Social Studies Curriculum Guide Table of Contents
Classical Civilizations
Unit Overview ............................................. 1 Unit Guide Essential Standards ......................... 1 Unit Web ......................................... 1 Generalizations and EQ’s ................ 3 Critical Content ................................ 5 I can ............................................... 5 Topic 3 – Classical India, Mauryans and Guptas Topic Guide .................................... 23 Topic Resources ............................. 26 Topic Performance Task ................ 27 Topic Assessment .......................... 30 Topic 1 – Greece Topic Guide ..................................... 6 Topic Resources ............................... 9 Topic Performance Task ................ 10 Topic Assessment .......................... 11 Topic 2 – Rome Topic Guide ................................... 14 Topic Resources ............................. 16 Topic Performance Task ................ 17 Topic Assessment .......................... 20 CMS Social Studies – Revised 2013‐2014 
Topic 4 – Imperial China Topic Guide .................................... 35 Topic Resources ............................. 38 Topic Performance Task ................ 39 Topic Assessment .......................... 42 Topic 5 – Feudal Japan Topic Guide .................................... 45 Topic Resources ............................. 48 Topic Performance Task ................ 49 Topic Assessment .......................... 52 Topic 6 – Mesoamerica Topic Guide .................................... 54 Topic Resources ............................. 57 Topic Performance Task ................ 58 Topic Assessment .......................... 60 1 – Unit 4 – Classical Civilizations Unit 5 – Classical Civilizations CONCEPTUAL LENSES:
Growth, Decline and Cultural Diffusion UNIT OVERVIEW STANDARDS ADDRESSED UNIT OUTLINE OF CONCEPTS In this unit, students will study the development of civilizations into city‐states and then the transition to empires. Students should focus on Greek civilization, the Roman empire, Classical India, Imperial China, Feudal Japan and Mesoamerica in order to develop an understanding of the reasons behind the creation of city‐states and then empires as well as the process, including expansion and colonization, and the effects of these developments. Students with develop an understanding of the influence of the conqueror’s attitude and beliefs toward the conquered peoples and how that translates into the success and/or failure of the empire’s newly acquired territory. Students will also examine cross‐cultural exchanges and analyze the fall of the Roman Empire and the rise of religious authority. In Mesoamerica, we examine the development of a isolated (from the “known” world) civilizations through time until their “discovery” by Spanish and Portuguese conquistadors in the 16th century. H.1.1, H1.2, H.1.3, H.2.1, H.2.2, H.2.3, G.1.1, G.1.2, G.1.3, G.1.4, C&G.1.1, C&G.1.2, C&G1.4, C.1.1, C.1.2, C.1.3, E.1.1
History Civics & Government Economics & PFL Geography & Environmental Literacy 6.H.1.1 Construct charts, graphs and historical narratives to explain particular events or issues over time. 6.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 6.C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy and constitutional monarchy). 6.C&G.1.2 Summarize the ideas that shaped 6.E.1.1 Explain how conflict, compromise and negotiation over the availability of resources (i.e. natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks). 6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions (e.g., location near rivers and natural barriers, trading practices and spread of culture). CMS Social Studies – Revised 2013‐2014 Culture 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g., oral traditions, art, dance, music, literature, and architecture). 2 – Unit 4 – Classical Civilizations 6.H.1.3 Use primary and secondary sources to interpret various historical perspectives. 6.H.2.1 Explain how invasions, conquests and migrations affected various civilizations, societies and regions (e.g., Mongol invasion, The Crusades, the Peopling of the Americas and Alexander the Great). 6.H.2.2 Compare historical and contemporary events and issues to understand continuity and change. 6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g., agricultural technology, weaponry, transportation and communication). CMS Social Studies – Revised 2013‐2014 political thought in various civilizations, societies and regions (e.g., divine right, equality, liberty, citizen participation and integration of religious principles). 6.C&G.1.4 Compare the role (e.g. maintain order and enforce societal values and beliefs) and evolution of laws and legal systems (e.g. need for and changing nature of codified system of laws and punishment) in various civilizations, societies and regions. Topics Direct democracy Justinian code Feudalism Dynasty Roman Senate Oligarchy Topics Silk Road Merchants Trade Specialization 6.G.1.2 Explain the factors that influenced the movement of people, goods and ideas and the effects of that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade). 6.G.1.3 Compare distinguishing characteristics of various world regions (e.g., physical features, culture, political organization and ethnic make‐up). 6.G.1.4 Explain how and why civilizations, societies and regions have used, modified and adapted to their environments (e.g., invention of tools, domestication of plants and animals, farming techniques and creation of dwellings). 6.C.1.2 Explain how religion transformed various societies, civilizations and regions (e.g., beliefs, practices and spread of Buddhism, Christianity, Confucianism, Hinduism, Islam and Judaism). 