Chapter 3: People and Ideas on the Move Project
In this chapter you have looked at the reasons for human migration and the effects the
following interaction has on people all over the world. The Indo-European migration set people
on the move into the heart of the ancient world. From that migration and resulting interaction of
millions of people (cultural diffusion) new ideas and beliefs spread, thanks in large part to
Phoenician trading in the Mediterranean. In this project you will become one of these ancient
people either migrating, trading, or sharing their new religious beliefs.
Individual Journal Directions:
By yourself, you will create 2 authentic journal entries from a person in one of the 5 groups
(Indo-European immigrant, Phoenician trader, Buddhist, Hindi, or Hebrew person). Your journal
entries should focus on the reason for your characters moving/interaction/new belief system and
the results of their interaction with other people (which of the 3 reasons is your reason). For
example, a student in the Hebrew group could write their first journal on their people’s migration
to Egypt in search for a new home, explaining why you were moving and what you hoped to
find. In your second journal entry you could focus on the new religion that is spreading amongst
your people, their settling in Canaan and their new system of law they are adopting. The
important point in your journals/diaries is to focus on the NEW things taking place and
HOW/WHY they are happening (interaction and migration!!!).
Guidelines for writing a journal entry:
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Imagine you ARE one of these ancient people forced to migrate to a new home, earning a
living trading on the Mediterranean, or adopting a brand new religion
Include a date and location, such as August, 26, 967 B.C., a Buddhist missionary on the Silk
Road
An introduction on how you got to where you are, why you are there and what you are
looking for
At least 3 vocab words from your assigned section of the chapter
In depth explanation of your character and how interaction or migration is affecting them
Explain what factor we discussed (economic, religious, or environmental) is causing you to
move
Include a visual, does not have to be a drawing, that goes along with character or the journal
**Extra Credit will be given to anyone who posts their journal entries online using Google
Blogger. Directions for that process will be given in class. E-mail the links to:
mr.daveyworldhistory@gmail.com
Group Poster Creation:
With your assigned group, all who will be completing journal entries as the same characters, you
will be creating a visual to go along with your journal entries. Together you will decide what you
are going to make to serve as your “character’s” billboard. This billboard can be a wanted sign,
an advertisement, a comic strip, a book cover, a “How-To” guide, or political cartoon. Anything
that will get the main idea of your character across to an audience with little to no background
information.
Grading Rubric: Journal Entries Migration and Interaction and Group Poster
Points
Teacher
Possible
Evaluation
20
__________
1. Historical Accuracy
 Clearly states the causes and effects for migration/interaction
 Includes a historical date and location relevant to the character
 Reflects outside research done on subject
 Includes visual that relates directly to the character’s
journal/experiences: map, diagram, picture, ect.
2. Description of Characters Experience
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 Clearly explains their characters journey
 Includes realistic description of what their character
may be experiencing and why
 States personal feelings about the experience and explanation
 Includes details about the characters life in the time period
 Includes 3 vocab words
 Explains how migration/interaction is directly effecting character
__________
3. Group Visual
20
 The poster is organized, aesthetically pleasing and shows effort
 The poster is one of the approved items: wanted sign,
advertisement, comic strip, book cover, “how-to” guide,
or political cartoon
 Visual clearly reflects complete understanding of the material
 When viewed by the audience, visual draws attention and allows the
audience to learn about the character’s life/experience
___________
4. Individual/Group Work Assessment
 Work was of a high quality
 Work was completed on time
 Contributed ideas/discussion during group work
 Maintained a positive attitude
 Facilitated a friendly, cooperative learning environment
___________
10