2013-2014 7th Grade Ancient Civilizations Course Guidelines
Essential Question for course:
Why does History keep repeating itself?
Why don’t human beings learn from their mistakes?
Is it true that those who do not learn from history are doomed to repeat it?
To what extent does Geography play an important part in history all the way to present day?
Instructor: Mr. Daniel C. Yenshaw
Room: 230
School Year: 2013-2014
Email: dyenshaw@aisegypt.com
Course: 7th Grade Ancient Civilizations
Textbook: World History-Patterns of Interaction(McDougal Littell)-This book will be a .pdf book which your child
will have on their laptop or computer and needs to be brought every day. I am trying to stay away from heavy and
useless text books. If for some reason your son/daughter does not have a laptop or tablet, please email me and ill
make necessary arrangements.
Welcome Message:
Welcome to 7th Grade History. This year we will be covering Ancient Man all the way to approximately the Dark
Ages in Europe in 1000 AD. I am excited to take your son/daughter on this exciting ride through history and hope
they will enjoy and respect what they will learn in my class. This is my second year at AIS, as last year I was some
of your child’s PE teacher. Before AIS I worked for three years at an International School in Venezuela where I
taught 7th Grade Geography, 8th Grade American History, 9th Grade Ancient Civilizations, 10th Grade Modern World
History, and 11th Grade Fitness. Before that I taught culture at a Japanese High School and also taught four years in
El Paso, Texas where I taught, English, Texas History, DRD (developmental reading disorders) and also a class for
struggling readers to help them pass the State Mandated Test. I will bring a great deal of knowledge to the class
room from travels as I have been to 67 countries in my life and often use life experiences and pictures to bring this
history to the students. I am very excited to start this year and move along with our incredible journey as I hope
your son or daughter is also. Please feel free to contact me at the above email if you ever have any questions or
concerns about anything.
Class Rules(Simple Version)
1.
2.
3.
4.
5.
The More you complain, the less sympathy I give
Tardiness is not an option
Use the restroom before class
Late assignments will have consequences
Good behavior is a must in order to learn
6. Chewing Gum in class is a NO NO.
7. If you are absent, it is your responsibility to get assignment(s)
8. Water is ok in the class. Other drinks and food not permitted unless told otherwise
9. Clean up after yourself when you leave class
10. No gossiping or bad mouthing other people
12. Look Sharp, Stay in School Uniform
13. Do not pack up from class early. I dismiss you all, not the bell.
Assignments:
Assessments-40%
Projects or Essay (Group, Individual, or Paper)-30%
Agenda/Journals- 10%
Homework-10%
Quizzes- 10%-Usually Primary Source document quizzes or Sectional Quizzes.

ENGRADE: Students grades will be updated on www.engrade.com every couple of weeks. Information
on how to register will be given within the first two weeks of term one.

Late Assignments: Students should no that late work will be no tolerated in class. They will be given one
pass that their parents have to sign, understanding the assignment was late, then they will be given 25% off
the assignment. When they use this pass up, they will not get a chance to get it until the next quarter
begins, which means they will receive a 0 for all additional assignments turned in late
Class Materials:
1) Journal Spiral Notebook with lined paper
2) Lined Paper for taking notes, quizzes, etc.
3) Blue or Black Pens or a Pencil (tests or assignments will not be done in marker or
highlighter.
4) Laptop Computer or IPAD for notes and for book-I am instituting a system which
worked in my previous school. In order to save paper and money for the school, I have a
digital book that we will use. It is the students responsibility to bring the computer/Ipad/
Tablet, every single day. If the student does not own one of these, please let me know on
the first week of school so I may make arrangements to get them a copy of the book from
the copy room.
5) English Language Dictionary
6) Agenday/Planner
Assessments:
I will be doing a number of Assessments this year which will include the following: Exams, Group and Individual
Projects, Various Essays, Quizzes, and Independent Studies. I believe that each and every student has different
strengths and by designing these different assessments it will help draw student’s strengths from different areas.
Integrated Unit
An integrated unit will be developed for implementation during the first week(s) of semester 2. Teachers will be
given time to plan together as we work to connect all core and specialist subjects together into one unit of
instruction. Content, project(s), common vocabulary, written responses – all must be put together in order to
integrate our curriculum to the fullest extent. While this year the goal is one unit, the plan is to create 4 integrated
units to be used throughout the year. This will all culminate with our trip to Greece.
