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Acknowledgments

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Table of ContentsLesson 1: Pieced PeriodsObjectives: The student will:

Be able to use the methods, tools, and concepts of history and geography to understand early humansociety

Be able to explain the ways and reasons that different people “periodize” the history of the world Be able to explain differences in beginning and ending points of time Be able to locate “breaks” or discontinuities in time/history

Lesson 2: Going GlobalObjectives: The student will:

Be able to identify the differences between global, hemispheric, continental, sub-continental, and otherspatial constructs

Be able to focus on where different schemes begin and end and locating “breaks” or discontinuities inspace

Lesson 3: Marking a MapObjectives: The student will:

Be able to identify the differences between global, hemispheric, continental, sub-continental and otherspatial constructs

Be able to focus on where different schemes begin and end and locating “breaks” or discontinuities inspace

Lesson 4: Catch My Drift?Objectives: The student will:

Be able to describe the great climatic and environmental changes that shaped theearth and eventually permitted the growth of human life and the subsequent unfolding of human history

Be able to identify major geographic events including continental drift, the ice agesand interglacial periods

Lesson 5: Brr.... It's Getting Cold in Here!Objectives: The student will:

Be able to describe the great climatic and environmental changes that shaped theearth and eventually permitted the growth of human life and the subsequentunfolding of human history

Be able to identify major geographic events including continental drift, the ice agesand interglacial periods

Lesson 6: Vocabulary Terms & Main Ideas Review IObjectives: The student will:

Be able to identify specific techniques for memorizing various Vocabulary Terms andWorld History/Geography Main Ideas.

Be able to memorize and recall the definitions for various Vocabulary Terms andMain Ideas.

Be able to identify the differences between global, hemispheric, continental, sub-continental and other spatial constructs.

Be able to focus on where different schemes begin and end and locating “breaks” ordiscontinuities in space.

Be able to identify major geographic events including continental drift, the ice agesand interglacial periods.

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Lesson 7: Vocabulary Terms & Main Ideas Quiz IObjectives: The student will:

Be able to identify specific techniques for memorizing various Vocabulary Terms and WorldHistory/Geography Main Ideas

Be able to memorize and recall the definitions for various Vocabulary Terms and Main Ideas Be able to identify the differences between global, hemispheric, continental, sub-continental and other

spatial constructs Be able to focus on where different schemes begin and end and locating “breaks” or discontinuities in

space Be able to identify major geographic events including continental drift, the ice ages and interglacial

periods

Lesson 8: Concept Check: Lessons 1 - 5Objectives: The student will:


Be able to memorize and recall the definitions for various Vocabulary Terms and Main Ideas Be able to identify the differences between global, hemispheric, continental, sub-continental and other

spatial constructs Be able to focus on where different schemes begin and end and locating “breaks” or discontinuities in

space Be able to identify major geographic events including continental drift, the ice ages and interglacial

periods

Lesson 9: Hominids and HumansObjectives: The student will:

Be able to describe the shifting demographic patterns, including:the first migrations out of Africathe diffusion of peoples across Eurasia and to Australiaand the peopling of the Americas

Be able to identify the environmental challenges early humans faced by explainingthe impact of geographic environment on hunter-gatherer and early agriculturalsocieties including:

new forms of economic and social relationshipsagricultural surplusesdivision of laborhand changes in gender relationships

Lesson 10: Nothing Wrong With a NeanderthalObjectives: The student will:


Be able to identify the environmental challenges early humans faced by explainingthe impact of a geographic environment on hunter-gatherer and early agriculturalsocieties including:

new forms of economic and social relationshipsagricultural surplusesdivision of laborhand changes in gender relationships

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Lesson 11: Homage to HominidsObjectives: The student will:



new forms of economic and social relationshipsagricultural surplusesdivision of laborand changes in gender relationships

Be able to trace the approximate chronology and territorial range of early humancommunities and analyze the processes that led to their development

Lesson 12: The Nifty NeolithicObjectives: The student will:

Be able to describe the environmental and social consequences of populationmovements, including their influences on the Agricultural Revolution

Be able to describe the social, cultural and economic characteristics of largeagricultural settlements on the basis of evidence gathered by archaeologists

Be able to analyze environmental conditions and compare how peoples of WestAfrica, Europe, Southeast Asia, Southwest Asia, East Asia and the Americas domesticated food plants andanimals and developed agricultural communities in response to local needs and environmental conditions

Lesson 13: A Historical InterpretationObjective: The student will:

Be able to make a reasoned and evidentiary-based argument evaluating the positionthat the Agricultural Revolution was the most dramatic and significant change in all ofhuman history, making all subsequent growth in culture possible

Lesson 14: Vocabulary Terms & Main Ideas Review IIObjectives: The student will:

Be able to identify specific techniques for memorizing various Vocabulary Terms andWorld History/Geography Main Ideas

Be able to memorize and recall the definitions for various Vocabulary Terms andMain Ideas

Be able to describe the social, cultural and economic characteristics of largeagricultural settlements on the basis of evidence gathered by archaeologists

Lesson 15: Vocabulary Terms & Main Ideas Quiz IIObjectives: The student will:


Be able to memorize and recall the definitions for various Vocabulary Terms and Main Ideas Be able to describe the social, cultural and economic characteristics of large agricultural settlements on

the basis of evidence gathered by archaeologists

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new forms of economic and social relationshipsagricultural surplusesdivision of laborand changes in gender relationships

Be able to trace the approximate chronology and territorial range of early humancommunities, and analyze the processes that led to their development

Be able to describe the environmental and social consequences of these population movements,including their influence on the Agricultural Revolution

Be able to describe the social, cultural and economic characteristics of large agricultural settlements onthe basis of evidence gathered by archaeologists

Be able to analyze environmental conditions and compare how peoples of West Africa, Europe,Southeast Asia, Southwest Asia, East Asia and the Americas domesticated food plants and animals anddeveloped agricultural communities in response to local needs and environmental conditions

Lesson 17: Savvy CivilizationObjectives: The student will:

Be able to use historical and modern maps and geographic data to:Locate, describe, and analyze major river systems such as: The Tigris and Euphrates Rivers,Huang He River, Nile River and Indus RiverDiscuss the ways these physical settings supported permanent settlements;The development of early civilizations

Be able to describe and differentiate defining characteristics of early civilizationsand analyze their relationships.

Be able to analyze and explain basic “common” features of early civilizations,including political or state structure, economic and social structure and majorinnovations (e.g., resource use, specialization and divisions of labor, gender rolesand oral and written forms of communication).

Lesson 18: Narmer and the NileObjectives: The student will:


Be able to describe and differentiate defining characteristics of early civilizationsand analyze their relationships

Be able to analyze and explain basic “common” features of early civilizations,including political or state structure, economic and social structure and majorinnovations (e.g., resource use, specialization and divisions of labor, gender rolesand oral and written forms of communication)

Be able to Compare and contrast the geographical, political, economic, social,religious and cultural features of three early civilizations from different world regions(China, Indus River Valley, Mesopotamia and Egypt)

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Lesson 19: The Old and the MiddleObjectives: The student will:





Lesson 20: Vocabulary Terms & Main Ideas Review IIIObjectives: The student will:

Be able to identify specific techniques for memorizing various VocabularyTerms and World History/Geography Main Ideas

Be able to memorize and recall the definitions for various Vocabulary Termsand Main Ideas

Be able to describe and differentiate defining characteristics of early civilizations andanalyze their relationships

Be able to analyze and explain basic “common” features of early civilizations,including political or state structure, economic and social structure and major(e.g., resource use, specialization and divisions of labor, gender roles, and oral andwritten forms of communication)

Be able to compare and contrast the geographical, political, economic, social,religious, and cultural features of three early civilizations from different world regions

Lesson 21: Vocabulary Terms & Main Ideas Quiz IIIObjectives: The student will:





Be able to Compare and contrast the geographical, political, economic, social,religious and cultural features of three early civilizations from different world regions

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Lesson 23: Some Fine PharaohsObjectives: The student will:





Lesson 24: Dynasty TimelineObjective: The student will:

Be able to construct a timeline of main events on the origin and early development ofthe Egyptian civilizations

Lesson 25: The Fine Fertile CrescentObjectives: The student will:




Be able to Compare and contrast the geographical, political, economic, social,

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religious and cultural features of three early civilizations from different world regions(China, Indus River Valley, Mesopotamia and Egypt)

Lesson 26: The Sumerians were Something!Objectives: The student will:




Be able to Compare and contrast the geographical, political, economic, social,religious and cultural features of three early civilizations from different world regions

(China, Indus River Valley, Mesopotamia and Egypt)

Lesson 27: Harsh HammurabiObjectives: The student will:




Be able to compare and contrast the geographical, political, economic, social,religious and cultural features of three early civilizations from different world regions(China, Indus River Valley, Mesopotamia and Egypt)

Lesson 28: Mesopotamian TimelineObjective: The student will:

Be able to construct a timeline of main events on the origin and early development ofthe Mesopotamian civilizations

Lesson 29: Vocabulary Terms & Main Ideas Review IVObjectives: The student will:




Be able to analyze and explain basic “common” features of early civilizations,including political or state structure, economic and social structure and major(e.g., resource use, specialization and divisions of labor, gender roles and oral andwritten forms of communication)

Be able to compare and contrast the geographical, political, economic, social,

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religious and cultural features of three early civilizations from different world regions

Lesson 30: Vocabulary Terms & Main Ideas Quiz IVObjectives: The student will:





Be able to compare and contrast the geographical, political, economic, social,religious, and cultural features of three early civilizations from different world regions

Lesson 31: Concepts Check: Lesson 23 - 28Objectives: The student will:





Lesson 32: The Happs on HarappaObjectives: The student will:

Be able to use historical and modern maps and geographic data to:Locate, describe and analyze major river systems such as: The Tigris and Euphrates Rivers,Huang He River, Nile River and Indus RiverDiscuss the ways these physical settings supported permanent settlements;The development of early civilizations




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Lesson 33: Fine ChinaObjectives: The student will:

Be able to use historical and modern maps and geographic data to:Locate, describe and analyze major river systems such as: The Tigris and Euphrates Rivers,Huang He River, Nile River and Indus RiverDiscuss the ways these physical settings supported permanent settlements;The development of early civilizations




Lesson 34: Early China TimelineObjective: The student will:

Be able to construct a timeline of main events on the origin and early development ofthe Chinese civilizations

Lesson 35: Powerful PersiansObjectives: The student will:


Be able to describe and identify features of the Southwest and Central AsianCivilizations

Be able to describe the development of Southwest and Central Asian civilizations,including: the role of geography, the rise and fall of the Assyrian and PersianEmpires and the religious and cultural developments

Lesson 36: Vocabulary Terms & Main Ideas Review VObjectives: The student will:

Be able to identify specific techniques for memorizing various Vocabulary Termsand World History/Geography Main Ideas




Be able to compare and contrast the geographical, political, economic, social,religious and cultural features of three early civilizations from different world regions



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Lesson 37: Vocabulary Terms & Main Ideas Quiz VObjectives: The student will:





Be able to compare and contrast the geographical, political, economic, social,religious and cultural features of three early civilizations from different world regions



Lesson 38: Middle Eastern Empires TimelineObjectives: The student will:

Be able to construct a timeline of main events on the origin and early development ofthe Chinese civilizations








Lesson 40: Ships and TradeObjectives: The student will:

Be able to describe the development of Mediterranean civilizations, including:the role of geographythe origins and structures of the Greek polisthe Roman Republic and the Roman Empirethe ideas and enduring impact of major philosophers, political and militaryleadersthe contributions and diffusion of Phoenician, Greek and Roman culturesthe impact of Greek and Roman religions

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the growth and diffusion of monotheistic religions including Judaism andChristianity

Lesson 41: God Likes the IsraelitesObjectives: The student will:

Be able to describe the development of Mediterranean civilizations, including:the role of geographythe growth and diffusion of monotheistic religions including Judaism and

Christianity

Lesson 42: Early Israelite TimelineObjectives: The student will:

Be able to construct a timeline of main events on the origin and early developmentof Judaism

Be able to describe the development of Mediterranean civilizations, including: thethe growth and diffusion of monotheistic religions; Judaism and Christianity.

