​
WH Unit 1 Title River Valley Civilizations Suggested Dates Duration 1 week st​
1​
six weeks Big Idea/Enduring Understanding Geography influenced the places that early civilizations developed. Guiding Questions Why did the four river valley civilizations develop where they did? TEKS Readiness TEKS 2C 16B 19B Supporting TEKS 1A 2B 16A 19A 20B 22A 24A 25A 26AB 27A 15A Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* SS TEKS CISD 2015­2016, Updated 5/19/16 Process Skills Sample Assessment Question ­What changes and continuities happen between the river valley period and the development of classical civilizations? ­What was the significance the Code of Hammurabi? ­ How did nomadic farming life lead to the emergence of civilizations? ­ What inventions contributed to the growth of civilizations? ­ How did the Neolithic Agricultural Revolution change the way humans lived? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with Student Expectations (2) History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to: (C) explain how major river valley civilizations influenced the development of the classical civilizations Readiness Standard CISD 2015­2016, Updated 5/19/16 District Specificity/Examples Vocabulary Instructional Strategies China civilization ­writing opportunity Earliest discovered evidence dates to river valley civilizations in China in 5,000 B.C. These civilizations were mostly near the Huang He (Yellow River); the Chang Jiang (Yangtze River); and the Xi Jiang (West River). Dynasties ruled based on a Mandate from Heaven​
that was a form of divine rule. Beginning with the Xia and Shang dynasties in approximately 2000 B.C., China was ruled by ­map activities Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. McGrawHill Texts How did natural features of river valleys influence the growth of civilizations? dynasties until the 1900's A.D. Early dynasties developed a form of character writing, made chariots and bronze weapons/armor, and made delicate pottery using a wheel. Other dynasties built huge public works projects such as the Great Wall of China (4,000 miles long), canals, roads, and eventually the Grand Canal connecting the Huang He and the Chang Jiang rivers. The Tang dynasty (A.D. 600) built great cities, developed trade including the ​
Silk Road trade to Western Asia, began a civil service system for government officials, and made porcelain pottery (called "china" in Western Europe). Later dynasties grew and invented block printing, gunpowder, the compass, jade and ivory decorative items, paper, and foods such as noodles. CISD 2015­2016, Updated 5/19/16 The Mongols later created the largest land empire in history. India Civilizations in the Indus River valley developed about 3,000 B.C. and later in the Ganges valley about 1200 BC Significant accomplishments of these civilizations include: ● City building with paved roads and sewer systems. ● Metal work ­ copper, bronze. ● Cultivation of cotton, weaving of cotton cloth. ● Sanskrit writing. ● Religious statues ­ Shiva, Buddhas ● Frieze work on buildings and tombs ● Dance/Drama ­ ​
Bharata natyam ● Pottery ● Vedas ­ Hindu "Books of Knowledge ● Political and religious leaders were ● Siddhartha Gautama ­ Buddha CISD 2015­2016, Updated 5/19/16 Aryans ­ conquering people who brought Hinduism, language and horses Asoka ­ strong leader. (16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (B) analyze the influence of human and physical geographic factors on major events in world history, including the ​
development of river valley civilizations​
, ​
trade in the Indian Ocean, and the opening of the Panama and Suez canals; Readiness Standard CISD 2015­2016, Updated 5/19/16 Neolithic Agricultural Revolution ­ This represented the shift in cultural groups from the hunter/gatherer stage to the farmer stage. ● This transition occurred gradually between 10,000 B.C. and about 3, 500 B.C. during what is the Neolithic (New Stone Age) era. Similar advances came to different areas at different times based on need. ● The farming revolution may have begun in the Middle East (Tigris and Euphrates River Valley) and spread to parts of Asia, Africa, and the Americas. Or it may have originated in each of these areas simultaneously based on need and available resources. ● Groups began to shift from nomadic hunter/gatherers to planters and potters who were less nomadic. These planter and potter groups physical geography human geography compare and contrast physical and human geography McGrawHill Text began to cultivate seeds and make pottery in which to store seeds and crops. ● Domestication of animals and larger scale farming allowed people to become less nomadic and to support larger numbers of people in one area. ● As agriculture grew and there was extra grain and other seed crops, as well as meat from domesticated animals, market centers developed where farmers could sell/trade their excess crops/animals. These market places became cities over time. ● As more people concentrated in settled areas, there was more specialization and division of labor; wide­scale farming was needed to support those not farming, and increased agricultural production allowed urban growth and the development of more advanced civilizations. ● The resulting economic, political and social/cultural CISD 2015­2016, Updated 5/19/16 development in each agricultural civilization differed, but in all cases there were significant developments in these areas prompted by the agricultural revolution and rising population. Geographic Factors: ● Available​
​
resources included animals to domesticate and seed crops to grow. ● Geographic​
​
barriers​
and available water and arable land​
provided protection from invasion and adequate resources to support agriculture. ● Trade​
​
routes​
provided some exchange of scarce products and goods between groups. ● Climate​
supported the development of agriculture. Political Factors: ● Stable​
​
governments provided the structure and function to support the society. CISD 2015­2016, Updated 5/19/16 ● Governments provided order and rule of law. ● In most early cultures individual rights were not important to the government. ● A wealthy nobility dominated government in most ancient cultures. ● The military was used to support and strengthen the ability of the government to maintain order and power. Economic Factors: ● Scarcity​