Course Description:
In seventh grade social studies, students explore the historical development of people, places, and patterns of life
from ancient times through the beginnings of the modern world. A grade seven student surveys early human history,
and civilizations, the impact of farming, the development of cities, city-states, and kingdoms. Students in grade
seven expand their understanding of history by studying the people and event that ushered in the dawn of the major
Western and non-Western ancient civilizations. Specific areas of focus include ancient Egypt, ancient China,
Harappa, Indus River Valley, Mesopotamia, Phoenicia, Minoan-Mycenae, Greece, Rome, the Byzantine Empire,
and the rise of the Islamic Civilization.
Internationalism in Ancient Civilizations
Throughout the course of the school year the concept of becoming a global citizen will be emphasized.
To become a global citizen, students will learn about the impact different cultures had shaping the world
into what it is today. Students will study the accomplishments of Sumer, Babylon, Assyrians, Egyptians,
Persians, Macedonians, Greeks, Romans, Byzantine, Indus River Valley, and ancient China to discover
what impact each civilization had on their moment in time and future generations. Along with studying
the contributions of each civilization, students will learn about how civilizations interacted with each
other, positively or negatively, to create historical parallels with the ancient world and modern society.
Linking the accomplishments of ancient civilizations found all over the world and modern society will
give students a better understanding of different cultures, which in turn will give students a better global
perspective.
Course Curriculum and Term-by-Term Breakdown of Content
World History and Geography to 1000 CE
TERMS ONE, TWO, THREE AND FOUR
These standards will enable students to explore the historical development of people, places, and patterns
of life from ancient times until 1500 A.D. (C.E.) in terms of the impact on Western civilization.
The study of history rests on knowledge of dates, names, places, events, and ideas. Historical
understanding, however, requires students to engage in historical thinking, raise questions, and marshal
evidence in support of their answers. Students engaged in historical thinking draw upon chronological
thinking, historical comprehension, historical analysis and interpretation, historical research, and decision
making. These skills are developed through the study of significant historical substance from the era or
society being studied.
WHI.1
The student will improve skills in historical research and geographical analysis by
a) identifying, analyzing, and interpreting primary and secondary sources to make
generalizations about events and life in world history to 1500 A.D. (C.E.);
b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of
the world and interpret the past to 1500 A.D. (C.E.);
c) identifying major geographic features important to the study of world history to 1500 A.D.
(C.E.);
d) identifying and comparing political boundaries with the locations of civilizations, empires,
and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.);
e) analyzing trends in human migration and cultural interaction from prehistory to 1500 A.D.
(C.E.);
f) analyzing the impact of economic forces, including taxation, government spending, trade,
resources, and monetary systems, on events to 1500 A.D. (C.E.).
TERM ONE
Era I: Human Origins and Early Civilizations, Prehistory to 1000 B.C. (B.C.E.)
WHI.2
The student will demonstrate knowledge of early development of humankind from the
Paleolithic Era to the agricultural revolution by
a) explaining the impact of geographic environment on hunter-gatherer societies;
b) listing characteristics of hunter-gatherer societies, including their use of tools and fire;
c) describing technological and social advancements that gave rise to stable communities;
d) explaining how archaeological discoveries are changing present-day knowledge of early
peoples.
WHI.3
The student will demonstrate knowledge of ancient river valley civilizations, including those of
Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews,
Phoenicians, and Nubians, by
a) locating these civilizations in time and place;
b) describing the development of social, political, and economic patterns, including slavery;
c) explaining the development of religious traditions;
d) describing the origins, beliefs, traditions, customs, and spread of Judaism;
e) explaining the development of language and writing.
Era II: Classical Civilizations and Rise of Religious Traditions, 1000 B.C. (B.C.E.) to 500 A.D.
(C.E.)
TERM TWO
WHI.4
The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms
of chronology, geography, social structures, government, economy, religion, and contributions
to later civilizations by
a) describing Persia, including Zoroastrianism and the development of an imperial
bureaucracy;
b) describing India, with emphasis on the Aryan migrations and the caste system;
c) describing the origins, beliefs, traditions, customs, and spread of Hinduism;
d) describing the origins, beliefs, traditions, customs, and spread of Buddhism;
e) describing China, with emphasis on the development of an empire and the construction of
the Great Wall;
f) describing the impact of Confucianism, Taoism, and Buddhism.