Lesson 43: The Greeks and Their GodsObjectives: The student will:

Be able to describe the development of Mediterranean civilizations, including:the role of geographythe origins and structures of the Greek polisthe Roman Republic and the Roman Empirethe ideas and enduring impact of major philosophers, political and military

leadersthe contributions and diffusion of Phoenician, Greek and Roman culturesthe impact of Greek and Roman religionsthe growth and diffusion of monotheistic religions including Judaism and

Christianity

Lesson 44: Vocabulary Terms and Main Words Review VIObjectives: The student will:



Christianity

Lesson 45: Vocabulary Terms and Main Words Quiz VIObjectives: The student will:

Be able to describe the development of Mediterranean civilizations, including:the role of geographythe origins and structures of the Greek polisthe Roman Republic and the Roman Empirethe ideas and enduring impact of major philosophers, political and militaryleadersthe contributions and diffusion of Phoenician, Greek and Roman culturesthe impact of Greek and Roman religionsthe growth and diffusion of monotheistic religions including Judaism and

Christianity

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Be able to describe the development of Mediterranean civilizations, including:the role of geographythe origins and structures of the Greek polisthe Roman Republic and the Roman Empirethe ideas and enduring impact of major philosophers, political and militaryleadersthe contributions and diffusion of Phoenician, Greek and Roman culturesthe impact of Greek and Roman religionsthe growth and diffusion of monotheistic religions including Judaism andChristianity

Lesson 47: The Polis and the PeopleObjectives: The student will:



Christianity

Lesson 48: Think TheatreObjectives: The student will:

Be able to describe the development of Mediterranean civilizations, including:the ideas and enduring impact of major philosophers, political and military

leadersthe contributions and diffusion of Phoenician, Greek and Roman culturesthe impact of Greek and Roman religions

Be able to define the concept of “classical civilization” and using the classical civilizations of Persia andGreece as examples, assess importance of ideas, institutions, art forms (including philosophy) and socialstructures that emerged in the classical period

Lesson 49: Fabulous PhilosophersObjectives: The student will:




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Lesson 50: Vocabulary Terms and Main Words Review VIIObjectives: The student will:



Christianity Be able to define the concept of “classical civilization” and using the classical civilizations of Persia and

Greece as examples, assess importance of ideas, institutions, art forms (including philosophy) and socialstructures that emerged in the classical period

Lesson 51: Vocabulary Terms & Main Ideas Quiz VIIObjectives: The student will:









Lesson 53: The Greeks and their Gory Wars and GloryObjectives: The student will:




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Lesson 54: Greek TimelineObjectives: The student will:

Be able to construct a timeline of main events and the religious, political, social,philosophical, military and economic development of city-states and polis’s of AncientGreece

Lesson 55: Amazing GreeksObjectives: The student will:




Be able to identify various aspects of the life of Alexander the Great

Lesson 56: Creating ChronologyObjectives: The student will:

Be able to construct a storybook that outlines the chronology of events inthe early development of Europe’s Empires using the First Memory of thingsin Europe to the Conquest of Persia by Alexander the Great.

Lesson 57: The Roman RepublicObjectives: The student will:


leadersthe contributions and diffusion of Phoenician, Greek and Roman culturesthe impact of Greek and Roman religionsthe Roman Republic and the Roman Empirethe contributions and diffusion of Phoenician, Greek, and Roman cultures


Lesson 58: Vocabulary Terms and Main Words Review VIIIObjectives: The student will:





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Lesson 59: Vocabulary Terms and Main Words Quiz VIIIObjectives: The student will:



ChristianityBe able to define the concept of “classical civilization” and using the classical civilizations ofPersia and Greece as examples, assess importance of ideas, institutions, art forms (includingphilosophy) and social structures that emerged in the classical period

Lesson 60: Concept Check: Lessons 47 – 49Objectives: The student will:




Lesson 61: A Series of Unfortunate EventsObjectives: The student will: Be able to explain the similarities and differences among the imperial crises and the

consequences of the ultimate collapse of Han China, Western Rome and GuptaEmpires

Be able to analyze and compare the causes and political, economic, social, religiousand geographic consequences of the collapse of Han China, Western Roman Empireand Gupta Empires

Lesson 62: Rome Didn’t Fall in a DayObjectives: The student will: Be able to explain the similarities and differences among the imperial crises and the



Lesson 63: Oh, How The Mighty Have FallenObjectives: The student will: Be able to explain the similarities and differences among the imperial crises and the



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Lesson 64: Vocabulary Terms and Main Words Review IXObjectives: The student will: Be able to explain the similarities and differences among the imperial crises and the



Lesson 65: Vocabulary Terms and Main Words Quiz IXObjectives: The student will: Be able to explain the similarities and differences among the imperial crises and the



Lesson 66: Concept Check: Lessons 61 – 63Objectives: The student will: Be able to explain the similarities and differences among the imperial crises and the



Lesson 67: Spreading the WordObjectives: The student will:

Compare how the world religions of Islam, Christianity and Buddhisminteracted with and gained converts among culturally diverse peoples

Compare how they responded to the challenges offered by contact withdifferent faiths

Lesson 68: I’ll Trade You For It!Objectives: The student will: Be able to analyze the major shifts in inter-regional trade in all directions,

identifying changes to the Silk Roads and the growth in trans-Saharan andIndian Ocean trade

Explain how specialization, interdependence, and economic developmentboth within and between empires/civilizations shaped global trade

Lesson 69: Politics, Peace and Dar al-IslamObjectives: The student will Be able to discuss the role of Dar al-Islam as a cultural, political an economic force

in Afro-Eurasia Will define and discuss the caliphate as both a religious and political instruction

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Lesson 70: Vocabulary Terms and Main Words Review XObjectives: The student will: Compare how the world religions of Islam, Christianity and Buddhism interacted

with and gained converts among culturally diverse peoples Compare how they responded to the challenges offered by contact with different

faiths Be able to analyze the major shifts in inter-regional trade in all directions,

identifying changes to the Silk Roads and the growth in trans-Saharan and Indian Ocean trade Explain how specialization, interdependence and economic development both

within and between empires/civilizations shaped global trade Be able to discuss the role of Dar al-Islam as a cultural, political and economic

force in Afro-Eurasia Define and discuss the caliphate as both a religious and political instruction

Lesson 71: Vocabulary Terms and Main Words Quiz XObjectives: The student will: Compare how the world religions of Islam, Christianity and Buddhism interacted






Lesson 72: Concept Check: Lessons 67 – 69Objectives: The student will: Compare how the world religions of Islam, Christianity and Buddhism interacted






Lesson 73: From a City to an EmpireObjectives: The student will: Be able to use historical and modern maps to locate and describe the Islamic

Empire Be able to analyze Muslim success in founding and ruling an empire stretching

from Western Europe to South and Central Asia and describe the artistic,scientific, technological and economic features of Muslim society

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Lesson 74: The Golden Age of the AbbasidsObjectives: The student will: Be able to analyze Muslim success in founding and ruling an empire stretching

from Western Europe to South and Central Asia and describe the artistic,scientific, technological and economic features of Muslim society

Lesson 75: Different Branches, Same TreeObjectives: The student will:

Be able to describe the diverse religious traditions of Islam - Sunni, Sufi and Shi’ite

Lesson 76: Vocabulary Terms and Main Words Review XIObjectives: The student will:

Be able to use historical and modern maps to locate and describe the Islamic Empire Be able to analyze Muslim success in founding and ruling an empire stretching from Western Europe to

South and Central Asia and describe the artistic, scientific, technological and economic features ofMuslim society


Lesson 77: Vocabulary Terms and Main Words Quiz XIObjectives: The student will:




Lesson 78: Concept Check: Lessons 73 – 75Objectives: The student will:




Lesson 79: Byzantium RevisitedObjectives: The student will: Be able to analyze the restructuring of Eastern European economic, social, religious

and political institutions, including the growth of the Byzantine Empire and theinfluence of Orthodox Christianity

Lesson 80: Rome Lives OnObjectives: The student will: Be able to analyze the restructuring of Eastern European economic, social, religious


Lesson 81: Manorialism and the Middle AgesObjectives: The student will:

Analyze the restructuring of Western European economic, social, religious andpolitical institutions, including the rise of feudal and manorial systems

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Lesson 82: Vocabulary Terms and Main Words Review XIIObjectives: The student will: Be able to analyze the restructuring of Eastern European economic, social, religious



Lesson 83: Vocabulary Terms and Main Words Quiz XIIObjectives: The student will: Be able to analyze the restructuring of Eastern European economic, social, religious



Lesson 84: Concept Check: Lessons 79-81Objectives: The student will: Be able to analyze the restructuring of Eastern European economic, social, religious



Lesson 85: Catholic ConsistencyObjectives: The student will:

Be able to analyze the restructuring of Western European economic, social, religiousand political institutions, including the role of the Roman Catholic Church (includingthe growth of papal power with its changing relationships with secular rulers ofEurope)

Lesson 86: Maya-m I Impressed!Objectives: The student will:

Be able to describe the rise and fall of Mayan Civilization in Mesoamerica, includingthe role of geography and religious and cultural developments

Lesson 87: Disease: Free Gift With Purchase!Objectives: The student will:

Be able to discuss European Exploration/Conquest and Columbian Exchange Analyze the demographic, environmental and political consequences of European

oceanic travel and the conquest of the Columbian Exchange in the late 15th and16th centuries by:

describing the geographic routes used in the exchange of plants, animalsand pathogens among the continentsby explaining how forced and free migrations of peoples (push/pull factors)and the impact on the natural environments, political institutions, societies andcommerce of European, Asian, African and the American societies

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Lesson 88: Vocabulary Terms and Main Words Review XIIIObjectives: The student will:




oceanic travel and the conquest of the Columbian Exchange in the late 15th and 16thcenturies by:

describing the geographic routes used in the exchange of plants, animals andpathogens among the continentsby explaining how forced and free migrations of peoples (push/pull factors) andthe impact on the natural environments, political institutions, societies andcommerce of European, Asian, African and the American societies

