One Stop Shop For Educators
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of
Student Work, and Teacher Commentary for the World History Course.
World History Unit 2– “First Civilizations: Social
Complexity and the Need for Order”
Elaborated Unit Focus
This unit is designed to examine the rise of early civilizations and the emerging social
complexity of populous societies. Students will investigate how the need for structures
within society to provide order and stability emerged. Activities will focus on relating how
and where civilizations developed through the religious, cultural, economic, and political
facets of society. Students will compare the development of civilizations in the Eastern
Mediterranean, China, Africa, Central and South America, and India as solutions emerged
for their growing populations’ needs and their interactions with other societies. By the end
of the unit students should demonstrate that they are comfortable with the enduring
understandings and can apply them to world situations.
Standards/Elements
SSWH1 The student will analyze the origins, structures, and interactions of complex
societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.
a. Describe the development of Mesopotamian societies; include the religious,
cultural, economic, and political facets of society, with attention to Hammurabi’s
law code.
b. Describe the relationship of religion and political authority in Ancient Egypt.
c. Explain the development of monotheism; include the concepts developed by the
ancient Hebrews, and Zoroastrianism.
d. Identify early trading networks and writing systems existent in the Eastern
Mediterranean, including those of the Phoenicians.
e. Explain the development and importance of writing; include cuneiform,
hieroglyphics, and the Phoenician alphabet.
SSWH2 The student will identify the major achievements of Chinese and Indian
societies from 1100 BCE to 500 CE.
a. Describe the development of Indian civilization; include the rise and fall of the
Mauryan Empire, the “Golden Age” under Gupta, and the emperor Ashoka.
SSWH6 The student will describe the diverse characteristics of early African societies
before 1800.
a. Identify the Bantu migration patterns and contribution to settled agriculture.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
UPDATED 7/08/2008  Page 1 of 17
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SSWH8 The student will demonstrate an understanding of the development of
societies in Central and South America.
a. Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca empires.
b. Compare the culture of the Americas; include government, economy, religion, and
the arts of the Mayans, Aztecs, and Incas.
Enduring understandings/Essential Questions
The student will understand that the culture of a society is the product of the
religion, beliefs, customs, traditions, and government of that society.
What are the building blocks of culture?
How did early cultures develop?
How do unique cultures emerge from common elements?
What was the impact of religion on the development of early societies?
The student will understand that as a society increases in complexity and interacts
with other societies, the complexity of the government also increases.
How did the earliest societies create civilizations?
In what ways did the interactions of early civilizations contribute to the greater
complexity of their societies?
What was the role of the earliest governments?
How did the role of governments expand over time?
In what ways were early governments similar or different?
Why did more complex societies develop a need for writing?
The student will understand that location affects a society’s economy, culture, and
development.
How did the physical features of a region affect the development of the beliefs,
customs and traditions of that society?
How did the physical features of a region and limited natural resources necessitate
trade between societies?
What was government’s role in protecting and expanding the economy of early
civilizations?
The student will understand that the movement or migration of people and ideas
affects all societies involved.
How did migration and movement lead to cultural diffusion?
What changes are brought about by migrations of people?
*NOTE: The balanced assessment plan included in this unit is presented as a series of suggested activities.
It is not expected that the teacher complete all assessments for a successful unit.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
UPDATED 7/08/2008  Page 2 of 17
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Balanced Assessment Plan
Description of Assessment
Standard/ Type of Assessment
Element
1a
*Constructed
Response, *Dialogue
and Discussion
After students read portions of Hammurabi’s law code, they will determine what
was important to Mesopotamian culture as observed in the laws. Areas of
importance will include: agriculture, religion, social class and property rights.
Students will create a graphic organizer that shows the categories discussed and the
laws that Hammurabi included in each. Students discuss what they have observed as
important in that society and the punishments imposed by it.
Students will compare and contrast Hebrew and Zoroastrian monotheism with
1a, 1b, 1c
Egyptian and Mesopotamian polytheism. Students create a chart showing the
categories: type of gods, role of gods in society and government, and connections
with the development of writing. Students will discuss differences between
monotheistic and polytheistic religions.
Students will complete a map of the Mediterranean trade routes and colonies of the 1d, 1e
Phoenicians. Students will write a statement about the importance of record keeping
for long distance trade and the eventual development and spread of the Phoenician
alphabet.
On a map of Africa students will create a pattern of Bantu migration. They should 6a
indicate on the map the impact on agriculture in each region. Small groups should
discuss how this pattern may have developed.