WHI.5
The student will demonstrate knowledge of ancient Greece in terms of its impact on Western
civilization by
a) assessing the influence of geography on Greek economic, social, and political development,
including the impact of Greek commerce and colonies;
b) describing Greek mythology and religion;
c) identifying the social structure and role of slavery, explaining the significance of
citizenship and the development of democracy, and comparing the city-states of Athens and
Sparta;
d) evaluating the significance of the Persian and Peloponnesian wars;
e) characterizing life in Athens during the Golden Age of Pericles;
f) citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics,
and philosophy, with emphasis on Socrates, Plato, and Aristotle;
g) explaining the conquest of Greece by Macedonia and the formation and spread of
Hellenistic culture by Alexander the Great.
TERM THREE
WHI.6
The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to
500 A.D. (C.E.) in terms of its impact on Western civilization by
a) assessing the influence of geography on Roman economic, social, and political
development;
b) describing Roman mythology and religion;
c) explaining the social structure and role of slavery, significance of citizenship, and the
development of democratic features in the government of the Roman Republic;
d) sequencing events leading to Roman military domination of the Mediterranean basin and
Western Europe and the spread of Roman culture in these areas;
e) assessing the impact of military conquests on the army, economy, and social structure of
Rome;
f) assessing the roles of Julius and Augustus Caesar in the collapse of the Republic and the
rise of imperial monarchs;
g) explaining the economic, social, and political impact of the Pax Romana;
h) describing the origin, beliefs, traditions, customs, and spread of Christianity;
i) explaining the development and significance of the Church in the late Roman Empire;
j) listing contributions in art and architecture, technology and science, medicine, literature
and history, language, religious institutions, and law;
k) citing the reasons for the decline and fall of the Western Roman Empire.
Era III: Postclassical Civilizations, 300 to 1000 A.D. (C.E.)
WHI.7
The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to
1000 A.D. (C.E.) by
a) explaining the establishment of Constantinople as the capital of the Eastern Roman Empire;
b) identifying Justinian and his contributions, including the codification of Roman law, and
describing the expansion of the Byzantine Empire and economy;
c) characterizing Byzantine art and architecture and the preservation of Greek and Roman
traditions;
d) explaining disputes that led to the split between the Roman Catholic Church and the Greek
Orthodox Church;
e) mapping and assessing the impact of Byzantine influence and trade on Russia and Eastern
Europe.
TERM FOUR
WHI.8
The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D.
(C.E.) by
a) describing the origin, beliefs, traditions, customs, and spread of Islam;
b) assessing the influence of geography on Islamic economic, social, and political
development, including the impact of conquest and trade;
c) identifying historical turning points that affected the spread and influence of Islamic
civilization, with emphasis on the Sunni-Shi’a division and the Battle of Tours;
d) citing cultural and scientific contributions and achievements of Islamic civilization.
WHI.9
The student will demonstrate knowledge of Western Europe during the Middle Ages from
about 500 to 1000 A.D. (C.E.) in terms of its impact on Western civilization by
a) sequencing events related to the spread and influence of Christianity and the Catholic
Church throughout Europe;
b) explaining the structure of feudal society and its economic, social, and political effects;
c) explaining the rise of Frankish kings, the Age of Charlemagne, and the revival of the idea
of the Roman Empire;
d) sequencing events related to the invasions, settlements, and influence of migratory groups,
including Angles, Saxons, Magyars, and Vikings.
Overnight Field Trip-Greece
I will be passing out information for the field trip to Greece during the first week of school. We have planned an
exciting time to this great country with so many tie ins with our curriculum. We have worked hard to line it up with
every class. Payments will be done through the year. Please do not let your son/daughter miss this great
opportunity to see HISTORY ALIVE!!!!
Class Point System
Thematic Emphasis
Our focus on above content will center on the following themes: Trade, Culture, Religion, Ethnicity,
Technology, Development, Government, War, Spread, Geography, and Transportation. Within all units,
these themes will be examined and used to extract information which will integrate and connect the units
and time periods.
Rubrics:
I will be using three different rubrics for Assessments.
The first one is a group or individual project presentation rubric
Grading Breakdown Rubric
10
8
5
2
0
Speaking
Effectively and
Method of
Delivery
Is very
enthusiastic
about delivering
this Presentation.