6.C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g., Roman class structure, Indian caste system and feudal, matrilineal and patrilineal societies). Topics Buddhism Hinduism Greek Mythology Christianity Judaism Islam Confucianism Daoism Legalism Caste system Roman Class Structure Feudal Societies 3 – Unit 4 – Classical Civilizations 6.H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa Musa, Confucius, Charlemagne and Qin Shi Huangdi). Topics Olympics Conquistador City‐States Gladiators Byzantine Empire Gupta Mauryan Great Wall of China Mongols Genghis Khan Terrace Farming CMS Social Studies – Revised 2013‐2014 6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions. Topics Mt. Olympus Arabian Peninsula Iberian Peninsula Indus River Deccan Plateau Hindu Kush Mountains Himalayas Gobi Desert Yellow River Island Archipelago Yucatan Peninsula Andes Mountains 4 – Unit 4 – Classical Civilizations GENERALIZATIONS AND ESSENTIAL QUESTIONS Generalizations: Early civilizations saw many notable achievements, often due to contact with other cultures and civilizations. Invasion and conquest may increase the size of an empire. The structure, order, and ability of a civilization’s military has a significant impact on its success and/or failure as an empire. Essential Questions: How did the military structures of different civilizations impact their success and/or failure as an empire? Generalizations:
The government, leadership structures, and citizenship rules and regulations of early civilizations varied over time and across regions, but many changed and adapted as the empire expanded in order to handle the problems that arise with governing large areas. Corrupt governments can lead to the decline of a civilization. Essential Questions: As empires expanded, how did their How did interaction between government and leadership structures Indus Valley descendants and the Aryans change both adapt? groups? As empires expanded, How have key historical figures and cultural groups influenced society? CMS Social Studies – Revised 2013‐2014 hoe did their government and leadership structures adapt? What effects did power and social class have on Japanese feudal society? Generalizations: With technological and agricultural advancements, civilizations improve their economies through such techniques as irrigation, planting, surplus, domestication, travel, and trade. Essential Questions: How did the practices and traditions of the Indian civilizations reflect their ability to trade with other cultures? In what ways do civilizations rely on trade to growth their empire? How have competition, conflict and compromise over time impact economic development? Generalizations:
Geography can influence the development of a society due to natural barriers that impact movement both to and from the society. Essential Questions: How did geographic isolation and cultural diffusion shape society in East Asian kingdoms?
How did the Incan Empire maintain power How did art and culture change during the age of across such a challenging geographic Imperial China? location? What innovations were used in Indus Valley civilizations that improved the quality of life? How does geography impact the success of a civilization? What impact did the physical geography of Mesoamerica have on the development of civilizations? Generalizations:
Contact with new cultures and civilizations brought about many innovations and changes in art, architecture, and religion for the early civilizations. Cultural diffusion may affect the identity independent societies Essential Questions: In what ways was religion often tied to government and leadership in early civilizations? How did early civilizations contribute and influence modern culture? 5 – Unit 4 – Classical Civilizations CRITICAL CONTENT Students should know and do: Compare classical civilizations and see patterns that help us understand our human history. Although civilizations share common elements, differences develop. The movement of people and ideas through trade results in cultural diffusion. Power, authority, and governance evolve through the rise and fall of empires and nations. Institutions and civilizations of the past continue to impact our world. Geography determines the development and survival of a people and their culture. A culture’s wants and needs are limited by its geography and environment. Analyze primary documents to understand connections of the culture to modern day society Culture brings people together and can drive them apart. I Can Statements… Students should be able to state I can… Compare classical civilizations and see patterns that help us understand our human history. Recognize that civilizations share common elements, differences develop. Understand that the movement of people and ideas through trade results in cultural diffusion. Recognize that power, authority, and governance evolve through the rise and fall of empires and nations. Understand that institutions and civilizations of the past continue to impact our world. Identify geographic features that determined the development and survival of a people and their culture. Understand that a culture’s wants and needs are limited by its geography and environment. Analyze primary documents to understand connections of the culture to modern day society Recognize that culture brings people together and can drive them apart. CMS Social Studies – Revised 2013‐2014 6 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors 7 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Unit ‐ 4 Classical Civilizations Topic Guide ‐ Greece Conceptual Lens: Essential Questions: 1. What advantages does civilization offer society? 2. How have key historical figures and cultural groups influenced society? 3. How do a society’s governmental and social structures affect its development? 4. How have competition, conflict and compromise over time impact development? 5. How does geography impact the success of a civilization? 6. How did Greece become a foundation for building of modern government?
