AP World History Summer Assignment
Unit:
8000 B.C.E. – 600 C.E. – Development of Civilization
Purpose: One Big Idea
Early human history focused on survival of the small group of Neolithic Communities through the practice of hunting and gathering. The development of agriculture allowed hunting and gathering societies to settle down and build societies based on the geographical surroundings. Most all early civilizations focused on survival by designating specific jobs to certain people creating a class system that dictated culture, politics, and economics. The survival of early civilizations was relied on the security of its resources leading to the creation of the first kingdoms and eventually empire.
Kentucky Social Studies Standard
SS-HS-4.1.1 Students will use a variety of geographic tools
(e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface. DOK 3
Relationship to Unit
Early civilizations were built according to the surrounding geography. It is geography that dictates what resources are available and how societies use those resources.
SS-HS-4.2.2 Students will explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place. DOK 2
SS-HS-4.3.1 Students will describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) DOK 3
Developing cultures in early civilizations were characterized by the geography of the surrounding areas.
Religions, languages, economics, and politics all adapted to the surrounding geography to create unique civilizations around the world.
Early civilizations were forced to seek out areas that had sustainable natural resources such as water and food sources to survive. In most cases, expanding civilizations that encountered other civilizations develop trade relations or, go to war.
SS-HS-4.4.3 Students will explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation).
SS-HS-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world
DOK 3
The growth of civilization led to the growth of populations around the world that relied on the agricultural communities to provide for them. Thus, creating a situation in which food sources had to be regulated giving power to individuals who controlled the resources needed for survival.
As civilization developed in the ancient world so did the need to maintain documents such as laws, economic ledgers, and religious manuscripts.

Lesson Title
Agricultural Revolution
Mesopotamia
Egyptian and Indus River Valley Civilization
Early China 2000 – 221 B.C.E.
The Mesoamerican peoples 1200 – 400 B.C.E.
The Cosmopolitan Middle East
Main Ideas
1. Describe the development and significance of the relationship between hominids and their changing environment.
2. Differentiate between hunter-gatherer and foodproducing economies
3. Analyze the environmental causes and effects of the transition from hunter-gathers to food-producing economies.
1. Explain how the earliest civilizations developed in challenging environments
2. Draw connections between the organization of labor resources in early civilizations and their social and political structures
1. Analyze the impact of new technologies and the social development of early civilizations.
2. Trace the development of social and political institutions and religious beliefs in river valley civilizations
3. Explain the relationship between beliefs and the natural environment.
1. Describe the response of the peoples of early China to the challenges of the environment.
2. Explain the basis of power, status, and wealth in early
Chinese civilization
3. Analyze change over time in China in terms of the significance of its varying environments, the roles of bronze, horses, and chariots, and the phenomenon of interdependence.
1. Be able to describe the response of the peoples of early
Central America to the challenges of their environments.
2. Analyze the change over time in Central America in terms of the significance of its varying environments, the roles of bronze, horses, and chariots, and the phenomenon of interdependence.
1. Explain the environmental, technological, political, and cultural factors that led to the growth of Middle Eastern societies.
2. Identify the geographical locations and the fundamental characteristics and historical development of Middle Eastern societies.
3. Analyze the role of migration in early Middle Eastern
Societies.

The Aegean World
The Assyrian Empire
Ancient Israel
Phoenicia and the Mediterranean
Rise of Persia
Early Greek Civilization
1. Analyze the environmental, technological, political, and cultural factors that led societies in the Mediterranean to develop their distinctive institutions and values
2. Describe the geographical locations and the fundamental characteristics and historical development of Aegean societies.
3. Discuss the role of migrations in the development of early societies.
1. Compare the structure and the goals of the
Carthaginian and Assyrian empires.
2. Analyze the wider influence of the Carthaginian and
Assyrian empires.
1. Understand the environmental, technological, political, and cultural factors that led Israel to develop its instinct institutions and values.
2. Identify the geographical locations and the fundamental characteristics and historical development of these societies.
3. Understand the role of migrations in the development of Israel.
1. Understand the environmental, technological, political, and cultural factors that led the Phoenicians to develop its instinct institutions and values.
2. Identify the geographical locations and the fundamental characteristics and historical development of these societies.
3. Understand the role of migrations in the development of Phoenician civilizations
1. Analyze the historical development and the economic basin of the Persian Empire
2. Discuss the religious and political justifications for kingship and the mechanism that the Persians developed for successful administration.
3. Analyze the significance and both the short and long term influence of Persian culture on the Mediterranean and western Asian worlds.
1. Analyze the geographical, economic, and technological bases and the social structure of classical Greek civilization.
2. Analyze the causes of the political evolution that led to the polis and democracy
3. Explain the significance of both the short- and longterm influence of Greek culture in the Mediterranean and western Asian worlds.