Each group
member speaks
loud when
presenting and
everyone is able
to understand
them. Stands up
strait, relaxed,
and makes eye
contact with
people, all group
members are
circulating about
the room at one
time or another
Is somewhat
enthusiastic
about
delivering the
Presentation.
One of the
group
members
does not
speak loud
enough. One
e of the group
members are
slouching and
not making
eye contact
Is not very
enthusiastic
about
presentation
with one or
more of the
group members
not speaking
loud enough and
one or more of
the group
members not
making eye
contact with
people while
presenting
Is clearly not
making much
of an attempt
to present or
know
material.
Often
confusing as
group
members are
not speaking
loud enough
and are not
making eye
contact
Speaking
and/or
method of
delivery is
not
understand
able or was
not present
in the
presentatio
n
Accuracy of
Outline with Key
Concepts being
presented
Outline is
informative and
key concepts in
the chapter were
presented very
well. And able to
answer my
questions and
other peoples
questions
Outline is
somewhat
informative
and key
concepts in
the chapter
were
presented,
but missing
some key
content. Able
to answer
most
questions
Outline is
missing info and
key concepts in
the chapter
were not
presented which
may of confused
people. Had
trouble
answering some
questions
Outline is
incomplete.
Key Concepts
were not
discussed and
people will
have a hard
time using
this on the
quiz. And
questions are
not answered
There is no
evidence of
outline or
the outline
is almost
incomplete
Internet Source
Great Source
that involves the
reader , and gives
Good Source
that
somewhat
Descent Source,
but not a good
representation
Source has no
relevancy to
what is going
Internet
Source was
not present
a good account
of what was
going on at the
time. Also is very
interesting to the
class
involves the
reader, and a
descent
account of
what was
going on at
the time.
of the time.
Readers are
somewhat
confused
on with the
time period
and confuses
the reader
for the
presentatio
n
Effectiveness of
Powerpoint or
Activity in
students learning
the information
Information was
well presented
with the
students.
Information was
clear and
accurate and the
medium was very
good. Pictures
are present for
visual stimulation
in all of the
slides. Use of
maps is evident
in presentation
Information
was well
presented but
may have had
some gaps.
Students
understood
some of the
information.
Medium was
good.
Pictures are
missing in 1-3
slides. Use of
maps is
evident
Information was
presented sub
par. Group
members had
problems
relaying
information to
rest of class.
Medium was
somewhat
effective.
Pictures are
present in less
than half the
slides. Use of
maps is evident
Information
was not
presented
well.
Students were
confused with
information
and medium
was not
effective.
Pictures are
present in less
than a quarter
of the slides.
Use of maps is
evident/
No
Powerpoint
or activity
was present
for the
presentatio
n and/or no
pictures
were
present
Group Behavior
Group was
perfect on the
days while
working on the
presentation. All
group members
was also perfect
and listened to
all presentations
Group was
well behaved
while working
on the
presentation,
one or more
incident of
misbehavior
happened.
And/or
listened to
presentations
, but one or
more group
member was
rude
Group was often
loud and
disruptive while
working on the
presentation,
but still worked.
During the
presentations
there was a lot
of talking with
one or more of
group members
Group did not
have good
behavior
while working
on the
project. One
or more of the
people was
often rude
while others
were
presenting
Group overall
was very
disruptive
while work on
presentations
and had three
or more
warnings
combined
while people
were
presenting
Individual
Behavior
Member worked
with group well
and collaboration
was going on
Group
member was
pretty well
behaved but
Group member
did not have
good behavior at
least one time
Two warnings
while working
on projects
and while
Had to be
warned more
than two
times during
while working on
the projects and
presentations
had to be
warned once
during
projects/pres
entations, but
showed
collaboration
during working
on projects and
presentations
people were
presenting
projects/pres
entations and
did not show
a willingness
to collaborate
Time (all
components
have to be met in
order to get full
credit)
45 mins to 1 hour
and preptime
was 10-15
minutes
+/− 3 minutes
for allotted
presentation
time and +/−
3 minutes for
preptime
+/− 5 minutes
allotted for
presentation
time and +/− 5
minutes for
preptime
+/− 10
minutes
allotted for
presentation
time and +/−
10 minutes
for preptime
Time limits
not followed
and clearly
showed lack
of planning
Words per slide
(if ppt is used)
30 words or less
on all slides and
slide show does
not have any
paragraphs (info
should be
summarized by
presenters)
30 words or
less on ¾ to
9/10 of the
slides and/or
slide show
does not have
paragraphs
30 words or less
on more than ½
of the slides
and/or slide
show does not
have any
paragraphs
30 words or
less on less
than half of
the slides and
used some
paragraphs
None of the
preceding
criteria was
followed
Music/Video/ani
mation/ Sound
Clearly 3 pieces
of
Music/Video/ani
mation/sound is
used and clearly
engages the
audience
2 pieces of
Music/Video/
animation/so
und is used
and engages
the audience
2 pieces of
Music/Video/ani
mation/sound is
used but is not
relevant to
presentation
1 piece of
Music/Video/
animation/so
und is used
and does not
engage the
audience and
is not relevant
None of the
preceding
criteria was
followed
Essential
Question
Essential
Question is
Evident, Well
explained in PPT,
and answer is
given at the end
Essential
Question is
mentioned,
does not go
into detail,
but answers it
Missing two
pieces of
Essential
Question
Criteria, but may
talk about it
Essential
Question is
stated, but
not answered
at all
No Essential
Question
The next two are papers that the students will have to do. Either compare and contrast or Analysis
of something are the main topics I use.