Overview: Beginning in 1000 BCE, city states were established along groups of islands and peninsulas in the Mediterranean Sea. Although the land that would become the empire of Greece was rugged and mountainous, the ancient Greeks created an economy based on fishing, seal travel, and irrigated agriculture. Through unification of Greek territory, city states developed self‐government by direct democracy. This concept helped to form modern government and culture in the years to come. Throughout Greece’s history many leaders rose and fell from power in their need to unite and control the Greek city states. Much of Greek history comes from Greek literature such as Homer’s Iliad which relates to the siege of Troy and its sequel, Odyssey which describes the Journey home. Theatre is also a major part of the culture as we begin to see formalized entertainment being developed for both the purposes of understanding current events of the time as well as through mythological stories. Standards: H.1.1, H1.2, H.1.3, H.2.1, H.2.2, H.2.3, G.1.1, G.1.2, G.1.3, G.1.4, C&G.1.1, C&G.1.2, C&G1.4, C.1.1, C.1.2, C.1.3, E.1.1
Timeframe: 1200 BCE – 300 BCE Key Vocabulary: Tier 1 Tier 2 Tier 3 Religion Greece
Mycenae
Settle Europe Minoa Government Mediterranean Sea Athens Leader Civilization Sparta Economy Ionian Sea Persia Culture Aegean Sea Persian Wars Education Island Marathon Peninsula City State Democracy Philosophy Empire Direct Democracy Olympics Polytheistic Theatre Trojan War CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors 8 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Key People: Cyrus the Great, Darius, Xerxes, Socrates, Aristotle, Alexander the Great, Helen of Troy, Paris of Troy, Menelaus Connections: Before Topic is taught (prior learning): Students should have an understanding of the components of an advanced society in order to begin their study of Greek society and development of advanced government structures. Students should also have a basic understanding of democracy and how representative government works. Finally, students should be able to draw on their knowledge of conflict through time in order to fully understand the ramifications of war and the development of armies to both defend one’s self and to potentially attack rival civilizations. CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors After Topic is taught (anticipated learning):
Students should come out of this topic with a better understanding on the foundations of government and how Greek society has impacted our modern world. The teacher should help students make connections to the Middle Ages and how lessons from the Greek Civilization impacted feudal society across the world. The student will also look at the direct connections of Greek Society to the Roman Empire including links to culture, government and economy. 9 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. RESOURCES Unit Number‐ 4 Unit Title‐ Classical Civilizations Topic Guide‐ Ancient Greece Resource Title Location Ancient Greece Unit 3  Chapter 9 in Discovery Education Techbook
Video Clip: Horrible Histories‐ Groovy Greeks BBC Kids Primary History: Greeks https://www.youtube.com/watch?v=kd60himDm9k
http://www.bbc.co.uk/schools/primaryhistory/ancient_gr
eeks/ Flocabulary: Ancient Greece‐ Party in the Parthenon History Chanel: Greek Mythology http://www.flocabulary.com/ancient‐greece/
Ancient Greece Webquest http://www.history.com/topics/ancient‐history/greek‐
mythology http://teachers.cr.k12.de.us/~galgano/greecewq.htm
CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors Summary This chapter breaks the topic of Ancient Greece into three sections: 9.1 The Geography of Ancient Rome, 9.2 Greek Political Systems, and 9.3 Greek Cultural Achievements. Each section provides numerous videos, reading passages, primary sources and activities for students. There is also a chapter assessment that can be assigned to students.
This video clip is historically accurate and humorous. It provides a great visual for students after learning about the education of Ancient Greece. BBC provides an interactive look into all aspects of Greek Life. This site is great for student research. It provides an interactive timeline, reading, photos, video clips, and quizzes for students to take after each section. There is also a place designated for teacher resources. Flocabulary is a great way to incorporate music into the classroom. This site provides the song for students to listen to, guided notes (fill in the blanks), and challenge questions to review at the end. This site includes videos that bring Greek Mythology to life. This resource also includes articles and readings that students can use to gain more knowledge of Greek Mythology. This activity is designed as a webquest for students to complete in groups. Students are creating a model of Ancient Greece. The model includes an exhibit of both Athens and Sparta. The project tells students that they have been selected to be a tour guide for this model. As a tour guide they will escort people on educational sightseeing tours and describe points of interest. Students create a presentation that you will be used to educate the tourists about Ancient Greece as you make your stops along the tour. All needed materials are hyperlinked. 9 – Unit 5 – Classical Civilizations Performance Task – Greece Unit 5 – Classical Civilizations Topic Guide – Greece Generalizations: ‐ The government, leadership structures, and citizenship rules and regulations of early civilizations varied over time and across regions, but many changed and adapted as the empire expanded in order to handle the problems that arise with governing large areas. ‐ Corrupt governments can lead to the decline of a civilization. ‐ Contact with new cultures and civilizations brought about many innovations and changes in art, architecture, and religion for the early civilizations. ‐
With technological and agricultural advancements, civilizations improve their economies through such techniques as irrigation, planting, surplus, domestication, travel, and trade. What: Analyze primary sources, maps, charts and video to make and defend an opinion on an issue that surrounded Ancient Greece. Why: In order to make decisions and defend opinions from a historical perspective while using literacy skills through the process. How: Research an issue from Ancient Greece and write a speech, create a presentation and participate in a democratic vote. Performance Task Summary: You have been hired by the Mayor of your city as the public relations person. The Mayor has asked you to create a commercial to educate the people of your town about the history of democracy and how it has shaped our government in the United States. The local television station has given you a two minute slot to air your commercial. You will need to do several things to make your commercial successful and reach many viewers. Performance Task Criteria: Your first step is to create a script for your actors. Be sure to include facts about:  Describe how national, state, and local government is similar to Ancient Greek government  List some of the duties that show the separation of powers among levels of government  Explain the responsibilities of each branch of government and how they help govern the United States and our community  Describe how collection of taxes helps the government provide services Next, you will need to design a chart to be used as a back drop in the commercial that illustrates the branches of government and each branch’s duties. You must include pictures and a short paragraph so that your audience understands the separation of powers in our government and how the ideas of the ancient Greeks helped shape our government today.  