Lesson Title
Agricultural Revolution
Mesopotamia
Egyptian and Indus River Valley
Civilization
Early China 2000 – 221 B.C.E.
The Mesoamerican peoples 1200 – 400
B.C.E.
The Cosmopolitan Middle East
The Aegean World
The Assyrian Empire
Ancient Israel
Phoenicia and the Mediterranean
Rise of Persia
Early Greek Civilization
“Guns, Germs, and Steal”
Summer assignment Exam
Total
Assignment
Lesson Sheet/ Development of
Agriculture
Lesson Sheet/Ancient Writing
Points
10
Lesson Sheet/ Hammurabi’s Code 10
10
Lesson Sheet/ Chinese
Philosophy
Lesson Sheet/ East-West
Comparison
10
10
Lesson Sheet/ Discussion
Questions
10
Lesson Sheet/Greek Religion 10
Lesson Sheet/ Traits for Empire 10
Lesson Sheet/ Judaism
Lesson Sheet/ Mediterranean
10
10
Comparison
Lesson Sheet/”Battle of the 300” 10
Lesson Sheet/ Origins of 10 democracy
Book study questions
Multiple Choice Exam
14 Assignments
50
30
200 pts

Unit:
10000 B.C.E.-600 C.E. – Early Civilization
Assignment 1 – Lesson Sheet
Lesson:
Agricultural Revolution
Purpose of the Lesson:
Ten thousand years ago, human groups in different parts of the world discovered the ability to domesticate plants and animals leading to a shift from hunting and gathering to agricultural societies. Starting with small villages that created unique cultures grew into thriving civilizations ruled by kings setting the stages for the modern world.
Objectives:
1. Describe the development and significance of the relationship between hominids and their changing environment.
2. Differentiate between hunter-gatherer and food-producing economies
3. Analyze the environmental causes and effects of the transition from hunter-gathers to food-producing economies.
I Can . . .
Discuss the process by which plants and animals were domesticated.
Explain why hunters and gatherers were attracted to agriculture
Explain the role of anthropology in the study of prehistoric human societies.
Describe Neolithic religion, its characteristics, practices, and development.
Trace the development of agriculture and how it changed the lifestyles of the people who practiced it.
Answer the I can as if it were a question
Essential Question – Answer in no less than 3 sentences
W h y d i i d a g r r i i c u l t t u r r e s e e m t t o d e v e l l o p i n d i f f f e r r e n t t p l l a c e s a r r o u n d t h e w o r r l l d s i m u l t t a n e o u s l y ?

Directions: Give a date, definition, and significance of each term in relation to the main idea of the lesson.
Terms
Foragers
Agricultural Revolution
Culture
Megalith
Stone Age
Paleolithic Age
Foragers
Holocene
Civilization
Tigris & Euphrates Rivers
Indus River Valley
Huang He River Valley
Nile River Valley
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Assignment 1 – Development of Agriculture
Directions
Compare the following by creating a chart that shows the similarities and differences between the three life styles
Hunters and
Gathers
Rubric:
In order to receive credit the chart must include the following:

Full accurate description of each category
Approx
Dates
Population Regions of the World
Pastoralists
Agriculturalists
Foods

Hunters and
Gathers
Pastoralists
Agriculturalists
Hunters and
Gathers
Pastoralists
Wealth
Social structure
Technology
Agriculturalists
Religion
Metals Migrations

Unit:
10000 B.C.E.-600 C.E. – Early Civilization
Assignment 2 – Lesson Sheet
Lesson:
Mesopotamia
Date:
Purpose of the Lesson:
Mesopotamia, an ancient Greek term meaning "the land between rivers," is considered to be the cradle of civilization because of its advanced agriculture, written language, and cities. Although evidence suggests that agriculture began simultaneously around the world the importance of Mesopotamia is not diminished.
Mesopotamia developed into the center of trade between the east and west creating the most important region in the world.
Objectives:
1. Explain how the earliest civilizations developed in challenging environments
2. Draw connections between the organization of labor resources in early civilizations and their social and political structures
I Can . . .
Discuss the ethnic makeup of the Mesopotamian region
Discuss the role of the king in Mesopotamia
Explain why many Mesopotamian states engaged in warfare
Answer the I can as if it were a question
Analyze the significance of Mesopotamia’s law system