is the situation of unlimited wants and limited resources. ● Specialization​
­ occurs when people in an advanced society concentrate their productive efforts in one particular area rather than trying to meet all their wants and needs individually. ● Division of Labor​
­ when the process of production is broken down into individual tasks. ● An example of specialization​
is when CISD 2015­2016, Updated 5/19/16 teachers focus on one subject area such as math or social studies in order to become experts. ​
Division of labor​
is illustrated when one homeroom teacher th​
teaches all 9​
graders with the last names beginning with A ­ L and another th​
teaches 9​
graders M ­ Z. ● Interdependence​
­ results from specialization and division of labor. When people specialize and trade, they must depend on one another to fulfill their needs and wants. Good transportation and communication are critical elements of interdependence. Social/Cultural Factors: CISD 2015­2016, Updated 5/19/16 ● In most ancient cultures there was a rigid class structure dominated by nobility. These ancient cultures used thousands of enslaved or forced laborers to construct the massive structures for which they are famous (pyramids, Great Wall, Acropolis, Colosseum, roads, Pantheon, and so on). ● Many cultures valued technological advance, sometimes at the expense of human rights. (19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to: (B) identify the characteristics of the following political systems: ​
theocracy​
, ​
absolute monarchy,​
​
democracy, republic, oligarchy, limited monarchy, and totalitarianism​
. Readiness Standard CISD 2015­2016, Updated 5/19/16 Theocracy:​
a form of government where a god or deity is the supreme civil ruler. Absolute monarchy​
a monarch that is not limited or restrained by laws or a constitution. Each political system should be studies in the context of the society in which it was characteristic. Theocracy compare and Absolute contrast monarchy democracy republic oligarchy limited monarchy totalitarianism McGrawHill Text (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley ​
civilizations (2) History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to: (A) summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations; CISD 2015­2016, Updated 5/19/16 Change in climate probably allowed for a longer growing season. Rich supplies of grain allowed for a boom in population Domestication of animals increase and steady food supply Hunter/Gatherer – Nomadic to permanent settlements River Valley Civilizations (4) ● Mesopotamia(Tigris and Euphrates Rivers) ● Egypt (Nile river) ● China (Yellow River) ● India (Indus River) ● Locate and discuss soil and rivers. agriculture The development of farming​
­ neolithic the first agricultural revolution "revolution" made it possible for nomadic hunter/gatherer bands of people to settle in one place, increase in population and still satisfy their basic need for food. The development of cities​
­ the agriculture revolution led to crops/grain to ­cause and effect graphic organizer United Streaming (log in before clicking on link) Video Segment The Nile Where Egypt Began Full Video: ​
Ancient Civilizations: Program 01: The Beginning is the End writing opportunity sell/barter; this in turn led to market centers which developed into early cities. As the cities grew, the need for agricultural products to support the city population grew and the two growth factors became interdependent. (2) History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to: (B) identify the characteristics of civilization; and CISD 2015­2016, Updated 5/19/16 Advanced Cities­ ​
villages or civilizations small cities that became centers institutions for trade​
. Specialized workers​
such as priest, government workers, traders and artisans, …. Complex Institutions​
­ governments, economies, religions, Record Keeping​
­ system of keeping track of government records such a (tax collection ) led to a system of ​
writing ​
(to record information) Government ​
a system of laws and rules to organize the growing population and provide order and structure. ­examine maps/map activities United Streaming: ​
Mesopotamia: the development of Written Language (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation; (16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history; CISD 2015­2016, Updated 5/19/16 Advanced Technology ​
all advances, inventions, and processes that make life easier. The early River Valley civilizations were dependent on a strong agriculture base so it is not surprising that they all developed in river valleys were there was fertile soil and a steady supply of water to nourish the crops. All had access to an ocean or sea that allowed for easier trade Most also had natural barriers, (mountains, desserts) that protected them from constant invasions. Interpret physical/political era maps to locate places/regions of historic significance and to explain the influence of geographic factors on the development of early civilizations including those in the Nile, Tigris­Euphrates, Indus, and Huang He (Yellow River) River valleys As well as Memphis, Ur, Mohenjo­Daro, Harappa, and Anyang. ­create and interpret thematic maps, graphs, and charts partner activity ­map activities (19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to: (A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations; 20) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (B) identify the impact of political and legal ideas contained in the following documents: ​
Hammurabi's Code,​
the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen; CISD 2015­2016, Updated 5/19/16 Monarchies​
­government in monarchy which the power is in the hands theocracy of a single person. Theocracies­​
A government in which the ruler is seen as a divine figure. Or a government in which the government is controlled by religious leaders. compare and contrast ­opportunity for writing Hammurabi's Code​
