Please sit in these groups: Station 1: Station 2: Station 3: Station 4:

Essential Question What were the primary technological and environmental transformations to c. 600 BCE?

Concept Formation  Today’s lesson will utilize inductive reasoning to help define critical attributes of a concept that we will use throughout AP World History.

Deductive v. Inductive Reasoning  Deductive reasoning starts out with a general statement, or hypothesis, and examines the possibilities to reach a specific, logical conclusion. The scientific method uses deduction to test hypotheses and theories.  Inductive reasoning makes broad generalizations from specific observations.

Concept Formation and Inductive Reasoning  Concept Formation, in the way that will be modeled today, is a form of inductive reasoning, the “bottom up” approach. Though, you may find yourself engaging in both deductive and inductive reasoning during this lesson.

In concept formation, students…  Analyze examples of a concept  Develop a list of critical attributes of a concept  Discern between examples and non- examples of a concept  Create an example of a concept  Transform non-examples into examples of a concept

SO, WHY ARE WE DOING THIS? Am I trying to control your minds?….duh…of course I am! BUT…so is everyone else YOU need to recognize who is doing what AND why they are doing it…even in your textbooks

Gathering Data 8 minutes at each station THINK “PERSIA” Station 1: Olmec Station 2: Huang He River Valley Station 3: Nile River Valley Station 4: Chavin

Gathering Data 8 minutes at each station  Station 1: Olmec   Station 2: Huang He River Valley  valley-civilization/ valley-civilization/  Station 3: Nile River Valley (start at 1:58)  tch?videoId=Z3Wvw6BivVI tch?videoId=Z3Wvw6BivVI  Station 4: Chavin 

Critical Attributes Similarities and Differences

Critical Attributes  Write a sentence that summarizes the critical attributes of our concept.  Begin the sentence with: “These are all examples of things that …”

Label this concept  What would you call this concept, if you could call it anything you wanted?  What would you name this concept that has all of these attributes? Our Labels

Formal Label

Example or Non Example? Papua New Guinea  Remember back to Jared Diamond’s analysis of PNG, given the characteristics mentioned would PNG be considered a “civilization”  P.S. Get this one right…I spent my childhood there!  You get 4 minutes…

Example or Non Example? Bantu  GKARk774  0:00-6:02

Example or Non Example? Tigris/Euphrates River Valley  /action/yt/watch?videoId=sohXPx_XZ6Y /action/yt/watch?videoId=sohXPx_XZ6Y  minutes 0:00-7:00

Example or Non Example? Catal Huyuk  MJNc5H0 MJNc5H0  minutes 3:50-12:02

Example or Non Example? Indus River Valley  /action/yt/watch?videoId=n7ndRwqJYD M /action/yt/watch?videoId=n7ndRwqJYD M  minutes 3:04-5:59

What critical attributes (characteristics) of civilization have historians defined?  An Essential Coursebook: World History by Ethel Wood pages

Compare historians’ critical attributes to your critical attributes  Compare the critical attributes your group established to those agreed upon by historians. What are the differences between those two lists?

Definitions?  Civilization  Civilized  Uncivilized

Wood vs. Stearns  What differences are there in the critical attributes they define as necessary for civilization? (Wood pgs 35-36/ Stearns pgs 23-24)  What differences are there in the examples of ancient civilization they include? (Wood pgs /Stearns pgs )

Who writes history?  Who writes history? How do the motivations of those writing history impact their writing? (Think about Wood’s purpose for her text versus Stearns’ purpose for his text)

Wood vs. Stearns Ethel Wood

Wood vs. Stearns Peter Stearns  Professor  Provost  Dean  Founded Journal of Social History  Pioneered the approach of the way we will study World History….it eventually became the model for APWH  1848: The Revolutionary Tide in Europe  A Day in the Life  American Behavioral History  American Cool: Constructing a Twentieth-Century Emotional Style  Anxious Parents  Battleground of Desire  Childhood in World History  Consumerism in World History  Cultures in Motion  Documents in World History  Emotion and Social Change  Encyclopedia of European Social History  The Encyclopedia of World History The Encyclopedia of World History  Fat History  Global Outrage  Globalization in World History  Growing Up  The Industrial Revolution in World History  Knowing, Teaching, and Learning History: National and International Perspectives  Lives of Labour: Work in a Maturing Industrial Society (1975)  The Revolutions of 1848 (1974)  World Civilizations  World History in Brief  World History: Patterns of Change and Continuity

Why are there more ancient civilizations included now than in the past?  Before the 21 st century, many historians tended to only identify the Nile River Valley, Indus River Valley, Huang He River Valley and Tigris/Euphrates River Valley as examples of the earliest civilizations. What reasoning do you think could be given to why that happened?

Is there something beneath the surface….yes, probably…  What would including certain groups as civilizations, while excluding others, reveal about the historians themselves? What could be behind their motivations for excluding some groups? (think about Jared Diamond…what motivated someone to come up with specific reasoning as to why some civilizations develop faster than others)

Homework  Take a look at your Key Concepts for Unit 1. What conclusions could you draw about what the authors (College Board) deem important and also evaluate why I would use to guide our study through Unit 1 by the Key Concepts (think…what’s in it for LL)

Homework  Last class period we spent some time discussing ideas on how certain civilizations develop “faster” than others. We watched an excerpt from Jared Diamond’s documentary, Guns, Germs and Steel. Connect Jared Diamond’s ideas to this lesson on “civilization”.