Explain the role of women in Mesopotamian society
Essential Question – Answer in no less than 3 sentences
W h y i i s M e s o p o t t a m i a g i v e n c r r e d i t t f o r r d i s c o v e r r i i n g a g r r i c u l t u r e e v e n t h o u g h i i t t i s k n o w n t t o h a v e s t a r r t t e d s i i m u l l t a n e o u s l l y a r o u n d t t h e w o r r l d ?
Directions: Give a date, definition, and significance of each term in relation to the main idea of the lesson.
Terms
Babylon
Fertile Crescent
Sumerians
Semitic language
Aramaic language
Hebrew language
Akkadian Language
Phoenician Language
City-State
Hammurabi
Cuneiform
Epic of Gilgamesh
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Anthropomorphic
Ziggurat
Amulets
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Assignment 2 – Hammurabi’s Code
Directions
Read the following transcript about Hammurabi’s code and answer the questions that go along with the reading. Finally, decide how you would pass judgment on your peers for breaking the laws describes in the exercise.
Rubric:
To receive full credit all questions must be answers in compete paragraphs
CODE OF HAMMURABI
1750 B.C.
Hammurabi ruled the Babylonian Empire for 42 years. At the end of his long reign, Hammurabi’s legal decisions were collected and inscribed on a stone tablet in a Babylonian temple. The 282 laws of the
Code of Hammurabi represent the earliest known legal system. The laws governed such things as lying, stealing, assault, debt, business partnerships, and marriage.
The Prologue
In seeking protection for all members of Babylonian society, Hammurabi relied on the philosophy of equal retaliation, otherwise known as “an eye for an eye.”
“Anum and Enlil named me to promote the welfare of the people,
me, Hammurabi, the devout, god-fearing prince ,to cause justice to prevail in the land,
to destroy the wicked and the evil, that the strong might not oppress the weak,
to rise like the sun over the black-headed [people],and to light up the land. . . .”
The Laws
Directions: Study these laws taken from the Code of Hammurabi, and then answer the questions.
1. If anyone opens his ditches to water his crop, but is careless, and the water floods the field of his neighbor, then he shall pay his neighbor corn for his loss.
2. If he be not able to replace the corn, then he and his possessions shall be divided among the farmers whose corn he has flooded.

3. If a physician kills a patient or cuts out a patient's eye when trying to remove a tumor, the physicians' hands will be cut off.
4. If a builder builds a house and the house collapses and kills the owner of the house, the builder shall be put to death. If the house collapses and kills the owner's son, then the son of the builder shall be put to death.
5. If a son hits his father, his hands shall be cut off.
6. If a man destroys the eye of another man, his eye shall be destroyed.
7. If a man's wife, who lives in his house, wishes to leave it, plunges into debt, tries to ruin her house, neglects her husband, and is found guilty: if her husband offers her release, she may go on her way, and he gives her nothing as a gift of release. If her husband does not wish to release her, and if he takes another wife, she shall remain as a servant in her husband's house.
8. If a man wishes to divorce his wife, he must return her dowry and give her the use of part of his field for farming and part of his property so that she can provide for her children.
9. If a man's wife becomes sick, the husband may take a second wife, but must continue to care for the sick wife as long as she lives.
10. If a person steals from a temple or takes goods stolen from the temple, he shall be put to death.
1. What do these laws tell you about Babylonian society?
2. Which law/laws surprised you the most? Why?
YOU BE THE JUDGE: Hammurabi has asked you to be his personal consultant in helping him decide punishments in Ancient Babylonia. Below are situations
Hammurabi and you face together. Decide what you think to be a fair way to deal with the problem.
1. What should be done to the carpenter who builds a house that falls and kills the owner?
2. What should be done when a "sister of god" (or nun) enters the wine shop for a drink?
3. What happens if a man is unable to pay his debts?
4. What happens to the wine seller who fails to arrest bad characters gathered at her shop?
5. What should be done about a wife who ignores her duties and belittles her husband?
6. What should be done if a son is adopted and then the birth-parents want him back?
7. What should happen to a boy who slaps his father?

Unit:
10000 B.C.E.-600 C.E. – Early Civilization
Assignment 3 – Lesson Sheet
Lesson:
Egyptian and Indus River Valley Civilization
Date:
Purpose of the Lesson:
Almost simultaneously two River Valley regions in India and Egypt rose up to become empires. The ancient
Egyptian and early Indian civilizations, settled on river valleys where the land was fertile and suitable for agriculture. There are many similarities and differences between the two empires when analyzing various aspects of their cultures. Yet, despite all the greatness these civilizations once had, they ultimately fell like other nations before and after them.
Objectives:
1. Analyze the impact of new technologies and the social development of early civilizations.
2. Trace the development of social and political institutions and religious beliefs in river valley civilizations
3. Explain the relationship between beliefs and the natural environment.
I Can . . .
Describe the technology the Egyptians used for their monumental architecture, and who did the building and why.
Analyze the possibilities for the decline and fall of the Indus civilizations?
Describe how Egypt’s geography and climate influence religion, the outlook of the people, and influence the growth of civilization in Egypt?
Answer the I can as if it were a question
Essential Question – Answer in no less than 3 sentences

C o m p a r r e t t r a d e i i n M e s o p o t t a m i i a , , E g y p t , , a n d I I n d u s c i i v i i l l i i z a t t i i o n s .
.
Directions: Give a date, definition, and significance of each term in relation to the main idea of the lesson.
Terms
Upper Egypt
Lower Egypt
Pharaoh
Ma’at
Pyramid
Thebes
Hieroglyphics
Papyrus
Old Kingdom
Middle Kingdom
Osiris
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Mummy
Harappa
Mohenjo-Daro
Memphis
Date:
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Assignment 3 – Ancient Writing Systems
Directions
Compare the different forms of writing in early civilizations by researching ancient languages and using 3 different forms to write a small story.
Rubric:
In order to get full credit you must have the following?