Students will work in small groups to create a chart on the government, economy,
8a,b
religion and arts of one of the societies in Central and South America; Olmec,
Mayan, Aztec and Inca. From the chart, groups will present the information to the
class.
On a map students will identify the locations of early river valley civilizations.
1a, 2a
Students will compare the Indus and Mesopotamian societies to identify similarities
and differences. Class discussion will examine why early civilizations developed
along rivers.
Additional Assessments (Added 7/8/2008)
The students will work with a partner to develop a Venn diagram that outlines the
SSWH 2a
similarities and differences between the Mauryan and Gupta empires. The diagram
should include information about the rise and fall of the empires, the leaders and
characteristics specific to each leader, the role religion played in the empires, and the
advancements and/or achievements accomplished during the empires. Upon
completion of the diagrams that compare and contrast these empires, students will be
paired with a different pair of students to share their diagram information with
another partnership. The groups of four should be prepared to identify how the
opposing pair approached the information differently. Random students will then be
selected to share with the entire class how their opposing pair summarized the
required information differently. To conclude, students will be asked to individually
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
UPDATED 7/08/2008  Page 3 of 17
Copyright 2007 © All Rights Reserved
*Constructed
Response, *Dialogue
and Discussion
*Constructed
response
*Constructed
response *Dialogue
and discussion
*Observation
*Constructed
response *Discussion
and dialogue
*Observation
*Constructed
response *Discussion
and dialogue
*Observation
Constructed
Response, Dialogue /
Discussion,
Observation
One Stop Shop For Educators
prepare a response to the following question: In your opinion, which empire was
more successful: Mauryan or Gupta? Provide specific examples and characteristics
from the empire to support your answer.
Students will be paired off into groups of two. Each pair of students needs a piece of SSWH 1a
butcher paper and a few markers. They are assigned one of the following river valley SSWH 1b
civilizations: Nile, Tigris/Euphrates, or Indus. Each pair is responsible for sketching SSWH 1e
a quick drawing/sketch of the assigned river and surrounding region. Along the river SSWH 2a
drawing, the pair should list significant characteristics of the civilization. These
characteristics should include, but is not limited to: religious, cultural, economic,
political (leadership), language (spoken/written), and environment (physical
features). Once the “river sketches” are complete, one pair of Nile, one pair of
Tigris/Euphrates, and one pair of Indus students should be grouped together. Each
pair shares with the other four students in the group the information included on
their “river sketch”. The four students listening then provide feedback, including any
suggestions for additional information to include on that civilizations river. Then,
the next pair shares, and receives feedback until all pairs have shared and received
feedback. As a group of six students, they are responsible for making a list of
similarities that all three civilizations have in common. To conclude, students will
individually complete the following task: Choose one of the similarities your group
identified as being characteristic of all three river valley civilizations. In written
form, explain why you think this characteristic existed in each of these ancient
civilizations. Why did all three need/have this characteristic?
After reviewing information learned about the Bantu Migration and its impact on
SSHW6,
agricultural practices in Africa, students will write in fifty words or less an analysis a
of the relationship between the following pairs of words: 1) Bantu migration and
rivers, and 2) Bantu and Swahili. While developing the rationale for the
relationships that existed, students will also explain in their analysis how one led to
or fostered the other. Students share their responses in whole group discussion.
Resources
Bantu available at:
http://library.thinkquest.org/16645/the_people/ethnic_bantu.shtml
Constructed
Response, Dialogue /
Discussion,
Observation
Constructed
Response
Bantu and South Africa available at: http://www.south-africa-tours-andtravel.com/bantu.html
The Bantu Expansion available at:
http://www.anthro.ucsd.edu/~dkjordan/resources/clarifications/BantuExpansion.html
As part of an ongoing activity, students will read and analyze literary selections through SSWH1
research by accessing web sites provided by the teacher. Students will select one
example of literature from ancient Sumeria, Egypt, and Phoenicia. Students will cite the
literary excerpt in an annotated bibliography in MLA Format Style writing a summary
paper on each. After this activity, students will participate in the Classroom Book Club
circle to discuss what they learned from their reading, sharing information and insight
into how literature reflects the cultural values of civilizations.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
UPDATED 7/08/2008  Page 4 of 17
Copyright 2007 © All Rights Reserved
Constructed
Response, Dialogue
and Discussion,
Observation
One Stop Shop For Educators
Resources
Amazing World of Ancient Civilizations provides multiple web sites for students to
search for information regarding Egyptian Literature:
http://www.omnibusol.com/anegypt.html#egypt
Sumerian Literature information available at:
http://www.crystalinks.com/sumerliterature.html
Ethnic Origin, Language, and Literature information on Phoenician literature available
at: http://phoenicia.org/ethnlang.html
Students will read a supplemental text document via the internet to examine and
evaluate the role that Hammurabi’s Law Code played in the development of an
organized political authority in Mesopotamia. After reading, students will be asked
to respond orally in a whole group discussion to these guided reading and critical
thinking questions: a) How did Hammurabi’s Law Code punish wrongdoers? b)
What role did the code play in establishing a code of behavior for the society? c)
What role did the code play in establishing and supporting centralized authority? d)
Why are laws necessary in a society? Students will write a formal response to this
question after the discussion: What similarities can be found in the Code of
Hammurabi and law codes in modern societies?