Lesson 89: Vocabulary Terms and Main Words Quiz XIIIObjectives: The student will:






Lesson 90: Concept Check: Lessons 85-87Objectives: The student will:






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Lesson 91: Jump into JapanObjectives: The student will:

Be able to analyze he changes in Japanese society by describing the role ofgeography in the development of Japan, the policies of the Tokugawa shogunateand the influence of China on Japanese society

Lesson 92: Isolationism and Inflexibility in ChinaObjectives: The student will:

Be able to analyze the major political, religious, economic and cultural transformationin East Asia by analyzing the major reasons for the continuity of Chinese societyunder the Ming and Qing dynasties, including the role of Confucianism, the civilservice and Chinese oceanic exploration

Lesson 93: Mighty MughalsObjectives: The student will:

Be able to analyze the significance of India and the role of foreign influenceon the political, religious, cultural and economic transformations in India andSouth Asia including the Mughal Empire

Lesson 94: Vocabulary Terms and Main Words Review XIVObjectives: The student will:




Lesson 95: Vocabulary Terms and Main Words Quiz XIVObjectives: The student will:




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Lesson 96: Concept Check: Lessons 91-93Objectives: The student will:




Lesson 97: The Overpowering OttomansObjectives: The student will:

Be able to analyze the major political, religious, economic and cultural transformationin the Ottoman Empire by describing the empire’s origins (Turkish migrations),geographic expansion and contraction while analyzing the impact and elements ofthe Ottoman rule

Lesson 98: Rise of RussiaObjectives: The student will:

Be able to analyze the major political, religious, economic and cultural transformationin Russia including:

Russian imperial expansion and top-down westernization/modernizationthe impact of its unique location relative to Europe and Asiathe political and cultural influence (e.g., written language) of Byzantine Empire,Mongol Empire and Orthodox Christianity

Lesson 99: Absolute RussiaObjectives: The student will:



Lesson 100: Vocabulary Terms and Main Words Review XVObjectives: The student will:




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Lesson 101: Vocabulary Terms and Main Words Quiz XVObjectives: The student will:




Lesson 102: Concept Check: Lesson 97-99Objectives: The student will:




Lesson 103: Latin MixObjectives: The student will:

Be able to analyze colonial transformations in Latin America, including:the near-elimination of American Indian civilizations and peoples;social stratifications of the population (e.g., peninsulares, creoles, mestizos)the regional and global role of silver and sugarresource extraction and the emerging system of labor (e.g., mita, slavery)

Lesson 104: The Severity of Ships and SlavesObjectives: The student will:

Be able to analyze the emerging trans-Atlantic slave system and compare it toanother system of labor existing during this era by using data to analyze the causesand development of the Atlantic trade system including:

economic exchangesthe diffusion of Africans in the Americas and the Middle Passageby comparing and contrasting the trans-Atlantic slave system with the African

slave system and another system of labor existing during this era known asindentured servitude

Lesson 105: A Passage about the Middle PassageObjectives: The student will:

Be able to analyze a personal story about the Middle Passage, in first person narration Be able to develop as a reader, listener and viewer for personal, social and political purposes Be able to analyze the emerging trans-Atlantic slave system by using a personal story to analyze the

Atlantic trade system and the Middle Passage

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Lesson 106: Vocabulary Terms and Main Words Review XVIObjectives: The student will:





Be able to analyze a personal story about the Middle Passage in first person narration Be able to develop as a reader, listener and viewer for personal, social and political purposes. Be able to analyze the emerging trans-Atlantic slave system by using a personal story to analyze the


Lesson 107: Vocabulary Terms and Main Words Quiz XVIObjectives: The student will:





Be able to analyze a personal story about the Middle Passage in first person narration Be able to develop as a reader, listener and viewer for personal, social and political purposes Be able to analyze the emerging trans-Atlantic slave system by using a personal story to analyze the


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Lesson 108: Concept Check: Lessons 103 -105Objectives: The student will:





Be able to analyze a personal story about the Middle Passage in first person narration Be able to develop as a reader, listener and viewer for personal, social and political purposes. Be able to analyze the emerging trans-Atlantic slave system by using a personal story to analyze the


Lesson 109: Enlighten MeObjectives: The student will:

Be able to discuss analyze how Renaissance, Reformation, Scientific Revolution andthe Enlightenment contributed to transformations in European society

Lesson 110: Science and SocietyObjectives: The student will:

Be able to describe the increasing global interconnections between societies, throughthe emergence and spread of ideas, innovations and commodities including pacifism,human rights and secularization, along with the global spread of major innovationsand technologies

Lesson 111: Philosophy of the PhilosphesObjectives: The student will:

Be able to describe the increasing global interconnections between societies, throughthe emergence and spread of ideas, innovations and commodities includingclassism, metaphysics and romanticism, along with the global spread of majorthought and philosophical theory

Lesson 112: Vocabulary Terms and Main Words Review XVIIObjectives: The student will:

Be able to discuss analyze how Renaissance, Reformation, Scientific Revolution andthe Enlightenment contributed to transformations in European societyBe able to describe the increasing global interconnections between societies, through

the emergence and spread of ideas, innovations and commodities including pacifism,human rights and secularization, along with the global spread of major innovationsand technologies


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Lesson 113: Vocabulary Terms and Main Words Quiz XVIIObjectives: The student will:








Lesson 115: Sweet Land of LibertyObjectives: The student will:

Be able to discuss the Age of Revolutions by comparing and contrasting the political,economic and social causes and consequences of at least three political and/ornationalistic revolutions (American, French, Haitian, Chinese, Mexican or other LatinAmerican Revolutions)

Lesson 116: Viva la Revolucion!Objectives: The student will:


Lesson 117: The Slaves Become the MastersObjectives: The student will:


Lesson 118: Vocabulary Terms and Main Words Review XVIIIObjectives: The student will:


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Lesson 119: Vocabulary Terms and Main Words Quiz XVIIIObjectives: The student will:




Lesson 121: Nation States on the RiseObjectives: The student will:

Be able to compare and contrast the rise of the nation-states in a western context(e.g., Germany, Italy) and non-western context (e.g., Meiji Japan)

Lesson 122: A Different Kind of RevolutionObjectives: The student will:

Be able to analyze the origins, characteristics and consequences ofindustrialization across the world by:

comparing and contrasting the process and impact of industrialization in Russia, Japan and one of thefollowing: Britain, Germany, United States, or Francedescribing the social and economic impacts of industrialization, particularly its effect on women andchildrenthe rise of organized labor movements;describing the environmental impacts of industrialization and urbanization

Lesson 123: They Worked Hard for Their MoneyObjectives: The student will:



Lesson 124: Vocabulary Terms and Main Words Review XVIIIIObjectives: The student will:



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Lesson 125: Vocabulary Terms and Main Words Quiz XVIIIIObjectives: The student will:



Lesson 126: Concept Check: Lesson 121 -123Objectives: The student will:



Lesson 127: Ready, Set, Colonize!Objectives: The student will:

Be able to analyze the political, economic and social causes/consequences ofimperialism by using historical and modern maps and other evidence to analyze andexplain the causes and global consequences of nineteenth-century imperialism,including:

encounters between imperial powers (Europe, Japan) and local peoples in India, Africa, Central Asiaand East Asiadescribing the connection between imperialism and racism, including the social construction of racecomparing British policies in South Africa and India, French polices in Indochina, and Japanese policiesin Asiaanalyze the responses to imperialism by African and Asian peoples

Lesson 128: Empire State BuildingObjectives: The student will:

Be able to analyze the political, economic and social causes/consequences ofimperialism by using historical and modern maps and other evidence to analyze andexplain the causes and global consequences of nineteenth-century imperialism,including:

encounters between imperial powers (Europe, Japan) and local peoples in India, Africa, Central Asiaand East Asiadescribing the connection between imperialism and racism, including the social construction of racecomparing British policies in South Africa and India, French polices in Indochina, and Japanese policiesin Asiaanalyze the responses to imperialism by African and Asian peoples

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Lesson 129: Victories for the VictoriansObjectives: The student will:

Be able to discuss the economic, political and social transformations in Europe byanalyzing and explaining the impact of economic development on European society

Explain how democratic ideas and revolutionary conflicts influenced Europeansociety noting particularly their influence on religious institutions, education, familylife and the legal and political position of women

By using historical and modern maps to describe how the wars of the FrenchRevolutionary and Napoleonic periods and growing nationalism changed the politicalgeography of Europe and other regions (e.g., Louisiana Purchase)

Lesson 130: Vocabulary Terms and Main Words Review XIXObjectives: The student will:

Be able to analyze the origins, characteristics and consequences of industrializationacross the world by:





Lesson 131: Vocabulary Terms and Main Words Quiz XIXObjectives: The student will:






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Lesson 132: Concept Check: Lesson 127 -129Objectives: The student will:






Lesson 133: Napoleon ComplexesObjectives: The student will:




Lesson 134: Sun Sets and Rises in AsiaObjectives: The student will:

Be able to analyze the political, economic and social transformations in East Asia byexplaining key events in the modernization of Japan (Meiji Restoration) and theimpact of the Russo-Japanese War by describing key events in the decline of QingChina, including the Opium Wars and the Taiping and Boxer Rebellions.

Lesson 135: Africa AggrievedObjectives: The student will:

Be able to evaluate the different experiences of African societies north and south ofthe Sahara with imperialism (e.g., Egypt, Ethiopia and the Congo)

Lesson 136: Vocabulary Terms and Main Words Review XXObjectives: The student will:




Be able to evaluate the different experiences of African societies north and south of

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the Sahara with imperialism (e.g., Egypt, Ethiopia and the Congo)

Lesson 137: Vocabulary Terms and Main Words Quiz XXObjectives: The student will:





Lesson 138: Concept Checks; Lessons 133 -135Objectives: The student will:





Lesson 139: A Half Century of CrisisObjectives: The student will:

Be able to use modern maps and other sources to analyze and explain the changesin the global balance of military, political and economic power between 1900 and1945

Lesson 140: Domino EffectObjectives: The student will:

Be able to analyze the causes, characteristics and long-term consequences of WorldWar I by:

analyzing the causes of the war including: nationalism, industrialization,disputes over territory, systems of alliances, imperialism and militarismanalyzing the distinctive characteristics and impacts of the war on the soldiersand people at home; and explaining the major decisions made in the VersaillesTreatyanalyzing its spatial and political consequences, including the mandate system,reparations, and national self-determination around the globe

Lesson 141: The Not-So-Great WarObjectives: The student will:


analyzing the causes of the war including: nationalism, industrialization,disputes over territory, systems of alliances, imperialism and militarismanalyzing the distinctive characteristics and impacts of the war on the soldiers

and people at home; and explaining the major decisions made in the VersaillesTreaty

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analyzing its spatial and political consequences, including the mandate system,reparations, and national self-determination around the globe

Lesson 142: Vocabulary Terms and Main Words Review XXIObjectives: The student will:

Be able to use modern maps and other sources to analyze and explain thechanges in the global balance of military, political and economic powerbetween 1900 and 1945



and people at home; and explaining the major decisions made in the VersaillesTreatyanalyzing its spatial and political consequences, including the mandate system,reparations, and national self-determination around the globe

Lesson 143: Vocabulary Terms and Main Words Quiz XXIObjectives: The student will:



analyzing the causes of the war including: nationalism, industrialization,disputes over territory, systems of alliances, imperialism and militarismanalyzing the distinctive characteristics and impacts of the war on the soldiersand people at home; and explaining the major decisions made in the VersaillesTreatyanalyzing its spatial and political consequences, including the mandate system,reparations, and national self-determination around the globe






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Lesson 145: The True Cost of WarObjectives: The student will:

Be able to use modern maps and other sources to analyze and explain the changesin the global balance of military, political and economic power between 1900 and1945




Lesson 146: Uneasy PeaceObjectives: The student will:

Be able to analyze the transformations that shaped world societies between WorldWar I and World War II by examining the causes and consequences of the economicdepression on different regions, nations and the globe

By describing and explaining the rise of fascism and the spread of communism inEurope and Asia and comparing and contrasting the rise of nationalism in China,Turkey and India.