One story with 3 different parts

Part one written in Egyptian Hieroglyphics

Part two written in Cuneiform

Part three written in a third ancient language such as Semitic languages.

All three parts must be translated into English on the same page as the ancient language

Each part is no less than one paragraph

One paragraph explaining the importance of writing systems in the ancient world.

Assignment 4 – Lesson Sheet
Unit:
10000 B.C.E.-600 C.E. – Early Civilization
Lesson:
Early China 2000 – 221 B.C.E.
Date:
Purpose of the Lesson:
Approximately 2000 B.C.E., along the eastern edge of the Eurasian landmass, developed a unique civilization. The early dynasties of the Shang and Zhou monarchs develop most of the values and institutions of Chinese culture leading to the creation of the most advance civilization in the world.
Objectives:
1. Describe the response of the peoples of early China to the challenges of the environment.
2. Explain the basis of power, status, and wealth in early Chinese civilization
3. Analyze change over time in China in terms of the significance of its varying environments, the roles of bronze, horses, and chariots, and the phenomenon of interdependence.
I Can . . .
Analyze the impact of Shang authority
Explain the effects of early Chinese technology on the surrounding region.
Describe the development of the separation of religion and politics in the Zhou period and what impact that had on
Chinese civilization
Discuss the influence the “mandate of Heaven” had on C
Chinese culture
Answer the I can as if it were a question

Explain the differences between three major Chinese philosophies
Essential Question – Answer in no less than 3 sentences
D i i s c u s s t t h e i i d e o l l o g y o f f k i i n g s h i i p d u r r i i n g C h i i n a ’ ’ s S h a n g D y n a s t y .
.
H o w d i i d i i t t c o m p a r e w i i t h t t h a t t o f t h e Z h o u d y n a s t t y ?
Directions: Give a date, definition, and significance of each term in relation to the main idea of the lesson.
Terms
Loess
Shang Dynasty
Divination
Feng Shui
Zhou Period
Mandate of Heaven
Warring State period
Legalism
Confucianism
Daoism
Yin and yang
Date:
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Tai Chi
Yangzi River
Huang He
River
Oracle Bones
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Assignment 4 – Chinese Philosophy
Directions
Compare the different Chinese Philosophies by researching Confucianism, Daoism, and Legalism. Answer the following questions in paragraph form.
1.
How does Confucianism explain and justify the inequalities among people?
2.
Why is it important for people to behave in appropriate ways toward others?
3.
What does Confucius mean by “filial piety?” How does he say one should practice it?
4.
Identify the characteristics of the ideal ruler, according to Confucius.
5.
What does a ruler have to do to gain the favor of Heaven? What are the consequences of his failure to do so?
6.
How should a ruler deal with his subjects, according to Han Fei?
7.
According to Han Fei, what is the purpose of law in governing a nation?
8.
What is behind the meaning of the Yin and Yang symbol for a follower of Daoism?
9.
List two key Daoist ideas. How does one seek the Dao [the Way]?
10.
According to Daoism, how should a ruler govern ?
Rubric:
In order to get full credit you must …

Gain an understanding of the three philosophies by researching their meaning using the internet

Answer all of the questions fully using responses that are worthy of an AP course. (Multiple

sentences that fully explain the answer)
Unit:
10000 B.C.E.-600 C.E. – Early Civilization
Assignment 5 – Lesson Sheet
Lesson:
The Mesoamerican peoples 1200 – 400
B.C.E.
Date:
Purpose of the Lesson:
Arriving on the American continents in roughly 20,000 B.C.E. the peoples of the Western Hemisphere were virtually isolated from the rest of the world for close to 15,000 years. The isolation of the Americans distinguished them from the worlds other major cultural regions forcing them to rely on their uniquely developed lifestyle to survive. Despite the isolation from the East, complicated civilizations developed in the Americas based on the geography t surrounding them.
Objectives:
1. Be able to describe the response of the peoples of early Central America to the challenges of their environments.
2. Analyze the change over time in Central America in terms of the significance of its varying environments, the roles of bronze, horses, and chariots, and the phenomenon of interdependence.
I Can . . .
Determine whether or not Americans have been completely isolated over the past 15,000 years.
Why Mesoamerica was never unified
Describe the Olmec civilization
Answer the I can as if it were a question