Write about at least 3 things that taxes help provide.  Include at least 3 duties that the mayor has versus a city councilman.  Describe the three branches of government and specific duties that each one has.  List services that our government is able to provide because of collecting taxes (locally and nationally). CMS Social Studies – Revised 2013‐2014 10 – Unit 5 – Classical Civilizations Performance Task – Greece Resources: http://www1.appstate.edu/~bodorw/Class_Templates/TempList.htm ‐ Collection of script templates from App State http://www.bbc.co.uk/history/ancient/greeks/greekdemocracy_01.shtml ‐ BBC History of Democracy as it relates to the Greeks https://www.youtube.com/watch?v=Xtn‐BZH_xU0 – Dawn of Democracy Video Pt. 1 (13 minutes) https://www.youtube.com/watch?v=tyYjgxDf4R8 – Dawn of Democracy Video Pt. 2 (14 minutes) Process: 1. As a team, students will use technology to research the “the history of democracy” and evaluate the impact that it had on society both during the rise of the Greek civilization and its connection to modern day government. 2. The team will create a script for their commercial following the rubric that is provided. 3. The team will then construct a chart for their commercial that illustrates the branches of government and includes the main points outlined above. 4. Presentations may follow if the teacher desires. Performance Task Rubric: ‐ Commercial Requirements ‐ 60 points o Includes a clearly written script that is typed and complete (20 points) o Clearly written using template provided (20 points) o Correct use of grammar and visuals (10 points) o Clear Connections to Greek Government seen (10 points) o Participation in commercial ‐ (10 points) ‐ Complete, organized and neat chart – 40 points o All components are clearly visible and complete (10 points) o Map is neat and organized. Uses all map elements (10 points) o Clear Connections to Greek Government seen (10 points) CMS Social Studies – Revised 2013‐2014 11 – Unit 4 – Classical Civilizations
Assessment ‐ Greece 1. How did the geography of ancient Greece effect its early development? A. The mountains led to the creation of independent city‐states B. A lack of natural seaports limited communication C. An inland location hurt trade and colonization D. The scattered small islands made it easy for communication 2. Socrates, a famous Greek philosopher, was imprisoned for corrupting the minds of young children? What is most likely the reason the government did not approve of Socrates sharing his ideas with young minds? A. they did not like that Socrates idolized Confucius B. they did not want citizens to start questioning their decisions and start a rebellion C. they wanted Socrates to only speak with adults and not scare children with stories D. they thought Socrates would win an election 3. Alexander the Great’s conquest of Greece, Asia Minor, Egypt, and Persia led to what? A. Spread of Hellenic culture B. Adoption of a feudal system C. Establishment of representative democracy D. Spread of Islamic culture throughout Europe 4. Socrates was a philosopher whose method of teaching involved
what? A. asking open‐ended questions, so students learned using reasoning. B. using fear and embarrassment to force students to learn. C. students gaining knowledge only through personal experiences. D. giving lectures attended by hundreds of students. 5. In which way was life in Athens different from life in Sparta?
A. Life in Athens involved more farming, while life in Sparta involved more fishing and sailing. B. Life in Athens was influenced by religious thought, while life in Sparta did not allow religion. C. Life in Athens praised exercise and strength, while life in Sparta praised democratic citizenship. D. Life in Athens was focused on education, while life in Sparta was focused on the military CMS Social Studies – Revised 2013‐2014 6. Why did the Egyptians welcome Alexander the Great and crown him Pharaoh? A. He eliminated the empire of Persia, who had taken over Egypt B. They did not react this way. C. They thought he was part Egyptian D. They were acting out of fear of him 7. How did Alexander the Great change the world? A. He passed along the idea of tyranny B. He used fear to take over land C. He spread Greek culture and the love of learning D. He spread disease to wipe out civilizations 8. What was the primary purpose of education for young boys in Ancient Sparta? A. to give them an understanding of history B. to educate them on religious thought C. to ready for further study in college D. to train them to serve in the army 9. I was one of the most influential military commanders in history. I conquered most of the world known to the ancient Greeks and never lost a battle. I lived during the period 356 to 323 BC. My famous teacher was Aristotle. Who am I? A. Genghis Khan B. Alexander the Great C. Marco Polo D. Julius Caesar 12 – Unit 4 – Classical Civilizations
Assessment ‐ Greece 10. Aristotle was a Greek philosopher. He lived between 384 ‐ 322 BC. He once said that all art, all investigation and every human pursuit or undertaking seems to aim at some good. He also said that 'the good' is that at which all things aim. He applied this idea to government. He explained that "The good of man must be the purpose of politics." What is the main idea of Aristotle's quote? A. The aim of good government should be the protection of the people. B. Scientists should be politicians. C. Philosophers make the best politicians. D. Art and music are very important to good government. 11. By 300 BC, this location boasted of being a democracy, with citizens elected by councils, running the court system and participating as judges and jury. Yet, this same system had slaves. Also, most women could not take part in government. Where was this? A. Sparta B. Athens C. Rome D. Constantinople 12. Read the following statement to answer the question. Unlike other ancient civilizations, which developed in fertile river valleys, ancient Greek civilization developed on mountainous islands and peninsulas. This statement suggests that A. the ancient Greeks had all of the resources required to sustain their civilization B. conquest and trade were more important than farming in the development of Greece C. the ancient Greeks produced a wider variety of crops than other ancient civilizations D. ancient Greek farmers were more innovative in developing agricultural technologies than farmers from other ancient civilizations CMS Social Studies – Revised 2013‐2014 Greek Mythology In Greek mythology, the gods are seen as great and powerful beings. However, they are given human qualities and interact with humans, also known as mortals, a great deal. They help mortals win contests, they fall in love with mortals, and they even save mortals from monsters. Mythology makes it seem like humans would be lost without the gods. This is especially apparent in the tale of Prometheus. In Greek mythology, Prometheus is not only seen as a great supporter of humans, but he is also responsible for their appearance and survival in the world. 