Lesson 147: A Desperate PeaceObjectives: The student will:

Be able to analyze the causes, course, characteristics and immediateconsequences of World War II by explaining the causes of World War II,including aggression and conflict appeasement that led to war in Europeand Asia (e.g., Versailles Treaty provisions, Italian invasion of Ethiopia,Spanish Civil War, Rape of Nanjing, annexation of Austria & Sudetenland)

Lesson 148: Vocabulary Terms and Main Words Review XXIIObjectives: The student will: Be able to use modern maps and other sources to analyze and explain the changes in the global balance of

military, political and economic power between 1900 and 1945 Be able to analyze the causes, characteristics and long-term consequences of World

War I by:analyzing the causes of the war including: nationalism, industrialization,disputes over territory, systems of alliances, imperialism and militarismanalyzing the distinctive characteristics and impacts of the war on the soldiers

and people at home; and explaining the major decisions made in the VersaillesTreatyanalyzing its spatial and political consequences, including the mandate system,reparations and national self-determination around the globe

Analyze the transformations that shaped world societies between World War I and World War II by examiningthe causes and consequences of the economic depression on different regions, nations and the lobe

By describing and explaining the rise of fascism and the spread of communism in Europe and Asia andcomparing and contrasting the rise of nationalism in China, Turkey and India. Be able to analyze the causes, course, characteristics and immediate

consequences of World War II by explaining the causes of World War II,including aggression and conflict appeasement that led to war in Europeand Asia (e.g., Versailles Treaty provisions, Italian invasion of Ethiopia,

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Spanish Civil War, Rape of Nanjing, annexation of Austria & Sudetenland)

Lesson 149: Vocabulary Terms and Main Words Quiz XXIIObjectives: The student will:








Lesson 150: Concepts Check: Lessons 145 -147Objectives: The student will:








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Lesson 151: The Axis AdvancesObjectives: The student will:

Be able to analyze the causes, characteristics and long-term consequences of WorldWar I by analyzing the major turning points and unique characteristics of the war

Lesson 152: America Tips the ScalesObjectives: The student will:

Be able to analyze the causes, characteristics and long-term consequences of WorldWar I by analyzing the major turning points and unique characteristics of the war

Lesson 153: From Old Allies to New RivalsObjectives: The student will:

Be able to analyze the causes, course, characteristics and immediate consequencesof World War II by explaining the spatial and political impact of the Allied negotiationson the nations of Eastern Europe and the world

Analyzing the immediate consequences of the war’s end including its devastation,effects on population, dawn of the atomic age, the occupation of Germany and Japanand by describing the emergence of the United States and the Soviet Union as globalsuperpowers

Lesson 154: Vocabulary Terms and Main Words Review XXIIIObjectives: The student will:

Be able to analyze the causes, characteristics and long-term consequences of WorldWar II by analyzing the major turning points and unique characteristics of the war



Lesson 155: Vocabulary Terms and Main Words Quiz XXIIIObjectives: The student will:







Analyzing the immediate consequences of the war’s end including its devastation,

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effects on population, dawn of the atomic age, the occupation of Germany and Japanand by describing the emergence of the United States and the Soviet Union as global superpowers

Lesson 157: The HolocaustObjectives: The student will:

Be able to analyze the causes, characteristics and long-term consequences of WorldWar I by explaining the Nazi ideology, policies and consequences of the Holocaust(or Shoah), analyzing the major turning points and unique characteristics of the war

Lesson 158: The Red RevolutionObjectives: The student will:

Be able to determine the causes and results of the Russian Revolution from the riseof Bolsheviks through the conclusion of World War II, including the five-year plans,collectivization of agriculture and military purges

Lesson 159: Facing FascismObjectives: The student will:

Be able to compare the ideologies, policies and governing methods of at least two20th-century dictatorial regimes (Germany, Italy, Spain and the Soviet Union) with

those absolutist states in earlier eras

Lesson 160: Vocabulary Terms and Main Words Review XXIVObjectives: The student will:

Be able to analyze the causes, characteristics and long-term consequences of WorldWar I by explaining the Nazi ideology, policies and consequences of the Holocaust(or Shoah) and analyzing the major turning points and unique characteristics of thewar

Be able to determine the causes and results of the Russian Revolution from the rise of Bolsheviks throughthe conclusion of World War II, including the five-year plans, collectivization of agriculture and militarypurges

Be able to compare the ideologies, policies and governing methods of at least two 20th-century dictatorialregimes (Germany, Italy, Spain and the Soviet Union) with those absolutist states in earlier eras

Lesson 161: Vocabulary Terms and Main Words Quiz XXIVObjectives: The student will:




Lesson 162: Concept Check: Lessons 157- 159Objectives: The student will:




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Lesson 163: Changes for AsiaObjectives: The student will:

Be able to analyze the political, economic and social transformations that occurred in this era, includingJapanese imperialism, Chinese nationalism, the emergence of communism and civil war and Indianindependence struggle

Lesson 164: Modernizing the Middle EastObjectives: The student will:

Be able to analyze the political, economic and social transformations that occurred in this era, including thedecline of the Ottoman Empire

Be able to analyze the changes in the Arab world including the growth of Arab nationalism, rise of Arabnation-states, and the increasing complexity (e.g., political, geographic, economic and religious) of Arabpeoples, the role of the Mandate system and the discovery of petroleum resources

Lesson 165: The Great DivideObjectives: The student will:

Be able to describe the factors that contributed to the Cold War including the differences in ideologies andpolicies of the Soviet bloc and the West; political, economic and military struggles in the 1940s and 1950s;and development of Communism in China

Lesson 166: Vocabulary Terms and Main Words Review XXVObjectives: The student will:

Be able to analyze the political, economic and social transformations that occurred in this era,including Japanese imperialism, Chinese nationalism, the emergence of communism and civil warand Indian independence struggle

Be able to analyze the political, economic and social transformations that occurred in this era,including the decline of the Ottoman Empire

Be able to analyze the changes in the Arab world including the growth of Arab nationalism, rise ofArab nation-states, and the increasing complexity (e.g., political, geographic, economic and religious)of Arab peoples, the role of the Mandate system and the discovery of petroleum resources

Be able to describe the factors that contributed to the Cold War including the differences in ideologiesand policies of the Soviet bloc and the West; political, economic and military struggles in the 1940sand 1950s; and development of Communism in China

Lesson 167: Vocabulary Terms and Main Words Quiz XXVObjectives: The student will:





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Lesson 169: The Cold War Heats UpObjectives: The student will:

Be able to describe the major arenas of Cold War conflict, including the ways the Soviet Union and theUnited States attempted to expand power and influence in Korea and Vietnam and the arms and spacerace

Lesson 170: Going GlobalObjectives: The student will:

Be able to describe the factors that contributed to the Cold War including the differences in ideologies andpolicies of the Soviet bloc and the West and ideological and military competition in three of the followingareas: Congo, Cuba, Mozambique, Angola, Nicaragua, Guatemala, Bolivia, Chile, Indonesia and Berlin

Lesson 171: The Great DivideObjectives: The student will:

Be able to compare the independence movements and formation of new nations in the IndianSubcontinent, Africa, Eastern Europe and Southeast Asia during and after the Cold War

Lesson 172: Vocabulary Terms and Main Words Review XXVIObjectives: The student will:

Be able to describe the major arenas of Cold War conflict, including the ways the Soviet Union andthe United States attempted to expand power and influence in Korea and Vietnam and the arms andspace race

Be able to describe the factors that contributed to the Cold War including the differences in ideologiesand policies of the Soviet bloc and the West and ideological and military competition in three of thefollowing areas: Congo, Cuba, Mozambique, Angola, Nicaragua, Guatemala, Bolivia, Chile, Indonesiaand Berlin


Lesson 173: Vocabulary Terms and Main Words Quiz XXVIObjectives: The student will:



Be able to compare the independence movements and formation of new nations in the Indian

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Subcontinent, Africa, Eastern Europe and Southeast Asia during and after the Cold War

Lesson 174: Concept Check: Lesson 169 - 171Objectives: The student will:




Lesson 175: The Legacy of ImperialismObjectives: The student will:

Be able to describe the factors that contributed to the Cold War including the differences in ideologies andpolicies of the Soviet bloc and the West; political, economic and military struggles in the 1940s and 1950s;and development of Communism in China

Lesson 176: Affirming African FreedomObjectives: The student will:

Be able to describe the factors that contributed to the Cold War including thedifferences in ideologies and policies of the Soviet bloc and the West; political,economic and military struggles in the 1940s and 1950s; and development ofCommunism in China

Lesson 177: Tradition in the Modern WorldObjectives: The student will:

Be able to describe the interregional causes and consequences of conflicts in theMiddle East, including the development of the state of Israel, Arab-Israeli disputes,Palestine, the Suez crisis, and the nature of the continuing conflict

Lesson 178: Vocabulary Terms and Main Words Review XXVIIObjectives: The student will:



Lesson 179: Vocabulary Terms and Main Words Quiz XXVIIObjectives: The student will:



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STUDENT MANUAL ELEVENTH GRADE WORLD HISTORY AND GEOGRAPHY LESSON 1

Lesson 1 Pieced Periods

Introduction: For this Lesson, you will learn about how historians piece together our past. Historians and geographers have a difficult job in trying to piece together and organize the events that make up our World History.

To begin, you will jot down any terms that come to mind when you think of our ancient past. Explain how each of these terms relates to our past.

Engaging Questions: What are some of the most important things that have happened in your life? What is your definition of World History?

Assignment: Answer the first question with specific features like dates, places, people, and things that have become part of your personal history. Next you will answer the second question in at least a 2 – 3 sentence definition. Worksheets are provided at the end of this Lesson with further instructions.

Next, you will read the Pieced Periods text.

Then follow your teachers’ instructions to go online to an Internet Video search engine and type in “The History of the World in 7 Minutes.” View this video.

When finished viewing the video you will answer the questions provided with the worksheets at the end of this Lesson.