Content/Knowledge
5 (A) The information presented relate to the text & goes beyond what is being
asked by the assignment. The writer makes relevant text to self connections beyond what is
required. In-depth knowledge of the subject matter is clear.
4 (B) The information presented is thorough and relevant to the assignment. It
relates to the text and some text to self connections may have been made. The writers meaning is
clear and their knowledge of the subject matter is evident.
3 (C) The information presented is adequate and has some relevance to the
assignment. There are some unexplained/undeveloped points. The writer shows some
knowledge of the subject matter.
2 (D) The information presented is minimal and/or not necessarily relevant to the
assignment. The connections to the assignment are random and/or generally unexplained.
1 (F) The information presented is weak. The relevance to the assigned task is
unclear at some points in the writing.
0 (F)
The information presented has no relevance to the assignment.
Organization:
Includes introduction, paragraphs in the body organized
around the information and a conclusion.
3 (A) Well organized and written. There is an engaging introduction, and a clear thesis
statement. All paragraphs in the body of the essay focus on points that explain and support the
thesis. Fluent links are made between ideas. A summative conclusion is evident.
2 (C) Generally organized and written. There is a clear thesis. The writer has made a fair
attempt at an introduction, body and conclusion. One or more parts of these may be weak. Some
links are made between ideas.
1 (D) Poorly organized and written. Thesis is unclear. Information is often presented in a
random manner. Introduction, body and conclusion are unidentifiable. One of these may be
completely missing.
0 (F)
No organization of ideas is evident.
Usage: Spelling and grammar
3. 1 or 2 errors in spelling and grammar are present but they do not interfere with
the writer’s meaning.
2 (A) 3-4 errors in spelling and grammar are present and may interfere somewhat
with the writer’s meaning.
1 (C) Several errors in spelling and grammar are apparent and they clearly
interfere with the writer’s meaning
0 (F) Serious errors in spelling and grammar that make reading mostly
incomprehensible.
Analysis/Critical Thought
5 (A) Complete/accurate analysis of the topic. Thoroughly addresses conflicting
accounts and different points of view. Uses relevant information from sources other
than the text in analysis.
4 (B) Complete/accurate analysis of the topic. Clearly attempts to address
conflicting accounts and different points of view. Includes some outside information
in analysis.
3 (C) Accurate analysis of the topic. Adequately attempts to address conflicting
accounts and different points of view.
2 (D) Limited analysis of the topic. Minimal attempt to address conflicting
accounts and different points of view.
1 (F) Weak analysis of the topic. No attempt to address conflicting accounts and
different points of view.
0 (F) No analysis of the topic. No attempt to address conflicting accounts and
different point of view.
OVERALL GRADE:
Comparison and Contrast Rubric
4
3
2
1
Purpose &
Supporting Details
The paper compares
and contrasts items
clearly. The paper
points to specific
examples to illustrate
the comparison. The
paper includes only
the information
relevant to the
comparison.
The paper compares
and contrasts items
clearly, but the
supporting
information is
general. The paper
includes only the
information relevant
to the comparison.
The paper compares
and contrasts items
clearly, but the
supporting
information is
incomplete. The
paper may include
information that is not
relevant to the
comparison.