13. According to the passage, how are gods viewed in Greek mythology? A. They were evil and caused only harm to humans B. They were great and powerful with human qualities C. They were less powerful and more weak than humans D. The did not resemble humans and were hard to identify 14. In Greek mythology, what are human beings referred to as? A. Mortals B. Untouchables C. Plebeians D. Nobles 15. How does Greek mythology view the relationship between humans and the gods? A. Gods and humans were unable to maintain positive relationships because humans were greedy B. Humans and gods fought each other over territory C. Humans were dependent on the gods and were lost without their guidance D. Gods and humans never interacted with each other because they lived in different worlds 13 – Unit 4 – Classical Civilizations
Assessment ‐ Greece Constructed Response 1. Ancient Greece influenced modern philosophy, government, math, science, literature, architecture, and language. In which area do you think ancient Greek culture had the most influence? Why? What examples of that cultural influence are evident in modern‐day life? Identify and describe two ways in which this influence is seen in modern times. _Discovery Communications, LLC 2. Athens is proclaimed to be the birthplace of democracy where citizens were able to have a direct voice in their government. However, only males born in Athens were considered citizens and allowed to vote. Why were various people excluded from voting? Is this evident in any other time in history? 3. How did the geography of Greece negatively impact the civilizations ability to become unified? Did this ultimately cause the deterioration of Greece and make them more susceptible to invasion? CMS Social Studies – Revised 2013‐2014 14 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Unit ‐ 4 Classical Civilizations Topic Guide ‐ Rome Conceptual Lens: Innovation, Growth and Collapse Essential Questions: 1. How did Rome’s transition from Republic to Empire impact its citizens? 2. How have key historical figures and cultural groups influenced society? 3. How do a society’s governmental and social structures affect its development? 4. How have competition, conflict and compromise over time impact development? 5. How does geography impact the success of a civilization? 6. How did the spread of Roman culture influence life throughout the Empire? 7. Why did Rome decline and fall? Overview: For more than 1,000 years Rome ruled over the Mediterranean Sea and surrounding territory. Rome was founded originally by Romulus and Remus in what is modern day Rome and throughout time expanding to control the Italian Peninsula. By building roads, creating a republic, and using waterways to transport goods Rome became a super power of the Ancient world. As leaders of Rome expanded the empires territory and defend their power, the culture of Rome spread from Great Britain to the Middle East. Near the end of the empires existence, Rome battled the expansion of Christianity among its polytheistic people. With the introduction of Christianity and the attacks of outside civilizations on the outer territories of Rome, the empire fell into 2 civilizations. The West collapsed into the Dark Ages while the East flourished in a Christian society based in Constantinople, later becoming the Byzantine Empire. Standards: H.1.1, H1.2, H.1.3, H.2.1, H.2.2, H.2.3, G.1.1, G.1.2, G.1.3, G.1.4, C&G.1.1, C&G.1.2, C&G1.4, C.1.1, C.1.2, C.1.3, E.1.1
Timeframe: 27 BCE – 610 AD CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors 15 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Key Vocabulary: Tier 1 Tier 2 Tier 3 Religion Settle Government Leader Economy Culture Education Trade Farming Slave Capture Fight War Conquer Europe
Mediterranean Sea Tiber River Peninsula Empire Great Britain Spain North Africa Alps Apennine Mountains Climate Agriculture Barter Aqueduct Roman Empire
Rome Romulus Remus Italy Republic Consul Plebian Patricians Twelve Tables Pax Romana Christianity Polytheistic Byzantine Empire Senate Gladiator Justinian Code Key People: Marius, Caesar, Augustus, Nero, Constantine the Great, Justinian, Mark Antony, Cleopatra, Octavian, Pontius Pilate, Jesus, Christians, Jews Connections: Before Topic is taught (prior learning): Students need to draw on their learning from the Greek topic of study and the connections to government, religion and economy. Students should understand that Greece was eventually taken over by the Roman Empire and that many elements of Greek society were both incorporated and banished by the Empire. Students should also connect to their study of civilizations and the religious history of both the Jews (who were driven from Jerusalem by the Romans) and the Christians (who were persecuted by the Romans). CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors After Topic is taught (anticipated learning):
Through the collapse of the Roman Empire, students should trace the fall of the west into the Dark Ages and the rise of the east into the Byzantine Empire which eventually led to the rise of Islam in the 600’s AD. Students should be able to compare and contrast the rise and fall of an empire as they will connect to future empires such as the Byzantine, Mongolian and Ottoman Empires. 16 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. RESOURCES Unit Number‐ 4 Unit Title‐ Classical Civilizations Topic Guide‐ Ancient Rome Resource Title Location The Roman Republic and Unit 3  Chapter 10 in Discovery Education Techbook
Empire Video Clip: Romulus and Remus https://www.youtube.com/watch?v=t6M5sFXKRcY
BBC Kids Primary History: Romans http://www.bbc.co.uk/schools/primaryhistory/romans/
Kidipede: Ancient Rome for Kids http://www.historyforkids.org/learn/romans/
National Geographic: When http://channel.nationalgeographic.com/channel/when‐rome‐
Rome Ruled‐ Gladiator Training ruled/videos/gladiator‐training‐camp/ Camp Kids Past: Ancient Rome http://www.kidspast.com/world‐history/0076‐ancient‐
rome.php CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors Summary This chapter breaks the topic of Ancient Rome into five sections: 10.1 The Geography of Ancient Rome, 10.2 Roman Origins and Early Political Structures, 10.3 From Republic to Empire, 10.4 Roman Culture: Life and Legacy, 10.5 A Weakening Empire. Each section provides numerous videos, reading passages, primary sources and activities for students.