Terms of today: Prehistory, Timelines, Historians, Artifacts, Archaeology, Anthropology, Geography, Interregional and Periodization

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Pieced Periods

Approximately 5,000 years ago, man began to keep written record of events that occurred. We use these records today to try to deconstruct the true events of the past. Something that we do today, which may seem so simple and unimportant, changed the way that we are able to view our World’s history forever: writing. Before man had developed tools for written language, man passed down stories and history orally. Think about the game “Telephone”. Have you ever seen children play it? Well, in this game, one person starts with a sentence or phrase, and they whisper that sentence into someone else’s ear. Then, that person whispers it into another person’s ear, and so forth. If you have ever played this game, then you know the inevitable outcome: the last person says what they heard, and it is generally very different from the original sentence whispered to the first person!

This children’s game show how things told through “word of mouth” can easily change! It is the same thing with history. Before we were able to record and write down the specific occurrences, dates, and places of past events, there was really no stability in the oral transmission of history. Just because we were unable to record this period, thousands and thousands of years before the written word began, does not mean that it is not significant in our history. This time in history, before the invention of writing, is known as our prehistory.

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Now, it is commonly known that anyone can record anything they wish to record. If you witnessed the same car accident as another person, then you may both have two very different stories about what exactly occurred. In fact, the stories between a person who was hit by another car, and the person who hit them in the accident would usually be different—each person’s story would probably tell details that would defend their own actions.

If we often do not see things exactly the same way or remember events the same, then how can we be sure about what has really occurred in our history? That’s a tough question! Historians are scholars that try to unlock those secrets of the past. They use many different methods and tools to become “investigators” who try to uncover truths from misconceptions. Historians use various artifacts of the past, such as tools, stones, clothing, artwork, tombs, and other written records such as taxes and letters to try to determine facts from fiction. Sounds like a tough job! However, somebody has to do it! SAMPLE


For the most part, historians try to give the basic, straightforward facts of our history (that is why history can be so dry sometimes), but in reality, it is often difficult for them to truly give unbiased opinions. It is hard for them to not let their social, political, or religious beliefs and opinions sway the facts that they give. Nonetheless, history is history, and some stories may change based on the teller, but its all part of our past, every single piece!

There are two main fields of study the historians use to study our prehistory: anthropology and archaeology. Anthropologists use things such as bones, specific regional areas, or even human cultures to try and piece together the stories of our ancient past. Human cultures refer to a people’s way of life: their beliefs, practices, and religions. These cultures are handed down from generation to generation. Your family may have some cultural traditions of their own.

On the other hand, archaeologists use material possessions that are found from our ancestors. Some of these artifacts may include things such as jewelry, pottery, tools, masks, artwork, weapons, and even clothing. They use these artifacts to try and determine the belief systems, languages, and values of certain people from specific regions. Archaeologist and anthropologists use all of these different methods as a way of trying to understand our early ancestors. Of course, even they will admit, nothing is for certain, and history changes all the time based on new facts and discoveries.

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Now, there are many different ways that historians try to organize all of this information. They must organize these things through places and time, much like we do in our own lives.

Historians have a difficult job when they have to organize specific events in time. Think about how you categorized the different events in your life. What methods did you use to choose each of those categories? Can you see any other way to categorize those events in your life? If so, explain how? You could create a timeline. A timeline is a table listing important events for successive years within a particular period.

Essentially, you have just created a periodization scheme of your life. Historians try to break up blocks of history into different sections of time or periods – much like you categorized your life into various periods of time. When historians break up different events in time into different categories, this process is known as periodization. Of course, just as there is no one right way to break up the periods in your life, there really is not one specific way to periodize history. Historians have quite a job on their hands!

Not only do historians have a difficult job breaking history up in pieces of time, they must also break up parts of history as they look at the geography of the world. Geography is the study of the physical places and features of the Earth. This includes things such as rivers, mountains, valleys, regions, cities, countries, continents and the entire globe as a whole! That is a lot of work! Geographers use globes and “interregional” maps of the Earth to try to separate these ancient places of the past. Have you ever tried to look up directions to go somewhere online? What do you notice when you zoom all the way out? You may see things like countries, lakes, oceans or states. If you zoom all the way in, then you can see things like street names and even trees! Historians have the difficult job of studying all of these different ways of looking at the regions of our planet. They have to look at the tiny details and the big pictures just to make sense of everything.

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Lesson 1 Pieced Periods

NAME: _________________________________________________________________

DATE: __________________________________________________________________

Directions: Complete the following:

Part 1: To begin, you will jot down any terms that come to mind when you think of our ancient past. Explain how each of these terms relates to our past.

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Part 2: In the spaces below, list fifteen very important events that have occurred in your own life, from birth until now:

1. ____________________________________________________________________

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Part 3: Take the list you created and separate the events into four different categories. You can have as many events in each category as you like. You do not have to have equal amount of events in each category. Put the categories on the left-hand side of your list. These may include things such as “Early Childhood,” “Elementary Days,” etc.

CATEGORY EVENT

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CATEGORY EVENT

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Part 4: Complete the following by writing at least a 2 or 3 sentence definition response.

1. What is your definition of World History?

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Part 5: Please answer the following questions based on the information given today.

2. What was one of the greatest inventions that helped historians be able to keep more accurate records of history? Why was this invention so helpful?

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3. How are historians able to make assumptions about prehistory?

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4. Why might a historian have a biased opinion about events from the past?

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5. Why do historians try to periodize the history of the world?

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6. Why might there be “breaks” in the history of the world? Why might there be periods of time missing?

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Part 6: Write a brief definition for each of the terms below:

7. Prehistory:

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8. Timelines:

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9. Historians:

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10. Artifacts:

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11. Archaeology:

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12. Anthropology:

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13. Geography:

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14. Interregional:

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15. Periodization:

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Lesson Wrap-Up: As you review the Lesson today, think about historians and geographers and what a difficult job it is in trying to piece together and organize the events that make up our World History. Be sure to study the terms from today for upcoming assessments.

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Lesson 2 Going Global

Introduction: For this Lesson, you will learn about the different tools and elements that geographers use when looking at the various spatial relations of elements on a map, such as: global, hemispheric, continental, and sub-continental spatial constructs.

To begin, you will view a world map or globe and point out all the different measurements or things that you find on the globe. Explain why you believe there are so many different figures and measurements on the globe.

Engaging Questions: When you look at a globe, what are some of the different things that you see? Why is it important for a globe to have all of these different elements?

Assignment: You will write a half page response to the above questions. Worksheets are provided at the end of this Lesson.

Next, you will read the Going Global text.

Then follow your teachers instructions to go online to an Internet search engine and search for “Indus Valley Civilization”. You will read through some of the information that you find and write a brief research report about the information that you’ve learned about early civilization and relate it to the material from today’s Lesson, then answer the questions provided at the end of this Lesson.

Search the internet/library for information on each of the terms below. You will be utilizing different sources to begin a familiarization of the terms that may be used in future Lessons.

Continental region, Subcontinent, Hemisphere, Continental shelf, Cardinal points and 5 major circles of latitude.

Worksheets have been provided.

Terms for today: Global, Hemispheric, Continental, Sub-continental, Spatial Constructs, Equator, Prime Meridian, Geographical Zones, Longitude, Latitude, Continental Regions

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When you look at a globe, you may notice all sorts of things. You may notice such features as mountain ranges, peaks, landforms, oceans, seas, regions of the world, rivers, lakes, waterways, continents, countries, cities, U.S. states, territories, lines of longitude and latitude, degrees of longitude and latitude, hemispheric divisions and probably many other features. When looking at a globe, you will notice that there are so many different features. It is much more than just land and water!

So how do we organize all of the information that is given about the Earth? We organize it in many different ways. First, we look at the various pieces of land. The largest pieces of land on a globe are the continents. Continents are the largest masses of land on Earth. Of course, the seven continents of the globe are Asia, Africa, Antarctica, Australia, Europe, North America and South America.

There are other pieces of the globe, such as continental regions. A continental region is a large part of land that is an extension of the continent; it is not connected directly to it. When you hear such terms as “continental Europe,” it is referring to the countries located within Europe’s mainland but excluding such countries that are part of Great Britain, such as Ireland, Scotland and England. Just like Hawaii is not part of the continental United States. If you have ever been there, you would notice that they call the continental United States the “Mainland”. That is because Hawaii is not connected to the main continental portion of the U.S.

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You may also notice on the globe that there are subcontinents. A subcontinent refers to a large landmass, which is basically an extension of a continent. It is different from a continental region because subcontinents are generally connected to the main continent, but they are landmasses that are large extensions from the mainland. The main Subcontinent of the Earth refers to the Indian Subcontinent, which includes such countries as India, Pakistan and Bangladesh.

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There are other subcontinents on the globe. One other major subcontinent includes the Middle East. It is located in the Southwestern region of Asia, just below Europe and just Northeast of Africa. The Middle East is separated from these regions by the Caucasus Mountains, the Iranian plateau and several masses of water, the Caspian Sea, the Persian Gulf, The Arabian Sea, The Red Sea, The Black Sea and the Mediterranean Sea, along with many other geographical features.

Some globes also show features such as the Continental Shelf.

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The Continental Shelf is the extension of land from the continents that goes under water. The Continental Shelf was once part of the continents during the glacial periods (we will learn more about that later).

Atlantic OCS

Alaska OCS

Pacific OCS

Gulf of Mexico OCS

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As you continue to look at the features of a globe, you may notice the most prominent global features of all: the oceans. You will notice that water and oceans cover about 70% of the globe. There are five major oceans that make up the majority of the Earth’s water: the Arctic Ocean, which is sometimes referred to as a sea, that covers the majority of the Arctic and covers North American and the Northern parts of Europe and Asia;

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The Atlantic Ocean, which separates the Americas from Africa, Europe and Asia;

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The Indian Ocean, which touches southern Asia and divides Africa and Australia;

The Pacific Ocean which separates Australia and Asia from the Americas and finally, the Southern Ocean, which is ensconced by southern parts of the Atlantic, Pacific, and Indian Oceans, which covers the majority of Antarctica.

You may also notice other large water masses identified on the globe such as seas, bays, straights and gulfs. Many of these features are separated from the large World Ocean by various masses of land.

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The northern and southern parts of the equator separate parts of the Atlantic and Pacific Oceans. Remember, the equator is an invisible line. Although it is not invisible on a map, it runs horizontally and it divides the Earth into the Northern and Southern Hemispheres. A hemisphere is a divided region of the Earth. The major hemispheres of the Earth include those of the cardinal points: North, South, East, and West.

Arctic Circle

Tropic of Cancer

Equator

Tropic of Capricorn

Antarctic Circle

In addition, on the globe you may notice all sorts of numbers and lines. The lines show the various lines of longitude and latitude on the Earth. The latitude of the equator is at 0the lines of latitude reach all the way up to 90 er you are to the equator, the warmer the weather. There are five major circles of latitudeon the Earth: the Arctic Circle, the Tropic of Cancer, the Equator, the Tropic of Capricorn, and the Antarctic Circle. These five circles of latitude each represent their own geographical zones of the Earth.

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There are three main types of geographical zones: the intertropical zone, also known as the Torrid Zone, which runs straight through the middle of the Earth. The temperate zones, also known as the South and North Temperate Zones, which run just north and south of the intertropical zone and the frigid zones, also known as the North and South Frigid Zones, which run at the northern and southern most parts of the Earth—south of the Antarctic Circle and north of the Arctic Circle.