Discuss the development and role of Chavin Huantar in
Chavin Culture
Essential Question – Answer in no less than 3 sentences
H o w d i i d g e o g r r a p h y p r r o v i i d e a c h a l l l l e n g e t t o t h e d e v e l l o p m e n t o f f l l a r g e s t a t e s ?
H o w d o p e o p l l e a d a p t t t o t h e i i r r g e o g r r a p h y i i n o r d e r r t o s u r v i i v e ?
Directions: Give a date, definition, and significance of each term in relation to the main idea of the lesson.
Terms
Olmec
La Venta
Tres Zapotes
Chavin
Llama
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Assignment 5 – East-West Comparison
Directions
Compare the development of eastern and western civilization by completing the following chart.
Geography
China
Environmental
Challenges
Environmental
Advantages
Social and Political organization
Nubia
Olmec

Chavin
China
Nubia
Olmec
Chavin
Technology
Rubric:
In order to get full credit you must …
Complete the chart
Behavior Religious Belief Decline

Unit:
10000 B.C.E.-600 C.E. – Early Civilization
Assignment 6 – Lesson Sheet
Lesson:
Cosmopolitan Middle East
Date:
Purpose of the Lesson:
Between the periods of 1500 – 1200 B.C.E. in the Near East is considered the Cosmopolitan era because of the widely shared cultures and lifestyles throughout the region. It is a period of extensive diplomatic relations and economic success that foster the flow of global trade through the region creating the richest markets in the world. It is the
Cosmopolitan Middle East that connects the East to the West creating a lust for Eastern goods by western kingdoms that will dictate political for the next 4000 years.
Objectives:
1. Explain the environmental, technological, political, and cultural factors that led to the growth of Middle Eastern societies.
2. Identify the geographical locations and the fundamental characteristics and historical development of Middle Eastern societies.
3. Analyze the role of migration in early Middle Eastern Societies.
I Can . . .
Analyze the factors enabled the success of the Hittite
Kingdom
Describe the relationship between Egypt and Nubia
Answer the I can as if it were a question

Explain Akhenaten’s motivation in modifying Egyptian religion.
Discuss the difference between the Old and New Egyptian
Kingdoms
Discuss the causes, means, and consequences of large-scale migrations of people.
Essential Question – Answer in no less than 3 sentences
What role did trade play in the Egyptian society?
Directions: Give a date, definition, and significance of each term in relation to the main idea of the lesson.
Terms
Hittites
Ashur
Hyksos
Hatshepsut
Akhenaten
Ramesses II
Tutankhamen
Nefertiti
Myrrh
Definition /Significance/ Date
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Assignment 6 – East-West Comparison
Directions
Answer the following questions in complete sentences.
Group Discussion Questions
1. Explain how Egypt’s new kingdom differed from earlier eras in Egypt, particularly in its contrast to the outside world.
2. Why did Akhenaten’s reforms anger the gods?
3. Explain and justify your position on the following statement: the technological and cultural innovations of the Hittites had a strong influence on the development of Eastern Mediterranean civilizations”

4. Describe and analyze the political, religious, and cultural significance of the reign of Akhenaten. Are these one man’s strange ideas or a product of trends and stresses in late Egyptian civilization?
Rubric:
In order to get full credit you must …
All questions must be fully answered using complete sentences. Answers must be “AP Worthy”. In other words must have an answer with proper evidence to support argument.
Unit:
10000 B.C.E.-600 C.E. – Early Civilization
Assignment 7 – Lesson Sheet
Lesson:
The Aegean World
Date:
Purpose of the Lesson:
In Greece, there were two Bronze age civilizations that were comparable with the Egyptians and Babylonians. The earliest of these was a civilization known as the Minoans. The other people were known as the Mycenaean’s and they first existed on the Greek mainland. The Minoans found them around 1600 BCE in a rather barbaric state of existence.
Soon after they learned everything they know from the Minoans, the Mycenae’s conquered their former teachers and took over their island and soon established the great civilization of Greece.
Objectives:
1. Analyze the environmental, technological, political, and cultural factors that led societies in the Mediterranean to develop their distinctive institutions and values
2. Describe the geographical locations and the fundamental characteristics and historical development of Aegean societies.
3. Discuss the role of migrations in the development of early societies.
I Can . . .
Explain the reasoning behind Aegean seafaring trade.
Describe the relationship between the Minoans and the
Mycenaean’s
Answer the I can as if it were a question

Describe why there were differences between the Minoan and the Mycenaean civilizations
Analyze geographical forces that effect cultures.
Essential Question – Answer in no less than 3 sentences
How were the Mycenaean influenced by the Minoans? What motives underlay their expansionist policies?
Directions: Give a date, definition, and significance of each term in relation to the main idea of the lesson.
Terms
Minoan
Crete
Cnossos
Mycenae
Agamemnon
Linear B
Linear A
Trojan War
Greek Dark Ages
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Assignment 7 – Ancient Greek Religion
Directions
Read excerpts from the stories the Iliad and the Odyssey to determine the effects of geography on local cultures. Then write a paragraph(s) explaining how you think religions are formed and what they are based on.
Rubric
In order to receive full credit the paragraph(s) must have the following.