This student created video clip tells the story of Romulus and Remus that is historically accurate and humorous. It provides a great visual for students after reading the legend. BBC provides an interactive look into all aspects of Roman Life. This site is great for student research. It provides an interactive timeline, reading, photos, video clips, and quizzes for students to take after each section. There is also a place designated for teacher resources. Kidipede is a history and science encyclopedia for kids, with more than 2000 pages of expert answers to your questions. This link provides a plethora of information for both students and teachers. Topics of Ancient Rome and categorized and words and hyperlinked for students to click for more information. This would be a great resource for vocabulary. There are also projects that can be used in the classroom. These videos, which are roughly five minutes each, provide an updated and realistic visual of what life was like for gladiators. There are other featured videos from the series “When Rome Ruled” that cover other topics of Roman history. This website provides great information and pictures that students can use to research different topics about Rome. It also provides interesting facts and historical quotes from people of this time period. 17 – Unit 5 – Classical Civilizations Performance Task – Rome Unit 5 – Classical Civilizations Topic Guide – Rome Generalizations: ‐ Corrupt governments can lead to the decline of a civilization. ‐ The government, leadership structures, and citizenship rules and regulations of early civilizations varied over time and across regions, but many changed and adapted as the empire expanded in order to handle the problems that arise with governing large areas. ‐ Geography can influence the development of a society due to natural barriers that impact movement both to and from the society. ‐ The structure, order, and ability of a civilization’s military has a significant impact on its success and/or failure as an empire. What: Analyze primary sources, maps, charts and video to make and defend an opinion on an issue that surrounded Ancient Greece. Why: In order to make decisions and defend opinions from a historical perspective while using literacy skills through the process. How: Research an issue from Ancient Greece and write a speech, create a presentation and participate in a democratic vote. Performance Task Summary: Historians constantly refer to the rise and fall of civilizations; however, do all civilizations fall? Your task is to research the following cultural traits of the ancient Romans to determine to what extent Roman culture continued: law, science (i.e. astronomy), art and architecture, and the role of women. You will then compare to the Greek Empire. You will place your findings on a chart to be shared with the class. Your group will then discuss and students will individually write on the following questions: Although Constantinople is referred to as the “Second Rome” did it continue Roman culture better than the Muslims of the Middle Ages? What criteria did you use to make your decision? What aspects of culture are best served for continuity? Was Roman culture required to change in order to continue? Students will then, as a group, form an argument as to whether or not societies actually fail or if they simply change with the passage of time. Arguments can then be presented to the class for discussion and debate. Performance Task Criteria:  Completed Graphic Organizer  Answer the following questions as a group: o Although Constantinople is referred to as the “Second Rome” did it continue Roman culture better than the Muslims of the Middle Ages? o What criteria did you use to make your decision? o What aspects of culture are best served for continuity? o Was Roman culture required to change in order to continue?  Craft an argument with evidence from the Roman Empire that supports your opinion. CMS Social Studies – Revised 2013‐2014 18 – Unit 5 – Classical Civilizations Performance Task – Rome Resources: http://www2.sunysuffolk.edu/westn/Essaygreecrome.html ‐ Article on the comparison of the Greeks and Romans (high level) http://www.humanities360.com/index.php/differences‐and‐similarities‐of‐greek‐and‐roman‐cultures‐7136/ ‐ Article on the comparison of the Greeks and Romans (medium level) http://rome.mrdonn.org/comparison.html ‐ Article on the comparison of the Greeks and Romans (lower level) https://www.youtube.com/watch?v=0cZua66S8eQ – Horrible Histories – Roman Gladiators https://www.youtube.com/watch?v=z9lFwCDuj38– Horrible Histories – Greek Games Process: 1. As a team, students will use technology to research and complete the graphic organizer and answer the questions provided in the summary. 2. The team will craft an argument as to whether or not the Roman and Greek Empires actually fell or just changed through time. 3. Presentations may follow if the teacher desires. CMS Social Studies – Revised 2013‐2014 19 – Unit 5 – Classical Civilizations Performance Task – Rome Performance Task Rubric: ‐ Organizer Requirements ‐ 50 points o Includes clearly written information that is complete (20 points) o Neatly written using template provided (10 points) o Correct use of grammar (10 points) o Clear Connections to both Roman and Greek Government evident (10 points) ‐ Argument for or against the idea that civilizations fail – 50 points o All questions are answered and complete (20 points) o A clear and direct argument is made (10 points) o Argument is supported by at least 5 examples from the Roman Empire unit (20 points) CMS Social Studies – Revised 2013‐2014 20–Unit4–ClassicalCivilizations