Torrid Zone

Temperate Zones

Frigid Zones

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Running perpendicular to the lines of latitude in the Northern and Southern hemispheres of the Earth are the lines of longitude, which run vertically and separate the Eastern and Western hemispheres of the Earth. Just as the equator runs 0 , the Prime Meridian runs 0

Prime Meridian Lines of longitude are generally used to separate time zones. Each degree of longitude from 0 . Each are divided into seconds until it reaches either +180 -180

There are several different spatial constructs that make up the Earth’s globe, each just as important and vital to the continuation of our society and cultures. It is important that we learn to appreciate and understand these major constructs of the globe as a way of helping us to identify the various cultural, regional and agricultural differences that make up the sum of our world.

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NAME: _________________________________________________________________

DATE: __________________________________________________________________

Directions: Complete the following.

Part 1: Then follow your teachers’ instructions to go online to an Internet search engine and search for “Indus Valley Civilization”. You will read through some of the information that you find and write a brief research report about the information that you’ve learned about early civilization and relate it to the material from today’s Lesson

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Part 2: Write half-page response for each question.

1. When you look at a globe, what are some of the different things that you see?

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2. Why is it important for a globe to have all of these different elements? Explain.

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Part 3: Answer the following questions based on the information given today.

3. Is Greenland part of “Continental Europe?” Why or why not?

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4. Is Australia a subcontinent? Why or why not?

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5. Which geographical zone would be the warmest? Why?

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6. Which geographical zone would be the coldest? Why?

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7. Do lines of latitude or longitude separate timing zones?

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Part 4: Write a brief definition for each of the terms below.

8. Continental region: ______________________________________________________

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9. Subcontinent: __________________________________________________________

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10. Hemisphere: _________________________________________________________

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11. Continental Shelf:______________________________________________________

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12. Cardinal points: _______________________________________________________

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13. 5 major circles of latitude: _______________________________________________

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Lesson Wrap-Up: As you review the information from today, think about the difficulties that historians have in trying to organize history and the troubles you might face when trying to learn about history. Just as there is no “one way” to write history, there is no right way to view it. Be sure to study the terms from today for upcoming assessments.

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Lesson 3 Marking a Map

Introduction: In the previous Lesson, you learned about the different tools and elements that geographers use when looking at the various spatial relations of elements on a map, such as: global, hemispheric, continental and sub-continental spatial constructs. Today you will be given a blank map to fill in as a means of demonstrating your knowledge about the various terms, places and spatial constructs of the globe.

Your teacher may instruct you to review the notes from the previous Lesson before you begin filling in the map from today.

Engaging Questions: Why do you think the globe is broken down into various hemispheres? What is the overall purpose for doing this?


Next, you will make your own map from scratch, using the various spatial constructs, and using various pictures and colors to label these parts of the globe. Find magazine pictures or other images that represent each of the spatial constructs to create a “Map Collage.” Each image will be used to represent each item listed in the activity from today.

Terms for today: Global, Hemispheric, Continental, Sub-continental, Spatial Constructs, Equator, Prime Meridian, Geographical Zones, Longitude, Latitude, Continental Regions

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Lesson 3 Marking a Map

NAME: _________________________________________________________________

DATE: __________________________________________________________________


Part 1: Write a half-page response for each question.

1. Why do you think the globe is broken down into various hemispheres?

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2. What is the overall purpose for doing this?

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Part 2: In the blank map below, use your digital tools to label each of the following spatial constructs of the globe.

1. Asia 10. Arctic Ocean 18. Western Hemisphere

2. Africa 11. Atlantic Ocean 19. Equator

3. Antarctica 12. Indian Ocean 20. Torrid Zone

4. Australia 13. Pacific Ocean 21. Southern Temperate Zone

5. Europe 14. Southern Ocean 22. Northern Temperate Zone

6. North America 15. Southern Hemisphere 23. Southern Frigid Zone

7. South America 16. Northern Hemisphere 24. Northern Frigid Zone

8. 2 different Continental 17. Eastern Hemisphere 25. Prime Meridian Regions (your choice)

9. A Subcontinent

Lesson Wrap-Up: As you complete the map for today, try to list the various terms on the map without looking at your notes. Use this as a way to quiz yourself on your knowledge about the locations of these various spatial constructs. Be sure to study the terms from today for upcoming assessments.

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Lesson 4 Catch My Drift?

Introduction: For this Lesson, you will learn about the great Continental Drift; the plate tectonic theory about the creation of continents on the Earth. You will also explore the great climatic and environmental changes that shaped the earth which eventually permitted the growth of human life and the subsequent unfolding of human history. You should be able to identify major geographic events including: continental drift, the ice age and interglacial periods. To begin, you will look up some information about the Earth’s crust and layers of the Earth. This should help you become more familiar with the concepts given in today’s Lesson.

Engaging Question: What do you know about how our different continents were formed?

Assignment: You will write a half page response to the above question. Worksheets are provided at the end of this Lesson.

Next, your teacher will give you a hard-boiled egg – this egg will be a representation of the Earth. You will follow his/her directions for an understanding of how this egg can demonstrate such things as the formation of mountains, rivers, valleys, ocean floors, and volcanoes on Earth.

You will then read the Catch My Drift text.

Then follow your teachers’ instruction to go online to an Internet search engine and search for “Mountain Maker” activities. You will find some links to interactive sites that demonstrate the formation of landmasses.

Terms for today: Climatic and Environmental Changes, Continental Drift theory, Plate Tectonic theory, Alfred Wegner, Lithosphere, Pangaea, Divergent Plate Movement, Convergent Plate Movement, Subduction and Lateral Slipping.

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Catch My Drift?

In the mid 16th century, a theory about the movement of the continents on the Earth was first suggested, but in 1915, a German geologist named Alfred Wegener proposed a more substantial theory that the Earth’s crust slowly moves and has been moving for millions of years! The theory that the Earth’s crust drifts on top of the liquid core is known as the continental drift theory. The theory continued to be expanded and during the 1960’s it became more prominently accepted and proven as the plate tectonic theory. The plate tectonic theory suggests that layers of the Earth’s crust and parts of the upper mantle, known as the lithosphere, moved throughout time due to variations in heat, causing earthquakes, eruptions and other geological disruptions.

Wegner suggested that over 200 million years ago, the world’s landmass was made up of a super continent, known as Pangaea.

The name Pangaea means “all Earth”. He further theorized that Pangaea eventually split up into smaller landmasses during the Jurassic period, known as Laurasia and Gondwana.

Finally, by the time of the Cretaceous Period, Pangaea had broken up into the seven continents that we know today. Illustration from USGS

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Wegner’s theories were later rationalized as the movement of geological plates became evident. Due to these geological drifts of the Earth’s plates, our maps will forever be changing! There are currently thirteen major oceanic and continental plates that make up our Earth’s crust, these include: the African plate, Antarctic plate, Arabian plate, Australian-Indian plate, Caribbean plate, Cocos plate, Eurasian plate, Juan de Fuca plate, Nazca plate, North American plates, Pacific plate, Philippine plate and the South American plate. All of these plates can also be divided into sub-plates.

Illustration from USGS

Our Earth’s crust is made up of all of the different plates that continue to move vertically and horizontally. Various geological disturbances, such as volcanic eruptions and earthquakes, occur when these plates collide with one another.

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Source: Wikimedia Commons

There are three main ways that these plates move: Divergent Plate Movement, also known as sea-floor spreading,

Source: Wikimedia Commons / Earth seafloor crust age 1996 / sea-floor spreading /Age of oceanic crust; youngest (red) is along spreading centers.

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Convergent Plate Movement, also known as Subduction, and Lateral Slipping Plate Movement. Divergent Plate Movement occurs when two oceanic plates begin to move away from one another, which causes the formation of new oceanic crust. In Convergent Plate Movement, two plates collide with one another; this could be two oceanic plates, two continental plates, or a continental plate and an oceanic plate. During subduction, one of the plates is pushed below the other. When an oceanic plate is forced below a continental plate, it forces the magma in the Earth’s crust to rise, forming, and you guessed it, volcanoes! When two continental plates collide with each other, these forced crusts form mountain ranges.

Source: Wikimedia Commons / Neodani is a left lateral slip fault in Central Japan, Gifu Prefecture, which ruptured causing the 1891 Mino-Owari earthquake (Nobi Earthquake) in 1891. It caused a 6m vertical offset and 8m left lateral offset, and ruptured over 80 km. The quake was the largest ever recorded in inland Japan. This fault can be seen as a step portion in the center of the photo

Finally, Lateral Slipping occurs when two plates slip back and forth, side-by-side, in opposite vertical motions. These motions cause a lot of friction and the plates often are stuck. When the plates eventually release from each other (one slides above the other), it causes an earthquake.

As time passes, out Earth’s crust and continents will certainly change. In millions of years, the world may actually look like a very different place. Many scientists and geologists have already tried to predict what geological changes will occur to our Earth’s crust, but no one can be certain for sure. What we do know is how our Earth is today and we can use the knowledge that we have to learn how to better care for and help our planet thrive.

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Lesson 4 Catch My Drift?

NAME: _________________________________________________________________

DATE: __________________________________________________________________


Part 1: Write a half-page response for the question below:

1. What do you know about how our different continents were formed?

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Part 2: Directions: Answer the following questions based on the information given today.

2. Who first published the theory of the continental drift?

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3. What was the one super-continent of the Earth called?

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4. What theory more substantially proves the continental drift theory?

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5. What is the sphere that contains the Earth’s plates called?

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6. In what period was Pangaea broken into two smaller continents?

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7. How many continental and oceanic plates make up the Earth’s crust?

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8. How do these plate move?

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9. What types of geographical disruptions occur when these plates collide?

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10. What things may form when these plates move?

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11. What are the three different types of ways that the Earth’s plates and move?

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12. Continental drift theory:

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13. Plate tectonic:

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14. Lithosphere:

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15. Pangaea:

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16. Divergent Plate Movement:

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17. Convergent Plate Movement:

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18. Subduction:

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19. Lateral Slipping:

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Lesson Wrap-Up: As you review the information from today, be sure to ask if you have any questions. Think about how you believe the Earth might look in 200 million more years. Be sure to study the terms from today for upcoming assessments.

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Lesson 5 Brr.... It's Getting Cold in Here!

Introduction: For this Lesson, you will learn about Ice Ages, interglacial periods, major geographic events and environmental changes that shaped the earth and eventually permitted the growth of human life.

To begin, you will look up some information about how Ice Ages have occurred in the Earth’s history. This should help to you to become more familiar with the concepts given in today’s Lesson.

Engaging Question: What do you think about when you hear the term “Ice Age?”

Assignment: You will write a half page response to the above question. Worksheets are provided at the end of this Lesson.

You will then read the text, Brr.... It's Getting Cold in Here!

Follow your teachers’ instruction to go online to an Internet search engine and search for some pictures of Alaskan glaciers in the present and compare those to photographs of Alaskan glaciers taken over a century ago. Then you will write a descriptive piece explaining the main differences in the pictures and describe why you believe that these changes have been made.

