AP World History: Unit One
“The Dawn of Civilization”
Overview: The Middle East may seem arid and inhospitable to us today. But 8000
years before present, the region was different. It was home to a staggering bio
diversity that sponsored the perfect blend of water, climate, animal and plant
species to promote civilization. From the earliest communities of man in this region
arose civilization. As we move forward we will be tracking the most successful of
these human endeavors, analyzing their social, cultural, political, and economic
characteristics. The study of ancient man forms the foundation of historical inquiry
and will teach us a great deal about the intellectual tools required to be historians.
Key Questions we must address:
1.) What were some of the geographic advantages of the Fertile Crescent that
allowed for the emergence of a successful civilization?
2.) What are the “requirements” of civilization?
3.) How did agriculture emerge?
4.) How did the emergence of agriculture sponsor the development of unique
political, social, cultural, and economic institutions?
5.) What is a primary account and how do we read them?
6.) How do the earliest civilizations in the Near East, India, China, Egypt, and
Mesopotamia reflect the “ASPIRES” categorization?
Now the most important question…
7.) What did you learn about the origins of civilization—and what has left you
confused? This is vital in such a course, because what we do not only builds
on itself for future units—but with such a key test facing us in May,
identifying areas of weakness is crucial.
Reading guide: it is essential that we engage in reading at a higher level. Reading is
not just moving left to right on a page interpreting symbols. Reading is
comprehension. Reading is the sponsorship of future questions. Reading is the
process by which the learned interpret symbols for comprehension and
engagement. Here are some things you should consider about reading…
1.) Reading occurs in three levels:
a. Pre-reading: having a concept of what you’re looking for. A basis of
what you’re hoping to achieve. An understanding of the type of text
and what their goal is.
b. Guided comprehension: what are you doing during reading? Are you
simply glazing over it with tired eyes or are you engaged? Are you
asking questions? Are you noting patterns and a structure? Are you
anticipating themes? Are you processing what is essential? If the
answer to these questions is no…you’re not effectively reading and
comprehension is not likely to occur.
c. Concluding reading: reading comprehension occurs when reading
includes a post reading activity. Reflecting on what was read, the
organization, the message, and the goal of the author. However, the
most important element of reading—is your interpretation. Did you
have any questions you would like to ask of the author? Were you
able to organize the essential, from the background information, etc…
How can I engage in effective reading using this textbook?
1.) I will try and help you with the “pre-reading phase” as I assign reading. But
it is important for you to consider your goals prior to reading. It is important
for you to consider the organization of the material.
2.) As you read it is important to engage in questioning—often we like to take
copius notes during reading, which is fine for some but it also can distract
you from your goal of questioning and reflection. Keep a log of the essential,
use the essential facts pyramid. Considering using the other graphic
organizers we will discuss.
3.) I think one of the most important elements we lack as readers in history is
that it is hiSTORY. It’s a story. Like Harry Potter, there is a plot, there are
characters, there are themes, twists, turns, and events that leave you
wondering about things. Don’t be afraid to process it like that…try to avoid
processing it like the manual for your HDTV! There are some parts of the
story you’ll enjoy more than others. But there is engagement to be found for
everyone!
4.) Post reading reflection: come armed with questions for me after you read.
The margin questions in the text are a great way of processing information, a
great way to conclude and diagnose what you understood. Keep a log of your
questions that the reading left unanswered. If you read the section and came
away with no questions…there are only two explanations: you didn’t read it
with comprehension and engagement or the author was remarkably
thorough and complete. Both of these options are possible!
Assignments: assignments are due on the day they are listed.
Wednesday 9/5: please read:
a.) XLV to XLIX
b.) 49-61
Thursday 9/6: please read:
a.) 61-67
b.) 86-91
Friday 9/7: please read:
a.) 91-103
b.) Please come prepared to discuss how you have used one reading strategy
during the first three days of class. Please refer to the syllabi appendix for
examples.
Monday 9/10: please read:
a.) 103-113
b.) excerpt from the Epic of Gilgamesh (please answer the questions)
Tuesday 9/11: please read:
a.) excerpt from the Egyptian Book of the Dead (please complete a “SCARABS”
sheet)
b.) Writers workshop
Wednesday 9/12: please read:
a.) 133-139 post reading reflection: identify any three questions you were left
with after completing the reading. What were the three most essential items
you read about?
Thursday 9/13:
a.) Conclusions: Egyptian and Mesopotamian ASPIRES due
b.) Writers workshop
Friday 9/14: Essay #1 due
a.) Prompt:
Considering the criteria of historical analysis please use the themes of AP World
History to prepare an essay comparing and contrasting the development of
civilization along the Nile River Valley and the Tigris-Euphrates Valley.
Your essay should be organized into 4-6 paragraphs and must include an
introduction complete with a thesis and a coherent organization. You will be
assessed on the comparison/contrast rubric in the syllabi appendix.
Graphics:
4Mat Organization Matrix