Assessment‐Rome
1. Important long‐term contributions of ancient Greek and Roman civilizations are primarily found in the area of A. military technology B. religious doctrine C. economic policy and planning D. government and law 2. I became the undisputed master of the Roman Empire around 49 BC. This was the beginning of a reign of reforms in the Roman society and government. I proclaimed myself a dictator for life. Who am I? A. Julius Caesar B. Euclid C. Charlemagne D. Aristotle 3. After the western Roman Empire fell to Germanic invaders in the 5th century A.D., the eastern part of the empire eventually became known as what? A. Byzantine Empire B. Carthaginian Empire C. Islamic Empire D. Persian Empire 4. This location began as republic, where citizens elect their leaders. Yet, this same system had slaves. Also, most women could not take part in government. Where was this? A. Sparta B. Athens C. Rome D. Constantinople 5. A major reason for the decline of the Roman Empire was what? A. a series of military defeats in Africa B. political corruption and the instability of the government C. the abolition of slavery throughout the Empire D. continued acceptance of traditional religions CMSSocialStudies–Revised2013‐2014
What natural features made Rome an ideal place to settle? A. Arabian Sea B. Gobi Desert C. Nile River D. Mediterranean Sea 7. Which statement best explains the importance of ancient Rome’s large system of roads? A. The Roman population was highly mobile. B. Foreign trade was the main basis of the Roman economy. C. The Roman government prevented unemployment by funding public‐
works projects. D. Efficient transportation was an economic and military necessity in the Roman Empire. 8. The size of the Roman Empire made it difficult for the Romans to do what? A. foster trade relations between the different regions of the empire B. ensure effective government and adequate military protection for the entire empire C. establish a central capital city upon which everyone could agree D. continue to make cultural and technological innovations 9. The two ‐century period of Roman history known as the “Pax Romana” was what? A. more beneficial to plebeians than it was to patricians B. a result of Roman peace treaties with all of the nations that it bordered C. essential to the stability of the Roman Republic D. an extended period of internal peace and prosperity throughout the empire 10. Which principle was central to the organization of the Roman Republic? A. personal freedom B. direct democracy C. separation of powers D. limited government 6.
21–Unit4–ClassicalCivilizations
Assessment‐Rome
11. The Council of Plebs had which function in the Roman Republic? A. It protected the rights of the common people. B. It shared lawmaking power with the consuls. C. It chose the plebeian members of the Senate. D. It ran the local government in Roman colonies. 12. How was the Roman Empire different from the Roman Republic? A. All elected positions were abolished under the Empire. B. In the Empire, only patricians had the right to occupy public offices. C. The Empire was run by a single dictator for life instead of by two elected consuls. D. The Empire focused on protection of its borders rather than on expansion. CMSSocialStudies–Revised2013‐2014
The Decline of the Roman Empire Historians debate why the Roman Empire came to an end. They explain it could have been due to weak emperors, plagues and disease, or lack of government participation by the people. Weak emperors could have caused political confusion. Plagues and diseases spread among some parts of the population. Less participation in government by the upper classes in political and economic decisions may have meant they were becoming lazy and more interested in relaxation or leisure. The empire was strongest when people were making great achievements in art, architecture, math and science. Near the end of the Roman Empire, these intellectual thoughts had diminished. 13. What statement is NOT correct according to this passage? A. A civilization can only survive with good scientists. B. Good political leadership maintains order in a civilization. C. Plagues or disease can weaken a civilization. D. Weak emperors can cause political confusion 14. The main idea of this passage is what? A. to detail the strengths of Roman civilization B. to explain the fall of the Roman Empire C. to argue that the Roman Empire was superior to Greek civilization D. to explain the reason for plagues in the late Roman Empire 15. What was a cause that historians debate to be a reason the Roman Empire fell? A. Lack of participation in government B. Weak leadership C. Disease and plagues D. All of the above 22–Unit4–ClassicalCivilizations
Assessment‐Rome
Constructed Response 1.
2.
3.