Terms for today: Climatic and Environmental Changes, Ice Ages, Glacial Period, Interglacial Period, Glaciers, Continental Glaciers, Moraines and Pleistocene

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Brr.... It's Getting Cold in Here! A few different things may come to mind when you hear the term “Ice Age”. First of all, you may be thinking of the popular Pixar film, “Ice Age” and you may also be thinking about large mammals, saber tooth tigers, etc. Well, the Earth has cycled through various Ice Ages and in fact, technically, we are still living through a break in an Ice Age today. A Swiss engineer and naturalist first theorized the term Ice Age in the early 19th century. Basically, an Ice Age refers to any subsequent period of time where the Earth’s surface is dominated mainly by glaciers.

One of the most popular ice ages and glacial periods is known as the span of the Pleistocene. We are currently experiencing an interglacial period, a time between glacial periods where the Earth has experienced warming effects. Both periods happen during ice ages. During a glacial period within an Ice Age, ice sheets cover the majority of the Earth because the Earth’s temperature dramatically drops.

Source: Wikimedia Commons / The maximum extent of glacial ice in the north polar area during Pleistocene time.

The Pleistocene was the first part of our geological time that started over one and a half million years ago and only ended about 10,000 years ago. During this time, polar ice caps were widespread and glaciers were gigantic! During this time, humans evolved into modern Homo sapiens approximately 10,000 years ago.

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During an ice age, glaciers mainly cover the majority of the Earth’s surface. A glacier is a gigantic body of ice that originates in mountains or valleys, and creates snowlines that moved down hill. Glaciers continually expand in size due to the build-up of snow, rocks, and other sediments. As the glaciers move they take with them the debris of rock, dirt and even boulders. These sediments tear up the surface of the Earth as the ice continually moves along. Glaciers once absorbed much of our planet’s water when the temperature was much lower. In fact, the glaciers once covered about a third of our planet. Because the temperatures were so low, the water froze and became part of these giant glaciers!

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Over periods of thousands of years, the Earth’s temperatures rose and dropped again, dispersing and creating glaciers. These long periods when the Earth’s temperature dropped were known as the Ice Ages. Many geologists speculate that there may have been at least four major Ice Ages in the past 600 million years. The last of these Ice Ages had its peak almost 20,000 years ago.

Glaciers used to spread as its southern most parts covered portions of the Great Lakes in Michigan and there was even an ice sheet that spread across the northern part of Europe as far south as Switzerland.

If you’ve ever visited the northern part of the United States, you may have seen some of the effects of the Ice Age’s glaciers. Along shores of the Great Lakes in Michigan, you may have noticed that there are hundreds of tiny lakes surrounded by various landmasses, bays and the Great Lakes themselves. Just like huge bulldozers, the giant glaciers that once covered their surface tore into the land, leaving behind ridge like piles of rock and debris, known as moraines.

Source: Wikimedia Commons / Mink Lake on the Valparaiso Moraine north side of Valparaiso, Indiana

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In some places the debris left in these moraines acted like damns and bridges. In other places, these moraines covered long stretches of land creating rocky land surfaces. If you’ve ever visited the shores of Mackinaw Island toward the Upper Peninsula of Michigan, then you have probably seen firsthand the moraines created by these giant glaciers that once covered the surface of the land and water. Also, if you’ve ever visited Long Island, New York then you may have also noticed the rocky shores of these moraines.

Source: Wikimedia Commons / Miners Castle - Pictured Rocks National Park / Author: Charles Dawley

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The glaciers that formed during the Ice Ages were mainly continental glaciers, also known as ice sheets. A continental glacier is a huge sheet of ice that covers the majority of a landmass. They cover large portions of the Arctic and Antarctic Polar Regions. Today only a few of these ice sheets still exist. About 80% of Greenland is engulfed and covered by a gigantic ice sheet. This ice sheet is estimated to be about 10,000 feet thick! Try melting that!

Source: Wikimedia Commons / Margin of the Greenland ice sheet / Hannes Grobe, Alfred Wegener Inst for Polar Marine Research

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During the summer months, a glacier usually recedes back and it expands during the cold winter months. Very often, when the glaciers begin to melt, large sheets break away from the main glacier and form floating icebergs. These can often be dangerous to explorers or other boats at sea.

Source: Wikipedia Commons / Glacial break-off iceberg floating in Tracy Arm, southeast of Juneau, Alaska.

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There are other types of glaciers known as Valley and alpine glaciers. These are inland glaciers that are formed high on top of mountains and other valleys where the temperature is not warm enough for the ice to melt. If you’ve ever visited high mountain ranges or even if you live by mountains, then you may notice these “ice caps” atop them. These inland glaciers can be found through the Rocky and Cascade mountains, the Alaskan ranges and through the Sierra Nevada.

Source: Wikimedia Commons / Gulf of Alaska (Jun. 12, 2004) - The Nimitz-class aircraft carrier USS John C. Stennis (CVN 74) steams near the snow capped mountains of the Alaskan coastline during the late Alaskan sunset. Stennis and embarked Carrier Air Wing Fourteen (CVW-14) have just completed Exercise Northern Edge, during a scheduled deployment. U.S. Navy photo by Photographer's Mate 3rd Class Mark J. Rebilas (RELEASED)

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People often envision rivers of ice when they think of floating glaciers, but they are not able to move quickly like water. Due to their extensive mass, glaciers only slide forward slightly at a time; their mass does not move all at the same time. There are large glaciers in Europe that only move about 600 feet in an entire year.

One reason that the glaciers even move at the rate that they do is because we are no longer within the crux of an Ice Age. Again, we are now in an interglacial period, a period of time where the warming of the Earth’s surface where the Earth breaks away from a subsequent glacial period into an ice age.

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Lesson 5 Brr.... It's Getting Cold in Here!

NAME: _________________________________________________________________

DATE: __________________________________________________________________


Part 1: Write a half-page response to the question below:

1. What do you think about when you hear the term “Ice Age?”

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Part 2: You will write a descriptive piece explaining the main differences in the pictures of Alaskan glaciers taken over a century ago compared to pictures in the present.

2. Describe why you believe that these changes have been made.

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3. What is the main type of ice mass that covered the Earth’s surface during an Ice Age?

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4. What was one of the most popular Ice Age periods known as?

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5. What type of period is the Earth currently facing?

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6. Why are the northern parts of the Continental United States able to be so popularly inhabited?

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7. Where do glaciers originate?

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8. What processes form large glaciers from their originating regions?

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9. Approximately, when was the peak of the last Ice Age?

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10. What effects did the melting of glaciers have on the regions of northern Michigan and the Great Lakes areas?

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11. Why might it seem strange that Greenland carries its name?

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12. Would the Earth’s oceans contain more water during a glacial period or an interglacial period?

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13. Ice Age:

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14. Glacial Period:

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15. Pleistocene:

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16. Interglacial Period:

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17. Glacier:

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18. Moraines:

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19. Continental Glacier:

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Lesson Wrap-Up: As you review the information from today, be sure to ask if you have any questions. Be sure to study the terms from today for upcoming assessments. In the next two Lessons, you will be given a review for the terms studied thus far and a review quiz for those terms.

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Lesson 6 Vocabulary Terms & Main Ideas Review I

Introduction: Throughout this unit, you will become familiar with several new Vocabulary terms and Main Ideas; this is the first Vocabulary Term Review for this unit. In order to help you prepare for the Lesson 7’s vocabulary term quiz, please make flashcards to help study. There will be a vocabulary term quiz given for the following terms in the Lesson 7, and for that quiz, you must be able to recall the definitions or describe the meanings for each of the terms listed in this Lesson.

Engaging Questions: What geological phenomena do you think had the greatest impact on the formation of the Earth as we currently know it? Why?


Next, you will create a digital form of flashcards through the use of a Power Point of Keynote slideshow. You will put the word on one slide and then the definition on the next slide in order to help you study the definitions for the vocabulary words. You may also wish to include some pictures of the different terms on your slideshow.

Your teacher may also instruct you to write a factual sentence or statement using each of the Vocabulary Terms and Main Ideas from the list below.

Prehistory, Timelines, Historians, Artifacts, Archaeology, Anthropology, Geography, Interregional, Periodization, Continental Region, Subcontinent, Hemisphere, Continental Shelf, Cardinal Points, 5 Major Circles of Latitude, Continental drift theory, Plate tectonic, Lithosphere, Pangaea, Divergent Plate Movement, Convergent Plate Movement, Subduction, Lateral Slipping, Ice Age, Glacial Period, Pleistocene, Interglacial Period, Glacier, Moraines and Continental Glacier

Reminder: There will be a vocabulary quiz given in Lesson 7, and for that quiz, you must be able to recall the definition for each of the words listed above.

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Lesson 6 Vocabulary Terms & Main Ideas Review I

NAME: _________________________________________________________________

DATE: __________________________________________________________________


Part 1: Write a half page response to the question below.

1. What geological phenomena do you think had the greatest impact on the formation of the Earth as we currently know it? Why?

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Part 2: For use as your own study guide, define each of the terms.

2. Prehistory:

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3. Timelines:

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4. Historians:

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5. Artifacts:

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6. Archaeology:

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7. Anthropology:

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8. Geography:

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9. Interregional:

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10. Periodization:

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11. Continental Region:

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12. Subcontinent:

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13. Hemisphere:

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14. Continental Shelf:

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15. Cardinal Points:

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16. 5 Major Circles of Latitude:

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18. Plate tectonic:

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19. Lithosphere:

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20. Pangaea:

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23. Subduction:

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25. Ice Age:

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26. Glacial Period:

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27. Pleistocene:

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29. Glacier:

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30. Moraines:

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Lesson Wrap up: As you review the definitions, remember you will have to recall the definitions/meanings for those terms in Lesson 7’s quiz. For the quiz, you will write a brief definition or meaning that demonstrates your understanding of the term’s meaning.

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Lesson 7 Vocabulary Terms & Main Ideas Quiz I

Introduction: Throughout this unit, you will become familiar with several new Vocabulary terms and Main Ideas; this is the first Vocabulary Term Quiz for this unit. You will recall the definition for each of the words listed.

Vocabulary Term Quiz:

Prehistory, Timelines, Historians, Artifacts, Archaeology, Anthropology, Geography, Interregional, Periodization, Continental Region, Subcontinent, Hemisphere, Continental Shelf, Cardinal Points, 5 Major Circles of Latitude, Continental drift theory, Plate tectonic, Lithosphere, Pangaea, Divergent Plate Movement, Convergent Plate Movement, Subduction, Lateral Slipping, Ice Age, Glacial Period, Pleistocene, Interglacial Period, Glacier, Moraines and Continental Glacier

Good Luck!

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Lesson 7 Vocabulary Terms & Main Ideas Quiz I

NAME: _________________________________________________________________

DATE: __________________________________________________________________


Today you will be given the list of vocabulary terms and main ideas studied so far in this Unit. Write a brief definition for each of the terms listed below. You will be given the entire time for today’s Lesson to finish the quiz.