Resources
Hammurabi’s Law Code is available at
http://www.wsu.edu/~dee/MESO/CODE.HTM
Explain to students that trade was motivated in the ancient world like the modern
world to meet economic motivations to improve the quality of life by satisfying
people’s basic needs, wants, and desires. As a result of economic motivations, trade
networks with other societies were established in the ancient world. In Pair Teams,
have students read expository text to identify the wants, needs, and desires of the
people of ancient Egypt, Sumeria, and Phoenicia. After reading, students will
evaluate the information and organize their findings for how these wants, needs, and
desires were fulfilled through trade networks on a graphic organizer. Students will
discuss their findings with other Pair Teams making comparisons of their findings
and sharing information. The final organizers will be displayed in the classroom for
whole group discussion of student responses.
Resources
Selected expository text from course textbook.
Information for Sumerian trade:
http://www.mnsu.edu/emuseum/prehistory/middle_east/sumer_economy.html
Egypt:
http://nefertiti.iwebland.com/trade/internal_trade.htm
http://www.carnegiemnh.org/exhibits/egypt.trade.htm
Phoenicia:
http://phoenicia.org/trade.html
http://www.spiritus-temporis.com/phoenicia/phoenician-trade.html
SSWH1, Constructed
Response, Dialogue
a
and Discussion
SSWH1, Constructed
Response, Dialogue
d
and Discussion
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
UPDATED 7/08/2008  Page 5 of 17
Copyright 2007 © All Rights Reserved
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Students working in small groups will be assigned a society in Africa to research
(Kush, Ghana, Mali, and Songhai). Through research, students will examine the
social, political, religious, intellectual, technological, and educational contributions
(SPRITE) of the society along with the location of the society in Africa. After
identification of the information needed, students create a poster that is annotated
with accurate historic information demonstrating the traits learned about the society
in an oral presentation of the information featuring their poster. The whole group
will take notes from student presentations and ask clarifying questions, if needed,
regarding the topic.
Resources
Kush: http://www.wsu.edu/~dee/CIVAFRICA/KUSH.HTM
Ghana: http://www.ghanaweb.com/GhanaHomePage/history/ancient_ghana.php
http://www.wsu.edu:8080/~dee/CIVAFRICA/GHANA.HTM
Mali: http://afric.si.edu/exhibits/resources/mali/index.htm
Songhai: http://www.cwo.com/~lucumi/songhai.html
In a whole group teacher led discussion, the factors that lead to the rise and fall of
civilizations will be reviewed with students. Students will analyze and compare the
similarities and differences leading to the rise and fall of the Mali, Songhai, and
Maya by using an interactive web site resource to examine the methods
archeologists used to draw conclusions about the past. Students will complete the
web inquiry taking notes as they interact with the information, and create a T-Chart
listing the similarities and differences in the rise and fall of the three civilizations.
Students will draw conclusions about the fall of the Mali, Songhai, and Maya using
historic and archeological evidence to justify their written statements. Their
conclusions will be shared in a group discussion to determine the best solution to the
question: Why did the Mali, Songhai, and Mayan civilizations fall?