An accurate explanation of how cultures can be determined by geography and how both can affect the history of a civilization.

Must have examples from both the Iliad and the Odyssey in coordination with historical events.
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Cannot use 1 st person
Assignment 8 – Lesson Sheet
Unit:
10000 B.C.E.-600 C.E. – Early Civilization
Lesson:
The Assyrian Empire
Date:
Purpose of the Lesson:
The growth of early civilizations depended on the amount of resources available. If resources were not available civilizations expanded their borders to annex the lands that had the resources to maintain the society. The Assyrian
Empire was the first of the civilizations to expand over a large territory creating the world’s first empire. Even though the empire did not last very long, the Assyrians created the standard for other empires to follow.
Objectives:
1. Explain the structure and the goals of the Assyrian empire.
2. Analyze the wider influence of the Assyrian empire.
I Can . . .
Explain other uses for trade routes other than trade
Discuss the factors that allow for the growth of empire
Answer the I can as if it were a question

Describe the use of Assyrian propaganda
Describe the responsibilities of the Assyrian Kings
Essential Question – Answer in no less than 3 sentences
Why is the Assyrian empire considered the first in the world?
Directions: Give a date, definition, and significance of each term in relation to the main idea of the lesson.
Terms
Neo-Assyrian Empire
King Tiglathpileser
Library of Ashurbanipal
Mass Deportation
Dur Sharrukin
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Assignment 8 – Assyria: The first empire
Directions
Using the map below and other research on your own explain why the Assyrian Empire expanded and declined rapidly by answering the following questions.
What factors contributed to Assyrian Expansion?
What factors contributed to Assyrian decline?
What factors are needed for empire to exist?

http://www.allempires.com/empires/assyria/assyria1.htm
Rubric

To receive credit answers must be in complete sentences that fully explain and give multiple examples to prove arguments.
Unit:
10000 B.C.E.-600 C.E. – Early Civilization
Assignment 9 – Lesson Sheet
Lesson:
The Kingdom of Israel
Date:
Purpose of the Lesson:
Little did the descendants of Abraham, also known as the Hebrews, realize what was in store for them as they entered into the land of Canaan. Their relatively small territory was right in the heart of the ancient world and on the borders of three gigantic land masses, Asia, Africa and Europe. Every great kingdom around them, from the north, south, east and west, along with their conquering monarchs would be confronted with Israel and learn about their people, their laws and their culture. It was not always apparent that the small country of Israel was actually right in the center of the ancient world and lying in a position of extreme importance.

Objectives:
1. Understand the environmental, technological, political, and cultural factors that led Israel to develop its instinct institutions and values.
2. Identify the geographical locations and the fundamental characteristics and historical development of these societies.
3. Understand the role of migrations in the development of Israel.
I Can . . .
Explain the importance of the Hebrew Bible to written history
Analyze the role of the kings of Israel to the development of
Middle Eastern society
Discuss the repercussions of the Diaspora
Discuss the rules followed by the Jews and how they helped and/or hindered the Jewish people.
Answer the I can as if it were a question
Analyze the relationship between Israeli government and the development of absolute monarchy
Essential Question – Answer in no less than 3 sentences
Why does the nation of Israel put so much importance on Religion?
Directions: Give a date, definition, and significance of each term in relation to the main idea of the lesson.
Terms
Sinai
Philistines
Hebrew Bible
Abraham
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King David
Jericho
Canaan
King Solomon
Monotheism
Diaspora
Deuteronomic Code
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Assignment 9 – Judaism

Research the Kingdom of Israel and Judaism to answer the following questions.
1. Describe the unification of man during the first millennium B.C.E.
2. Why were Hebrews unique from other Near Eastern cultures?
3. Describe the time of the “Biblical Era.”
4. Why is the history of Israel a difficult history to decipher?
5. Explain how the development of Judaism is closely related to the social and economic evolution of the
Hebrews and with the political rise and fall of Israel.
6. What was the Exodus? Did it really occur? What evidence is there for or against the Historical truth of the Exodus?
7. What is the relationship between the Canaanites and the Hebrews?
8. How does the Israeli spirit of individual rights shape its political institution?
9. Describe David’s Israel and how he came to rule the kingdom.
10. Who was King Solomon? Why is he one of the most important kings of Israel?
11. What kind of god is Yahweh?
12. Explain what a prophet is and give two examples of Hebrew Prophets.
13. Why does Yahweh test the faith of his followers?
14. Analyze the message of the prophet Isaiah.
15. Why do you think there is so much criticism over the use of the Bible as a historical source? Do you think it should be used? Why/ Why not?
Rubric

To receive full credit all questions must be answered in complete sentences
Assignment 10 – Lesson Sheet