1. Prehistory:

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2. Timelines:

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3. Historians:

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4. Artifacts:

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5. Archaeology:

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6. Anthropology:

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7. Geography:

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8. Interregional:

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9. Periodization:

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10. Continental Region:

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11. Subcontinent:

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12. Hemisphere:

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13. Continental Shelf:

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14. Cardinal Points:

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15. 5 Major Circles of Latitude:

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17. Plate tectonic:

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18. Lithosphere:

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19. Pangaea:

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22. Subduction:

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24. Ice Age:

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25. Glacial Period:

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26. Pleistocene:

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28. Glacier:

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29. Moraines:

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Lesson Wrap-Up: Please review your answers from the quiz today. After the quiz has been graded, please look to see which term definitions you correctly recalled and which ones you got wrong. Be sure to study the vocabulary terms as you receive them then record them in each Lesson. It will make it a lot easier for you to perform well on the quizzes if you just have to review the definitions, rather than learn them all at once.

In the next Lesson, you will be given the first “Concept Check” Quiz in this series of Lessons. It will cover all of the information given in Lessons 1 through 5. Please review the information given in these Lessons in preparation for the quiz tomorrow.

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Directions: You will write a half page response.

1. Why do you think that it’s important to know about the history of how the Earth’s land and water features developed into what they are today? ________________________________________________________________________

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Lesson 8 Concept Check: Lessons 1 - 5

Introduction:

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Lesson 8 Concept Check: Lessons 1 - 5

NAME: _________________________________________________________________

DATE: __________________________________________________________________

Description:

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Part 3: SPATIAL CONSTRUCTS OF THE GLOBE

Directions:

Lesson Wrap-Up:

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Lesson 9 Hominids & Humans

Instructions:

Engaging Question:

These traditions are part of your culture—what the bride wears, who gives her away, her entrance, special dances, etc.

Assignment:

Hominids and Humans.

Homo habilis, Homo erectus, and Homo sapiens

Terms for today: Homo habilis, Homo erectus, Homo sapiens, ,

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Hominids

radiocarbon dating

organic compounds

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Homo habilis

Homo habilis Homo erectus

Homo erectus

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Homo Sapien

Culture

The Stone Age

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Paleolithic PeriodHomo habilis

Mesolithic Period

English:

New Stone Age

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Homo habilis

Homo erectus Homo habilis

Homo erectus

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Homo erectus

Homo erectus

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Homo habilisHomo

erectus

Homo erectus

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Directions:

Part 1:

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Part 2:

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Homo erectus

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Part 3:

Homo habilis

Homo erectus

Homo sapien

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Lesson 10 Nothing Wrong with a Neanderthal

Introduction: For this Lesson, the student will learn about the different cultural, technological, and social ways of life of the species of Neanderthals and Cro-Magnons—divisions of Homo sapiens.

To begin, you will look up some information about the Neanderthals. This should help you to become more familiar with the concepts given in today’s Lesson.

Engaging Questions: What do you think of when you hear the word Neanderthal? What associations do you make with this word? Why?


You will then read the text, Nothing Wrong with a Neanderthal.

You will make a Venn Diagram in which you map out the main differences and similarities between Neanderthals and Cro-Magnons. Make sure that you include features and ways of life such as their cultures, social interactions, technological advancements, migration patterns, etc.

Terms for today: Neanderthals, Nomadic, Homo sapiens, Cro-Magnons, Band

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Nothing Wrong with a Neanderthal

As we learned in the previous Lesson, Homo erectus made some advances in tools and technologies; although, their advances happened very slowly compared to those of modern-day humans. When the Homo sapiens or modern-day humans emerged, these advances began to occur at a much greater rate.

Early Homo sapiens were known as Neanderthals. Neanderthals originated out of Africa, and began spreading throughout Europe and Asia about 100,000 years ago. Neanderthals were given their name from the place in Germany where their first remains were discovered: the Neander Valley. Neanderthals were believed to stand about five and a half feet tall. Their shoulder muscles were large and stocky as well as their neck and they had even larger brains than modern-day human beings. It’s thought that many of the physical characteristics of Neanderthals helped them to survive very cold climates.

Neanderthals not only used hunter-gatherer technologies such as fire for heat and cooking, but they were also known to used more sophisticated tools such as sharpened spears, crafted stone knives and other food preparing tools.

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Source: Wikimedia Commons / NASA / JPL – Caltech

As a tribe, most Neanderthals lived in groups of about 30 to 50 people. It’s not known whether or not these early Neanderthals practiced special homage to tribal chiefs or “overseers” of the group. Because they were nomadic, which means that they changed their living locations frequently due to climatic changes and food supply, they never built permanent homes for themselves. They often lived in open huts or air camps along the banks of rivers and lakes. In the colder climates, they lived in caves or within underbrush.

The Neanderthals were also advanced culturally, as they often were proven to take medical advances and care for the sick and elderly; therefore, paving the way for extension of life. Fossils of early Neanderthals indicate stitched wounds that had been healed before death. They may have also believed in some higher powers and even life after death as some findings have shown their respect for the dead, with bodies buried with flowers, shallow graves and some even with other artifacts or tools.

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Scientists have termed modern humans as Homo sapien sapiens, which first came from Africa about 50,000 years ago. After about 20,000 years, this group of humans had migrated throughout the entire world, to almost every continent, including Australia, South America and North America. It’s believed that as the modern Homo sapien sapiensmigrated from Africa to other parts of Asia and Europe, that they married off with various Neanderthals; therefore, extinguishing the Neanderthal race altogether. Finally, Homo sapien sapiens became the only remaining hominids group in existence on the Earth.

The Cro-Magnons are known to be the earliest Homo sapien sapiens species found throughout parts of Europe. Remains of these early humans have been found in France, Russia, China, Southeastern Asia and all across various parts of Africa. These people were thought to be a bit taller than early Neanderthals, but less muscular. They were far more advanced in their technologies, had a far deeper and richer culture and way of life. They were still primarily hunter-gatherers, but they did make some advances in their hunting technologies, systems and tools.

Source: Wikimedia Commons / Double edged Scraper on blade - Different views of the same specimen / Flint / between 37 000 and 28000 BP

The Cro-Magnons made far more advanced hunting tools than the Neanderthals; they were sharper, more durable and easier to use. They not only used stone, but they also utilized bone, antler and ivory to make things such as hammers, hoes and fishing gear. They were also the first people to use a stone ax, which gave them several advantages, such as the ability to chop wood. They also used new inventions such as spears and a bow and arrow, used to hunt for food.

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A group of Cro-Magnons that lived and migrated together was known as a band. The social advances of these bands increased as the need for hunting big game became prevalent. It wasn’t strange to find bands of Cro-Magnons working together to hunt together, often for weeks at a time, in an effort to store up large amounts of food. These interrelations of bands forced rules upon the various societies; therefore, inciting the emergence of leaders within the groups. These leaders represented each band, and were often the voice and representation of each group. The leaders were always men and were often the strongest and wisest of the band. They have been identified by buried remains indicating a high burial status. The leaders were adorned with various items, which indicate their high status among the bands.

Not only did the Cro-Magnon culture differ from the Neanderthals in their social and economic ways of life, but they also made advances in artistry. Cave paintings have been found throughout parts of France, Spain and Africa. Some of the images in the caves indicate a spiritual and religious prowess, in search for a higher being and mystical powers.

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Lesson 10 Nothing Wrong with a Neanderthal

NAME: _________________________________________________________________

DATE: __________________________________________________________________


Part 1: You will write a half page response for each question below.

1. What do you think of when you hear the word Neanderthal?

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2. What associations do you make with this word? Why?

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Part 2: You will make a Venn Diagram in which you map out the main differences and similarities between Neanderthals and Cro-Magnons. Make sure that you include features and ways of life such as their cultures, social interactions, technological advancements, migration patterns, etc.

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3. When did most of the advances in mankind begin to take a much faster pace?

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4. What were early Homo sapiens known as? Why were they called this?

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5. What were some of the more sophisticated tools that Neanderthals used?

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6. Why did Neanderthals never build permanent homes for themselves?

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7. In what ways were Neanderthals culturally advanced from their predecessors?

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8. Why might the Neanderthals have become extinct? Explain

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9. What is the term for modern humans?

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10. What is the earliest Homo sapien sapiens species known as?

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11. How did the tools that the Cro-Magnons used differ from the Neanderthals? What advantages did they give them?

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12. How did the bands pave the way for social integration/advances in the Cro-Magnon species? Why did leaders emerge?

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Part 4: Write a brief definition form each of the terms below:

13. Neanderthals:

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14. Nomadic:

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15. Homo sapien sapiens:

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16. Cro-Magnons:

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17. Band:

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Lesson Wrap-Up: As you review the information from today, be sure to ask your teacher if you have any questions. Study the terms from today for upcoming assessments. You may often think of Neanderthals as being dumb or stupid, but they were actually very advanced from their prehistoric predecessors!

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Lesson 11 Homage to Hominids

Introduction: For this Lesson, you will create a poster-board that showcases the evolution and advances of prehistoric hominid groups. Please make sure that you have all the materials needed to complete the project for today. If needed, your teacher will allow you access to a computer and printer to print out various pictures of the hominid groups.

Before we begin our Lesson, can you recall some of the main differences in the hominid groups? As part of the activity for today, you will take the information that you’ve gathered on your collages and then you will create either a Power Point or Keynote Presentation in which you create a lecture outlining the advancements and way of life for prehistoric man.

Assignment: On a large poster board, draw or paste on images that you believe represent each of the following groups of hominids: Homo habilis, Homo erectus, Homo sapien, Neanderthals, Cro-Magnons. Group each hominid into the correct category, and organize them as you see fit, based on the information given in previous Lessons. For each group of hominid species, include the following information:

1. Which period they originated in 2. When they were believed to have lived 3. Where they migrated to 4. Gender roles or other hierarchical differences 5. Advances in tool making 6. Advances in hunting-gathering 7. Social Advances 8. Cultural advances 9. Other technological advances

You may organize this information however you wish. Be sure to show the advancement of the human species as you begin with the Homo habilis on the left side of the collage and end with the most recent human species on the right. Include other images or pictures that help to depict the ways of life for each of the hominid groups. Use colors and other creative features to create an enticing visual display. Be sure to title your Poster board “Homage to Hominids”.

Terms for today: Hominids, Homo habilis, Homo erectus, Homo sapien, Culture, The Stone Age, Paleolithic Period, Mesolithic Period, New Stone Age Neanderthals, Nomadic, Homo sapien sapiens, Cro-Magnons, Bands

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Homage to Hominids

In the previous Lessons, you have been studying about the various shifts in prehistoric human hominid groups. Today, you’re going to create a visual representation of the changes and advancements of the human race.

Neanderthal

Homo erectus Cro-Magnon Lesson Wrap-Up: Use the entire time in today’s Lesson to create your poster board. Be sure to look back through the previous Lessons to find the information needed to complete the project for today.

Homo sapien Homo habilis

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Lesson 11 Homage to Hominids

NAME: _________________________________________________________________

DATE: __________________________________________________________________


Part 1: You will write a half page response for each question below.

1. Why do you think it may have taken so long for prehistoric man to evolve? Explain.

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