Resources
Collapse Exhibit by Annenberg Media Learner.Org available at:
http://www.learner.org/interactives/collapse/mali.html
Collapse: Why do civilizations fall? Annenberg Media.Learner.org available at:
http://www.learner.org/interactives/collapse/mayans.html
Students will read primary source documents via the internet to increase their
understanding of the African societies of Mali and Songhai. After reading, students
will evaluate the information presented by responding to these critical thinking
questions: a) What insight into Mansa Musa’s character can be gained from the
reading? b) How did the people who came into contact with Mansa Musa view his
Constructed Response, Discussion and Dialogue?
great wealth? c) What does Mansa Musa’s behavior suggest about centralized
authority of the government in his empire? d) What does the account of Ghana
suggest about centralized authority Ghana? e) What role did wealth play in the
behavior of the people and what was the great source of wealth for the society of
Ghana? After completing the questions, students share responses in a whole group
discussion addressing the role that wealth and centralized authority played in the
power and status of the two empires. Then, students will be led in a whole group
SSWH6,b Constructed, Oral
Presentation,
Dialogue and
Discussion
SSWH6,b Constructed
SSWH8, Response, Dialogue
and Discussion.
a
SSWH6, Constructed
Response, Discussion
b
and Dialogue.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
UPDATED 7/08/2008  Page 6 of 17
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
discussion linking the role of wealth and centralized authority to the power and
status of nations in the modern time period.
Resources
Outreach World, online primary source document of Mansa Musa’s pilgrimage to
Mecca:
http://www.bu.edu/africa/outreach/materials/handouts/k_o_mali.html
Outreach World, online primary source document describing kingdom of Ghana:
http://www.bu.edu/africa/outreach/materials/handouts/k_o_ghana.html
After reviewing information learned about the Bantu Migration, students will write SSHW6, Constructed
in fifty words or less an analysis of the relationship between the following pairs of a
Response
words: 1) Bantu migration and rivers, and 2) Bantu and Swahili. While developing
the rationale for the relationship that existed, students will keep in mind in their
analysis how one led to or fostered the other. Students share their responses in whole
group discussion.
Resources
Bantu available at:
http://library.thinkquest.org/16645/the_people/ethnic_bantu.shtml
Bantu and South Africa available at: http://www.south-africa-tours-andtravel.com/bantu.html
The Bantu Expansion available at:
http://www.anthro.ucsd.edu/~dkjordan/resources/clarifications/BantuExpansion.html
Students will compare and analyze the origins, purpose, structure, and important
SSWH1, Constructed
literary contributions in the development of writing in ancient Sumeria, Egypt, and e
Response, Dialogue
Phoenicia through reading of expository text along with research conducted via the
and Discussion,
internet. Student research conclusions will be stated on a graphic organizer with
Observation
identification of the origins and purpose, examples and structures of the writing
system, and important literary works. Results will be shared in a whole group
discussion.
Resources
Origins of Writing available on the world wide web at:
http://www.ancientscripts.com/ws.html
Origins of Writing from Discovery Civilization Channel available at:
http://www.discoverycivilization.ca/reports/article.aspx?aid=771
Amazing World of Ancient Civilizations provides multiple web sites for students to
search for information regarding Egyptian Literature:
http://www.omnibusol.com/anegypt.html#egypt
Sumerian Literature information available at:
http://www.crystalinks.com/sumerliterature.html
Ethnic Origin, Language, and Literature information on Phoenician literature
available at: http://phoenicia.org/ethnlang.html
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
UPDATED 7/08/2008  Page 7 of 17
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
As part of an ongoing activity, students will read and analyze literary selections
SSWH1,
through research by accessing web sites provided by the teacher. Students will select e
one example of literature from ancient Sumeria, Egypt, and Phoenica. Students will
cite the literary excerpt in an annotated bibliography in MLA Format Style writing a
summary paper on each. After this activity, students will participate in the
Classroom Book Club circle to discuss what they learned from their reading, sharing
information and insight into how literature reflects the cultural values of
civilizations.
Resources
Amazing World of Ancient Civilizations provides multiple web sites for students to
search for information regarding Egyptian Literature:
http://www.omnibusol.com/anegypt.html#egypt
Sumerian Literature information available at:
http://www.crystalinks.com/sumerliterature.html
Ethnic Origin, Language, and Literature information on Phoenician literature
available at: http://phoenicia.org/ethnlang.html
After a teacher led review of the six main characteristics of civilizations (organized SSWH2,
society including urbanization, specialization of labor, culture, educational progress, a
monumental architecture, and the role of writing), in small groups, students will
analyze the traits of the Maurya and Gupta Empires, and classify the information
according to the stated criteria on a chart. The charts will be displayed in the
classroom for student discussion and comparison of information found on group
work samples.