The paper compares
or contrasts, but
does not include
both. There is no
supporting
information or
support is
incomplete.
Organization &
Structure
The paper breaks the
information into
whole-to-whole,
similarities -todifferences, or pointby-point structure. It
follows a consistent
order when
discussing the
comparison.
The paper breaks the
information into
whole-to-whole,
similarities -todifferences, or pointby-point structure but
does not follow a
consistent order
when discussing the
comparison.
The paper breaks the
information into
whole-to-whole,
similarities -todifferences, or pointby-point structure,
but some information
is in the wrong
section. Some details
are not in a logical or
expected order, and
this distracts the
reader.
Many details are not
in a logical or
expected order.
There is little sense
that the writing is
organized.
The paper moves
smoothly from one
idea to the next. The
paper uses
comparison and
contrast transition
words to show
relationships
between ideas. The
paper uses a variety
of sentence
structures and
transitions.
The paper moves
from one idea to the
next, but there is little
variety. The paper
uses comparison and
contrast transition
words to show
relationships
between ideas.
Some transitions
work well; but
connections between
other ideas are fuzzy.
The transitions
between ideas are
unclear or
nonexistent.
Writer makes no
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes 1-2
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes 3-4
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes more
than 4 errors in
grammar or spelling
that distract the
reader from the
content
CATEGORY
Transitions
Grammar &
Spelling
(Conventions)
Essential Questions and Understanding for each unit for the year:
Understandings
Life in early hunter-gatherer societies was shaped by their physical environment.
Essential Questions
How did physical geography influence the lives of early humans?
Understandings
Early human societies, through the development of culture, began the process of overcoming the limits set by the
physicl environment.
Essential Questions
What were the characteristics of hunter-gatherer societies?
Understandings
The beginning of agriculture, including permanent settlements, was a major step in the advance of civilization.
Questions
How did the beginning of agriculture and the domestication of animals promote the rise of settled communities?
Understandings
Archaeologists continue to find and interpret evidence of early humans and their lives.
Questions
How does archaeology provide knowledge of early human life and its changes?
Understandings
During the New Stone Age, permanent settlements appeared in river valleys and around the Fertile Crescent.
River valleys provided water and rich soil for crops as well as protection from invasion.
Questions
Why did ancient civilizations develop in river valleys?
Where were the earliest civilizations located?
When did these civilizations exist?
Understandings
River valleys were the “Cradles of Civilization.” Early civilizations made major contributions to social, political, and
economic progress.
Questions
What were the social, political, and economic characteristics of early civilizations?
Understandings
Religion was a major part of life in all early civilizations.
Questions
What religious traditions developed in ancient civilizations?
Understandings
The monotheism of Abraham became the foundation of Judaism, Christianity, and Islam—religions that changed
the world. The Hebrews were the first to become monotheists.
Questions
What were the essential beliefs of Judaism?
How did Judaism influence Western civilization?
Understandings
Language and writing were important cultural innovations.
Questions
What forms of language and writing existed in early civilizations?
Understandings
Built on earlier Central Asian and Mesopotamian civilizations, Persia developed the largest empire in the world.
Zoroastrianism was the main Persian religion, although other religions were tolerated.
Questions
How did Persia govern its empire?
Understandings
Classical Indian civilization began in the Indus River Valley, spread to the Ganges River Valley, and then spread
throughout the Indian subcontinent. This spread continued with little interruption because of the geographic
location.
Indo-Aryan people migrated into the area, creating a structured society (caste system) and blending their beliefs with
those of the indigenous people.
During the Golden Age of classical Indian culture, Indian people made significant contributions to world civilization.
Questions
Why were physical geography and location important to the development of Indian civilization?
What impact did the Aryans have on India?
Why was the caste system central to Indian culture?
What were the accomplishments of the Mauryan and Gupta empires?
Understandings
Hinduism was an important contribution of classical India.
Hinduism influenced Indian society and culture and is still practiced in India today.
Questions
What are the beliefs of the Hindu religion?
How did Hinduism influence Indian society and culture?
Understandings
Buddhism was founded by Siddhartha Gautama in a part of India that is in present-day Nepal.
Buddhism became a major faith when Asoka sent missionaries throughout Asia.
Questions
What are the beliefs of Buddhism?
How did Buddhism spread?
Understandings
Classical China was centered on the Huang He (Yellow River) and was geographically isolated. Invaders entered
China from the north. The Great Wall was built for China’s protection.