Unit:
10000 B.C.E.-600 C.E. – Early Civilization
Lesson:
Phoenicia and the Mediterranean
Date:
Purpose of the Lesson:
The Phoenicians were the great sea-traders of the ancient Mediterranean, famous for cedar ships, the alphabet, purple cloth, Carthage, Hannibal and cities in Lebanon. Yet they also created a strong and unique society that interacted with the great societies of antiquity such as Greece, Rome, Egypt, Persia and others by developing into one of the first major sea trading empires.
Objectives:
1. Understand the environmental, technological, political, and cultural factors that led the Phoenicians to develop its instinct institutions and values.
2. Identify the geographical locations and the fundamental characteristics and historical development of these societies.
3. Understand the role of migrations in the development of Phoenician civilizations
I Can . . .
Explain why the Phoenicians concentrated on sea travel and trade
Discuss the importance of the city of Carthage
Characterize the relationship between the Israeli’s and the
Phoenicians
Answer the I can as if it were a question
Essential Question – Answer in no less than 3 sentences
What impact does the Mediterranean Sea have on early civilizations?
Directions: Give a date, definition, and significance of each term in relation to the main idea of the lesson.

Terms
Phoenicians
Canaanites
Byblos
Tyre
King Hiram
Carthage
Hanno
Neo-Babylonia
Chaldean
King Nebuchadnezzar
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Assignment 10 – Mediterranean Empires

Unit:
Assyrian and Phoenician and Israeli empires and explain the differences in their institutions, goals, and values.
Rubric

To receive credit the chart must be complete
Assyrians
Region Government Military Tech Nonmilitary Tech Economy Society
Phoenicians
Israelis
Assignment 11 – Lesson Sheet
Lesson: Date:

10000 B.C.E.-600 C.E. – Early Civilization Rise of Persia
Purpose of the Lesson:
The Persians did not create the first empire in history, but they created one of the first and largest. They are important because they were the first people to unite three sites of early urban civilization (Nile Valley, Mesopotamia, Indus
Valley) under a single government. In the process, they opened regular communication between three continents --
Africa, Asia and Europe and developed many of the techniques used to govern by later empires
Objectives:
1. Analyze the historical development and the economic basin of the Persian Empire
2. Discuss the religious and political justifications for kingship and the mechanism that the Persians developed for successful administration.
3. Analyze the significance and both the short and long term influence of Persian culture on the Mediterranean and western Asian worlds.
I Can . . .
Discuss the importance of the geographical location of Iran
Discuss the difference between the Medes and the Persians
Analyze gave the Persians the advantage over surrounding kingdoms?
Answer the I can as if it were a question
Compare Persian and Assyrian propaganda
Describe the impact of the Persian empire on future societies
Essential Question – Answer in no less than 3 sentences
How did the ethnic makeup of Persia influence its history?
Directions: Give a date, definition, and significance of each term in relation to the main idea of the lesson.

Terms
Aryan
Caucasus
Cyrus
Medes
Achaemenids
Darius I
Satrap
Xerxes
Persepolis
Zoroastrianism
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Assignment 11- Spread of the Persian Empire

Research and answer the following questions
1. Why was Darius an important Persian King?
2. Describe the organization of the Persian Empire.
3. Compare the organization of the Persian Empire to that of the Assyrians.
4. Who was Zoroaster?
5. Analyze the quote, “what is right I love and what is not right I hate… the man who decides to lie I hate.”
6. Briefly discuss Persia’s first contact with the Greeks
7. What happened at Marathon in 490 B.C.E.?
8. Why wasn’t Marathon the final Battle between the Greeks and the Persians?
9. Who was Xerxes?
10. Who was Leonidas?
11. Describe the fate of King Leonidas and the famous “300”
12. Was Xerxes’s youth a weakness? Explain.
13. What was the Delian League?
14. Explain why the Greeks were able to defeat the almighty Persian army.
15. What do you think about AP World History so far?
Unit:
Rubric

Questions must be answered in complete sentences
Assignment 12 – Lesson Sheet
Lesson: Date:

10000 B.C.E.-600 C.E. – Early Civilization Early Greek Civilization
Purpose of the Lesson:
The civilization of ancient Greece flowered more than 2500 years ago influencing every western civilization that followed it. Greece is a peninsula in southeastern Europe. The people of the region attempted to explain the world through the laws of nature. They made important discoveries in science. They developed democracy, where people govern themselves rather than being ruled by a king. The Greeks also valued beauty and imagination. They wrote many stories and plays that remain relevant throughout history. The ancient Greeks developed the building blocks for modern civilizations. This is why Greece is often known as the Cradle of Western Civilization.
Objectives:
1. Analyze the geographical, economic, and technological bases and the social structure of classical Greek civilization.
2. Analyze the causes of the political evolution that led to the polis and democracy
3. Explain the significance of both the short- and long-term influence of Greek culture in the Mediterranean and western Asian worlds.
I Can . . .
Analyze the importance of the Mediterranean to the Greeks
Answer the I can as if it were a question
Explain the importance of the Greek alphabet to western civilization
Describe the effects of Greek colonization
Analyze the impact of the development of Greek democracy
Discuss women’s role in Athens
Explain how Athens took advantage of its imperial status
Analyze the impact of Alexander the Great on the Western
World
Essential Question – Answer in no less than 3 sentences