Resources
The Maurya Empire: http://www.livius.org/man-md/mauryas/mauryas.html
The Gupta Empire: http://www.wsu.edu:8080/~dee/ANCINDIA/GUPTA.HTM
Short summary of Maurya and Gupta Empires:
http://greetingindia.tripod.com/ancient.html
Students will review information about the life of the emperor Ashoka and his
SSWH2,
lasting legacy on Indian culture. Students will write an analysis of edicts written by a
Ashoka during his reign, and how they reflect his embrace of Buddhism in his
lifetime. After the activity, students will take on the role of Ashoka explaining to his
court the reasons and justification for a selected edict written, the purpose of the
edict, and how it reflects his life experience and conversion to Buddhism.
Resources
King Ashoka: His Edicts and His Times available at:
http://www.cs.colostate.edu/~malaiya/ashoka.html
The Life of Ashoka Mauryan available at:
http://www.csuchico.edu/~cheinz/syllabi/asst001/spring98/Ashoka.htm
Emperor Ashoka available at: http://members.porchlight.ca/blackdog/ashoka.htm
After examination of research materials, students will evaluate the role of trade in
SSWH6,
Trans-Saharan and Swahili cities of Africa by taking on the role of an African trader. c
The whole group will be divided into two halves, with one group assigned western
Africa trade centers, and the other half assigned east African trading cities. Students
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
UPDATED 7/08/2008  Page 8 of 17
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Constructed
Response, Dialogue
and Discussion,
Observation
Constructed
Response, Dialogue
and Discussion, SelfAssessment
Constructed response,
Observation, Oral
Presentation
Constructed
Response, Discussion
and Dialogue, Oral
Presentation
One Stop Shop For Educators
will individually create a journal entry describing a trade journey indicating the
origin of the trip, destination, plotted trade route on a map of Africa indicating the
geographic start and end point, mode of transportation, a time-frame of the journey
along with obstacles and hardships encountered along the way, and goods sold and
purchased for profit based on their assigned region of Africa. Students will display
their journal entries in the classroom with peer feedback given on student work
samples in a whole group discussion.
Resources
Trans-Saharan Gold Trade available at:
http://www.metmuseum.org/TOAH/hd/gold/hd_gold.htm
Trade and Empire: The Road to Timbuktu available at:
http://www.archaeology.org/0011/abstracts/timbuktu.html
The Swahili Coast available at:
http://www.pbs.org/wonders/Episodes/Epi2/swahi_2.htm
Swahili Coastal Trade available at:
http://www.bbc.co.uk/worldservice/specials/1624_story_of_africa/page76.shtml
Divide students into groups representing the Incan, Mayan, Olmec, or Aztec
empires. Students will research data on their empires with a focus on government,
religion, economy and the arts. Students will then prepare a five minute simulation
which reflects a snapshot of daily life among within their empire. Students not
presenting should take notes from a chart which would allow them to record
information on the government, religion, economy and the arts of the observed
empire. Students will then write a short essay on the similarities and differences
among the Central and South American empires
8a-b
In pairs, students will create a compare/contrast matrix analyzing the similarities and 2a
differences between Gupta and Ashoka. Students will create a list of attributes that
will be compared and contrasted between Gupta and Ashoka. The teacher will select
random pairs to share their matrix with the class. After the analysis and discussion,
students will write a short essay explaining which ruler was the most effective and
why.
http://www.readwritethink.org/lesson_images/lesson275/compcon_chart.pdf
Example of a compare contrast matrix.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
UPDATED 7/08/2008  Page 9 of 17
Copyright 2007 © All Rights Reserved
* Observation,
*Constructed
Response,
*Dialogue/Discussion
* Constructed
Response,
*Dialogue/Discussion
One Stop Shop For Educators
Sample Test Items
The Olmec, Mayan, Aztec, and Incan empires were similar in that
A. they all practiced human sacrifice.
B. they were all built near major rivers.
C. the horse was important to each culture.
D. women had a status equal to that of men.
How were the contributions of Gupta and Ashoka to the Mauryan empire
similar?
A. Both contributed to the fall of the Mauryan empire as a result of
military defeats.
B. Both were responsible for the spreading of Buddhism throughout
the empire.
C. Both leaders expanded the boundaries of the Mauryan empires by
conquests.
D. The development of science, specifically medicine, expanded under
them.
Which has the greatest impact on the demise of the Mauryan Empire?