Chinese culture began around 1500 B.C. (B.C.E.). Of Chinese contributions to civilization, Confucianism and Taoism
are among the most noted.
Questions
Why was the Great Wall of China built?
What were contributions of classical China to world civilization?
Why were Confucianism, Taoism, and Buddhism important in the formation of Chinese culture?
Understandings
The physical geography of the Aegean Basin shaped the economic, social, and political development of Greek
civilization.
The expansion of Greek civilization through trade and colonization led to the spread of Hellenic culture across the
Mediterranean and Black seas.
Questions
How did the mountains, seas, islands, harbors, peninsulas, and straits of the Aegean Basin shape Greek economic,
social, and political development and patterns of trade and colonization?
Understandings
Greek mythology was based on a polytheistic religion that was integral to culture, politics, and art in ancient Greece.
Many of Western civilization’s symbols, metaphors, words, and idealized images come from ancient Greek
mythology.
Questions
How did mythology help the early Greek civilization explain the natural world and the human condition?
What impact did Greek mythology have on later civilizations and the contemporary world?
Understandings
Classical Athens developed the most democratic system of government the world had ever seen, although not
everyone could participate in decision making. It became a foundation of modern democracies.
Contrasting philosophies of government divided the Greek city-states of Athens (democracy) and Sparta
(oligarchy).
Questions
How did democracy develop in Athens?
How did Sparta differ from Athens?
Understandings
The Greeks defeated the Persian empire and preserved their political independence.
Competition between Sparta and Athens for control of Greece helped cause the Peloponnesian War.
Questions
Why were wars with Persia important to the development of Greek culture?
Why was the Peloponnesian War important to the spread of Greek culture?
Understandings
Athenian culture during the classical era became one of the foundation stones of Western civilization.
Questions
Why was the leadership of Pericles important to the development of Athenian life and Greek culture?
What were some important contributions of Greek culture to Western civilization?
Understandings
The Macedonian conquest of Greece followed the weakening of Greek defenses during the Peloponnesian Wars.
Alexander the Great adopted Greek culture and spread Hellenistic influences throughout his vast empire.
Questions
How did the empire of Alexander the Great establish a basis for the spread of Hellenistic culture?
Understandings
The city of Rome, with its central location on the Italian peninsula, was able to extend its influence over the entire
Mediterranean Basin.
The Italian peninsula was protected by the sea and the arc of the Alps mountains.
Questions
How was geographic location important to the economic, social, and political development of ancient Rome?
Understandings
Roman mythology, like Greek mythology, was based upon a polytheistic religion that was integral to culture,
politics, and art.
Many of Western civilization’s symbols, metaphors, words, and idealized images come from ancient Roman
mythology.
Questions
What was the source of Roman mythology?
What impact did Roman mythology have on later civilizations?
Understandings
Although women, most aliens (non-Romans living in the Republic), and slaves were excluded from the governing
process, the Roman Republic made major strides in the development of representative democracy, which became
a foundation of modern democracy.
Questions
How did the government of the Roman Republic become more democratic in its decision making?
Understandings
Social structure in the Roman Republic
 Patricians: Powerful nobility (few in number)
 Plebeians: Majority of population
 Slaves: Not based on race
Citizenship
 Patrician and plebeian men
 Selected foreigners
 Rights and responsibilities of citizenship (e.g., taxes, military service)
Features of democracy
 Representative democracy
 Assemblies
 The Senate
 Consuls
Laws of Rome codified as Twelve Tables
After the victory over Carthage in the Punic Wars, Rome was able, over the next 100 years, to dominate the
Mediterranean basin culture.
Questions
Why was Rome able to conquer Carthage and then go on to extend its influence across the entire Mediterranean
basin and much of Western Europe?
Appointments: If you need to schedule an appointment please do not hesitate to make the necessary
arrangements. To arrange a parent conference you can contact the middle school office or contact Mr. Yenshaw at
the following email-dyenshaw@aisegypt.com
_____________________________________________________________________________________________
** Homework Assignment: Students need to read this paper with their parents this evening and bring it back
signed and dated next class period. No lateness will be tolerated. This assignment is worth a homework grade.
Students are to keep the syllabus and bring back only this page.
Name of Student ____________________________________________________________________________
Parents Signature: _________________________________________ Date ____________________
Students Signature _________________________________________ Date ____________________