­ This legal code enacted by King Hammurabi (1792 ­ 1750 B.C.) in Mesopotamia was not the first legal code but it significantly influenced Hebrew, Islamic and U.S. judiciary law. Hammurabi's Code was established to promote "rule of law" and its importance in creating a harmonious society. It emphasized uniformity throughout his realm between crimes/punishments and the rule of judges. This ancient system included the following: ● A judicial system that tried cases brought before it by aristocrats and commoners. ● People representing themselves and providing ­examine and compare documents mini­research constitutional monarchy democratic­re
publican government constitutional republic evidence that a crime had been committed, including requiring the use of documentation and witnesses. ● The Code included fines or "in kind" payment proscribed as penalties/punishments. The saying "an eye for an eye and a tooth for a tooth" were part of Hammurabi's Code. ● Punishments were not "classless" ­ aristocrats were punished less severely than commoners were and slaves were treated most harshly. ● If the accuser failed to "prove" his case, he was given the sentence fitting the crime rather than the accused. (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: CISD 2015­2016, Updated 5/19/16 Rule of Law­ the legal idea that rule of law no one is above the law and that no one can be punished except for breaking one of the established laws. ­writing opportunity mini­research (A) summarize the development of the rule of law from ancient to modern times; (24) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: The first step to the Rule of Law being in place is having a written set of laws. Hammurabi(?­1750 BCE) was the first ruler to codify a single set of laws for an entire empire. Rule of law​
­ the idea that government is a rule of law, not men. ● Originated in the early civilizations of the Tigris­Euphrates valley. ● Exemplified by written codes of law such as the Code of Hammurabi. In each major era of study, era students should describe the roles played by women, children, and families and how those roles changed from era to era, ­independent study text/internet graphic organizer for summary (A) describe the changing roles of women, children, and families during major eras of world history; (25) Culture. The student understands how the development of ideas has influenced institutions and CISD 2015­2016, Updated 5/19/16 India (Harappa) city planning­ institutions cities laid out in grid formation, Sewage, plumbing, long distance trade, religion­ societies. The student is expected to: (A) summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India; ● Aryan invaders conquered much of South Asia. o Developed Sanskrit language and wrote the ​
Vedas​
, histories. o Instituted a strong system of social classes later called the ​
caste system. o Hinduism began as a religious institution in India. o Buddhism began around 500 B.C. as a reform of Hinduism. ● Asoka, a Mauryan ruler, spread and strengthened Buddhism. ● Gupta dynasty made Hinduism the official religion and encouraged education, the arts, and trade. China­ Feudalism, Unity, the group is more important than the whole, duty was to family and to king ● Dynastic rule with a "mandate from heaven" CISD 2015­2016, Updated 5/19/16 began in China with the Shang dynasty approximately 1700 B.C. and continued for almost 4,000 years (until the early 1900's A.D.) ● Zhou dynasty institutions: o Cavalry using crossbows. o Feudal/manorial government/economic system with a strong nobility and peasants to farm the land using advanced agriculture including irrigation and iron plows. o Political organization was in city­states. o Religious institutions included Confucianism and Taoism. ● Shi Huangdi of the Qin (Chin) dynasty o Divided the country into military districts and began military and public works projects. o Built the Great Wall of China. o Standardizing weights/measures and coins. o Standardized writing. CISD 2015­2016, Updated 5/19/16 ● Han dynasty o Buddhism introduced to China. o Emperor Wudi began a civil service system to reward merit and an educated class of civil servants. Mandarins​
became a powerful upper class. (A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures; Pyramids –Masonry structures built in Egypt as burial structures for some pharaohs. Ziggurats­ massive mud brick structures built in ancient Mesopotamia (Sumaria, later Babylonia and Assyria) They have large platforms with a series of smaller platforms on top. They look like stepped pyramids with stairs leading to the summit. 26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: Students should be given opportunities to examine art, architecture, literature, music, and drama produced in each of the major eras of study and in the major civilizations. 26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (B) analyze examples of how art, architecture, literature, CISD 2015­2016, Updated 5/19/16 artistic ideal mini­research National Geographic Pyramids Facts, Photos Diagrams British Museum Pyramids British Museum Ziggurats Ziggurats culture ­students could choose one of the areas of art to demonstrate. text/internet music, and drama reflect the history of the cultures in which they are produced; and (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to: (A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties; CISD 2015­2016, Updated 5/19/16 China diffusion Shang Dynasty­ Bronzework, silk, Zhou Dynasty­ roads, canals, coined money, civil servants, ironwork ● Character writing (ideaographs/pictographs) as the basis for today's Chinese writing. ● Engineering accomplishments ­ The Great Wall; the Grand Canal; suspension bridges. ● Development of papermaking and block printing. ● Silk weaving for clothing and decorative items/tapestries ● New scientific equipment: A seismograph for predicting earthquakes, compass, a form of telescope for making calculations of the solar year as 365 ¼ days and ­study the major impact the said advance had on the civilization. mini­research prediction of solar and lunar eclipses, drill­bits for mining. ● Medicine, acupuncture, and herbal remedies. ● In agriculture ­ irrigation, fertilizers, a wheelbarrow. ● Gunpowder, first used for fireworks, cavalry and crossbows. Indus valley­Planned cities, standardized bricks, plumbing, sewage systems, CISD 2015­2016, Updated 5/19/16