A. Huge floods.
B. Starvation and earthquakes.
C. Alexander the Great’s invasion of India in 327BC.
D. The emergence of smaller states that fought against each other.*
How did Hammurabi’s law code impact how justice was administered?
A. Building more jails.
B. Allowing victims to exact justice.
C. Creating less severe penalties for wrong-doers.
D. Making the government responsible for justice.*
8a-b
A
2a
C
SSWH
2a
Selected
Response
SSWH
1a
Selected
Response
FOR SAMPLE PERFORMANCE TASKS FOR THIS
UNIT, PLEASE VISIT
www.georgiastandards.org
(Click on the Social Studies Frameworks link)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
UPDATED 7/08/2008  Page 10 of 17
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Resources for Unit 2
Code of Justinian
http://www.fordham.edu/halsall/basis/535institutes.html
http://www.eduplace.com/ss/hmss/7/unit/act1.1.html
http://ias.berkeley.edu/orias/summer2004/summer2004JustinianCode.htm
Code of Hammurabi
http://www.yale.edu/lawweb/avalon/medieval/hammenu.htm
http://www.wsu.edu/~dee/MESO/CODE.HTM
see also:
http://www.teachtci.com/products/suppl/wh6_program.aspx?partSection=ALL is
the link to the ancient world table to contents for History Alive! There are several
activities that would be appropriate for this unit. The activities are not at this link, just a
brief description.
http://phoenicia.org/pagan.html information about the Phoenician religion is available
at this site.
http://www.mnsu.edu/emuseum/prehistory/middle_east/sumer_religion.html
information about Sumerian religion is available at this site.
http://www.jewfaq.org/index.htm This website is a basic everything-you-wanted-toknow-about-Judaism-but-were-afraid-to-ask site. Teachers and students might find it
helpful.
http://www.religioustolerance.org/zoroastr.htm This website provides additional
information about Zoroastrianism.
Michael C. Carlos Museum at Emory University:
The Carlos Museum hosts field trips for students to view the ancient art
collections.
There are also online activities relating to the permanent collections.
For more information visit www.carlos.emory.edu
The British Museum Ancient Civilizations
Site offers interactive student activities on ancient civilizations including timeline,
artifacts, and
maps. http://www.ancientcivilizations.co.uk/home_set.html
History of Writing
Provides background information on the history of several early forms of writing.
http://www.historian.net/hxwrite.htm
*UNIT CONTRIBUTORS: Martha Battle, Sonia Carlyle, Sean Costa, Deborah Heckwolf, Mary Ann King,
and Alphus Spears.
Additional input provided by the GaDOE Social Studies Staff and the Social Studies Advisory Council.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
UPDATED 7/08/2008  Page 11 of 17
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
SSWH, d: Economic Motivations for Trade in Ancient Sumeria, Egypt, and
Phoenicia
Civilization
Wanted, Needed,
and Desired
Goods
What were the
goods traded and
for what purpose?
Exchange of Goods
Impact on
Civilization
Sumeria
Egypt
Phoenicia
Summarizing Statement of the Economic Motivations for Trade:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
UPDATED 7/08/2008  Page 12 of 17
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SSWH6, b: SPRITE Activity for African Civilizations
Kush
Social
Political
Religious
Intellectual
Technological
Educational
Ghana
Social
Political
Religious
Intellectual
Technological
Educational
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
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SSWH6, b: SPRITE Activity for African Civilizations
Mali
Social
Political
Religious
Intellectual
Technological
Educational
Songhai
Social
Political
Religious
Intellectual
Technological
Educational
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
UPDATED 7/08/2008  Page 14 of 17
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SSWH6,b SSWH8, a: Notes and Comparison Chart of the Fall of the Mali, Songhai,
and Maya
Notes from reading interactive web site:
http://www.learner.org/interactives/collapse/mali.html
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T-Chart Comparison of the Fall of the Mali, Songhai, and Maya
Similarities
Differences
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
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SSWH1, e: Origins and Purpose of Writing Systems
Civilization and
Origins and
Example and
Absolute Location Purpose
Structure of the
Writing System
Sumeria
Famous Literary
Accomplishments
Egypt
Phoenicia
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
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SSWH2, a: Characteristics of the Maurya and Gupta Empires
Characteristics
Organized society
with urbanization
Maurya Empire
Gupta Empire
Specialization of
Labor
Culture
Educational Progress
Monumental
Architecture
Role of Writing
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order
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