Why was Greek democracy able to withstand Persian tyranny?
Directions: Give a date, definition, and significance of each term in relation to the main idea of the lesson.
Terms
Athens
Sparta
Polis
Acropolis
Agora
Hoplite
Tyrant
Democracy
Hellenes
Anthropomorphic
Homer
Herodotus
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Peloponnese
Pericles
Persian Wars
Delian League
Trireme
Sophist
Socrates
Aristotle
Peloponnesian War
Hellenistic Age
Alexander the Great
Ptolemies
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Assignment 12 – Greek Democracy

Directions
Writ and essay: Using the map of ancient Greece develop a geographical theory that explains why the development of democracy occurred in Greece
Rubric

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Theory must have at least 3 solid points to support the argument.
Essay must be in a 5 paragraph format
Assignment 13 – Lesson Sheet

Unit:
10000 B.C.E.-600 C.E. – Early Civilization
Lesson:
Guns, Germs, and Steel
Date:
Purpose of the Lesson:
The development of civilization has always been discussed the primary importance on the Fertile Crescent region of the near East. This claim is mostly due to a biased historical account of western historians who vision the dawn of man coming from the land of their religious origins. However, during the beginning of early human civilization the formation of agricultural communities were not confined to the Middle East but occurred simultaneously around the world. Jared
Diamond’s book, Guns, Germs, and Steel, explains how archeological evidence proves that every civilization develops based on the geographical and climatic conditions humans area faced with.
Objectives:
1. Analyze the geographical, economic, and technological bases and the social structure of classical Greek civilization.
2. Analyze the causes of the political evolution that led to the polis and democracy
3. Explain the significance of both the short- and long-term influence of Greek culture in the Mediterranean and western Asian worlds.
Assignment 13 – Guns, Germs, and Steel
Directions

Read the book: Diamond, Jared. Guns, Germs, and Steel. New York: W.W. Norton & Company,
1999

All students need to purchase the book to answer the questions.

Answer the following questions using complete sentences.
1. What are the other commonly espoused answers to "Yali's question," and how does Jared
Diamond address and refute each of them?
2. Why does Diamond hypothesize that New Guineans might be, on the average, "smarter" than
Westerners?
3. Why is it important to differentiate between proximate and ultimate causes?
4. Do you find some of Diamond's methodologies more compelling than others? Which, and why?
5. What is the importance of the order of the chapters? Why, for example, is "Collision at
Cajamarca"—which describes events that occur thousands of years after those described in the subsequent chapters—placed where it is?
6. How are Polynesian Islands "an experiment of history"? What conclusions does Diamond draw from their history?

7. How does Diamond challenge our assumptions about the transition from hunter-gathering to farming?
8. How is farming an "auto-catalytic" process? How does this account for the great disparities in societies, as well as for the possibilities of parallel evolution?
9. Why did almonds prove domesticable while acorns were not? What significance does this have?
10. How does Diamond explain the fact that domesticable American apples and grapes were not domesticated until the arrival of Europeans?
11. What were the advantages enjoyed by the Fertile Crescent that allowed it to be the earliest site of development for most of the building blocks of civilization? How does Diamond explain the fact that it was nevertheless Europe and not Southwest Asia that ended up spreading its culture to the rest of the world?
12. How does Diamond refute the argument that the failure to domesticate certain animals arose from cultural differences? What does the modern failure to domesticate, for example, the eland suggest about the reasons why some peoples independently developed domestic animals and others did not?
13. What is the importance of the "Anna Karenina principle"?
14. How does comparing mutations help one trace the spread of agriculture?
15. How does civilization lead to epidemics?
16. How does Diamond's theory that invention is, in fact, the mother of necessity bear upon the traditional "heroic" model of invention?
17. According to Diamond, how does religion evolve along with increasingly complex societies?
18. How is linguistic evidence used to draw conclusions about the spread of peoples in China,
Southeast Asia, the Pacific, and Africa?
19. What is the significance of the differing outcomes of Austronesian expansion in Indonesia and New Guinea?
20. How does Diamond explain China's striking unity and Europe's persistent disunity? What consequences do these conditions have for world history?
21. How does Diamond refute the charge that Australia is proof that differences in the fates of human societies are a matter of people and not environment? In what other areas of the world could Diamond's argument be used?
22. What aspects of Diamond's evidence do lay readers have to take on faith? Which aspects are explained?

23. Diamond offers two tribes, the Chimbu and the Daribi, as examples of differing receptivities to innovation. Do you think he would accept larger, continent-wide differences in receptivity?
Why or why not? How problematic might cultural factors prove for Diamond's arguments?
24. How, throughout the book, does Diamond address the issues he discusses in the last few pages of his final chapter, when he proposes a science of human history