No physical “homework” will be due tomorrow. However, it’s HIGHLY recommended to study your notes (especially PERSIA-GT and the 7 Characteristics of Civilizations).
Extra-Credit Opportunity: Watch the whole Crash Course Video about Mesopotamia. your world history teacher a two paragraph summary and reflection by EOD Sunday (10 points).

22. Crash Course: World History!
By John Green, yes, the author of The Fault in Our Stars!
The video is face paced, but packed with relevant and important information.
He does an excellent job of breaking down the significance of history and connecting history to the present day.
We are only going to watch the first part, since you can view and enjoy him dropping knowledge on your own time.
His videos are free to watch and YouTube and would be a great way to review! 
Make sure to write down the most important information! Let’s see how we do at identifying the main idea and significant details.
2FB1EF80C9

23. 200K Years Ago
10K Years Ago

24. The ability to farm and the availability of reliable crops lead to…
That means population increases in certain areas. Population in those areas became both larger and denser.
POPULATION
INTENSIFICATION
Prior to farming, population size in any
one area was limited
by the availability food.
The ability to farm and the availability of reliable crops lead to…

25. SURPLUS FOOD PRODUCTION
What can
SURPLUS FOOD PRODUCTION
mean for a society?

26. SURPLUS FOOD PRODUCTION…
…means that not everyone has to grow food or tend animals.
They can take on other tasks.
They can specialize in some non-farming task.
                                                                 

27. This is called…
Job Specialization.
Men and women may become:
Weavers
Stone Masons
Potters
Priests
Scribes
Traders
Army officers

28. Domestication of Plants and Animals
Farming
Population
Intensification
Surplus Food
Specialization
Complex Society,
also known as
CIVILIZATION

29. Civilization Answer: A civilization is a complex society. Can you
define it?
Answer: A civilization is a complex society.

30. 7 Characteristics of Civilization
1) Cities
Mohenjo Daro
It’s the
law
2) Central governments
And Law codes
Hammurabi’s
Law Code
Pharaohs

31. 4) Highly organized religions
7 Characteristics of Civilization
1) Cities
2) Central governments
and law codes
3) Writing and
record keeping
4) Highly organized religions

32. 7 Characteristics of Civilization
1) Cities
2) Central Governments and law codes
5) Specialized Jobs
3) Writing and record keeping
4) Highly organized religion
Full-time monk
6) Social Classes
Assyrian slaves
In Egypt

33. 7 Characteristics of Civilization
1) Cities
2) Central governments and law codes
7) Complex Technologies
3) Writing and record keeping
4) Highly organized religion
Chariot
5) Specialized jobs
6) Social classes
Bronze Sword

34. Let’s read like an historian!
Read pages 10 to 13 in your world history textbooks.
Identify the 7 characteristics of civilizations for Ancient Mesopotamia.
You will have to make some inferences, because not all 7 are explicitly stated in the text.
Make sure to take excellent notes and to write in a neat and organized way!
Organized and detailed notebook = good grade!

35. We will talk more about this guy tomorrow . . .

36. Cuneiform (Kuh-Nay-Uh-Form)
Developed by the Sumerians, Cuneiform consists of intricate characters, incised on clay tablets, dating back as early as 3100 (BCE).

37. A cross between alphabet and pictographs, Cuneiform is a syllabic script consisting of about 3,000 characters.
#ThatsAlmost22 Tweets!

38. #MoreMoneyMoreProblems!
As the Agricultural Revolution advanced, Sumerians developed a need for a system in which to archive financial records, and account for the receipt and distribution of resources.
#MoreMoneyMoreProblems!
Sumeria’s development into a complex society resulted in an increased demand for an economic system…

39. Civilizations Over Time (Comparing Mesopotamia and Chicago): Evidence T-Chart
Evidence of Civilizations Staying the Same
Evidence of Civilizations Changing
People lived in permanent homes
Technology was not as advanced

40. Define your pride argument!
Have civilizations changed or stayed the same more since the development of early civilizations to today? Argue either side by using the evidence you collected from the text.

41. End of Thursday

42. Warm-Up
Mahatma Gandhi once said, “An eye for an eye will only make the whole world blind.”
What does this quote mean?
Challenge question:
Gandhi was a social justice leader that advocated for nonviolence. How does this quote apply to the “government and law codes” characteristic of civilizations?
When finished:
Review your notes.
Read! 

43. Students must define the components of the following:
PERSIA-GT
7 CC’s (Characteristics of Civilizations)

44. Define the components of the following on a sheet of notebook paper:
Pop Quiz!
Define the components of the following on a sheet of notebook paper:
PERSIA-GT
7 Characteristics of Civilizations
15 points!
Write clearly and don’t forget your name!

45. Today in World History
Aim  read and analyze historical documents to determine whether or not Hammurabi’s Code was just nor unjust.
Big Idea  Central laws are a fundamental component of every civilization, whether we are talking about modern day cities or ancient city-states. Today, we will investigate the first set of central laws in recorded human history and argue whether it was just or unjust.
Homework  Complete DBQ packet and evidence T-chart
Extra-Credit Opportunity: Watch the whole Crash Course Video about Mesopotamia. your world history teacher a two paragraph summary and reflection by EOD Sunday.

48. DBQ: Hammurabi's Code! What is a DBQ again? Document-Based Question!
Hook exercise
Read and annotate background essay
Answer background essay questions
Let’s “pre-bucket” and make our thinking (and, more specifically, our predictions) visual!
Let’s get our “Indiana Jones” on and analyze some primary and secondary source historical documents!
Wait a second What’s the different between a primary and secondary source?

49. How do historians learn about the past?
Resources!
(also known as sources)
Primary Resources
Secondary Resources

50. Primary Source
A primary resource, or primary source, is a document or artifact created by a person who was there at the time of the historical event being studied.
ARTIFACTS are special primary sources. An artifact is a human-made object, such as a tool, weapon, jewelry or technology. Social scientists called Archeologists study artifacts to learn about the lives of people from the past.

51. Secondary Source
A secondary resource, or secondary source, is anything that tries to explain a historical event that is created by someone who was not actually present at the time.
Secondary sources often try to explain or describe primary sources.

52. Hammurabi’s Code: Evidence T-Chart
Evidence of Hammurabi’s Code Being Just
Evidence of Hammurabi’s Code Being Unjust
Students have the right to have their own personal locker where they “can safely store their belongings” (Doc D)
Students that earn LaSalle will get a finger cut off (Doc C)

53. Indiana Jones time! Annotate and read all of the historical documents.
Answer the document analysis questions.
Source documents A-E.
Create three bucket categories for your documents by labeling the three buckets and putting each document into one of the buckets.
Create a thesis statement by writing . . .
Hammurabi’s code was (just or unjust) because (bucket/reason 1), (bucket/reason 2), and (bucket/reason 3).

54. End of Friday