Which government was more politically and economically effective for Rome, a republic or empire? Historians have differing views on which ancient cultures were the most significant to the growth of the United States. Defend the following statement: Rome had the greatest significance on our contemporary culture and government. Which contribution or invention in Rome benefited the civilization the most and allowed them to become incredibly strong, successful, and prosperous? CMSSocialStudies–Revised2013‐2014
23 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. CMS Social Studies – Revised 2013‐2014 Created by John Nabors 24 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Unit ‐ 4 Classical Civilizations Topic Guide – Classical India
Conceptual Lens: Trade and Growth Essential Questions: 1. How did the geography of South Asia influence the development of civilizations on the Indian subcontinent? 2. What innovations were used in Indus Valley civilizations that improved the quality of life? 3. How did interaction between Indus Valley descendants and the Aryans change both groups? 4. How did the practices and traditions of the Indian civilizations reflect their religious beliefs? 5. What things enabled and encouraged innovation during the Gupta Empire? 6. How did the major achievements of the Gupta Empire reflect the values of their society? Overview: The Classical Age of India saw a growth of urban civilization in the Indian subcontinent, and with it, an educated culture. It was an age of religious expansion including the birth of Buddhism on the subcontinent. The use of iron became a staple in society along with other innovations such as irrigation for crops, formalized written language in the form of Sanskrit (the language of the Aryans) and the explosion of trade. As learned in the Indus River Valley Civilization topic, mass migrations to the subcontinent resulted in building of a massive population. This led to the development of tribal kingdoms and a defined social structure in the form of the Hindu caste system. This caste system was both similar and different from other feudal societies as people accepted their caste as a religious duty rather than a right of birth. The impact that trade had impacted the caste system as the movement for skilled laborers created guilds which eventually led to the development of “sub‐castes” within the overarching caste. The classical age of India’s history was comprised of two important dynasties, the Mauryan and the Gupta. The rise of the Mauryan dynasty was precipitated by the invasion of Alexander of Macedonia in 327 B.C. Although Alexander left no lasting impression on India, he did clear out several small states and create the power vacuum which allowed the Mauryan dynasty to emerge. The Gupta era was the greatest period of political stability in classical India. However, this lack of centralized rule came with an eventual price. The various regions of India had their own distinctions and were never integrated into the whole as they were under Ashoka. In fact, the Gupta empire would break along these regional divisions as the empire was threatened by internal corruption and nomadic invaders. After the fall of the Gupta dynasty, the Indian subcontinent would remain fragmented into regions for over 1500 years. Thus the pattern of rule in classical India alternated between large but decentralized empires and networks of disjoined regional kingdoms. Standards: H.1.1, H1.2, H.1.3, H.2.1, H.2.2, H.2.3, G.1.1, G.1.2, G.1.3, G.1.4, C&G.1.1, C&G.1.2, C&G1.4, C.1.1, C.1.2, C.1.3, E.1.1
Timeframe: 700 BCE – 350 BCE CMS Social Studies – Revised 2013‐2014 Created by John Nabors 25 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Key Vocabulary: Tier 1 Tier 2 Tier 3 Tradition Isolate Religion Legacy Monk Fight Conquer Invade War Money Economy Class
Subcontinent Enlighten Meditation Monsoon Reincarnation Innovation Reverence Guild Pilgrimage Irrigation Artifacts Caste
Hinduism Buddhism Guru Vedas Sanskrit Karma Untouchables (Pariahs) Bronze Golden Age Cultural Diffusion Key People: Alexander the Great, Gupta, Mauryan, Chandragupta Maurya, Siddhartha Gautama, Ashoka, Chandra Gupta II, Connections: Before Topic is taught (prior learning): Students should have a solid understanding of cultural diffusion. If the teacher decided to teach World religions in Unit 1, a strong understanding of both Buddhism and Hinduism are required to bridge the divide between both Ancient India and Classical India. Finally, students should understand the idea of specialization and economic structures of the ancient world as they are the building blocks upon which advanced society (both with infrastructure and government systems) are built and developed. Understanding the Aryans from unit 3 in the Indus River Valley is also a key to understanding growth on the Indian subcontinent. CMS Social Studies – Revised 2013‐2014 Created by John Nabors After Topic is taught (anticipated learning):
The student will use the information from learning about classical India to analyze Mesoamerica and on the Middle Ages. Students will link India to the development of the Silk Road and the diffusion of culture. Students will build on the spread of Buddhism to East Asia and its impact on the dynasties of China and Feudal Japan. The desire to trade with India and China will also promote the advancement of the Age of Exploration in 7th grade as developed societies begin to seek all water routes to Asia (Hence Native Americans title of “Indians” when explorers thought they had reached India by heading west across the Atlantic) 26 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. RESOURCES Unit Number ‐ 4 Classical Civilizations Topic Guide – Classical India Resource Title Location The Story of India http://www.pbs.org/thestoryofindia/teachers/lessons/4/
Architecture in India http://www.boloji.com/index.cfm?md=Content&sd=Catego
ries&CategoryID=10 Asian Education Foundation http://www.asiaeducation.edu.au/curriculum_resources/hi
story_cr/ashoka_and_the_mauryan_empire/ashoka_and_t
he_mauryan_empire_landing_page.html https://www.youtube.com/watch?v=8Nn5uqE3C9w
Crash Course World History: Ancient India Gupta Empire Simulation http://stewartgordonhistorian.com/gupta‐game‐
downloads.html PBS Timeline http://www.pbs.org/thestoryofindia/timeline/4/
CMS Social Studies – Revised 2013‐2014 Created by John Nabors Summary Provides 3 great downloadable lessons (lessons 2‐4) for teaching the Mauryan and Gupta Empires and connects them to Math and Science. A great interdisciplinary lesson from PBS! An amazing collection of pictures of architecture from India. Provides historical connections as well! Rated as the best site for Indian Architecture by the Encyclopedia Britannica! An AWESOME set of investigations and activities that connect current research to classical Indian culture. Includes downloadable resources as well!! A fast paced 10 minute video of India, the rise of Buddhism and Hinduism.
This is a great simulation/performance task for students to dive into in order to understand the roles within the Gupta Empire and understand its rise and decline. Students are assigned roles and groups and work together to gain perspective on how culture changes over time. Includes geography and history connections. All materials are in downloadable PDF version. Timeline of the Golden Age of India. Completely linkable and easy to understand. 27 – Unit 5 – Classical Civilizations Performance Task – Classical India, Mauryans And Guptas Unit 5 – Classical Civilizations Topic Guide – Classical India, Mauryans and Guptas Generalizations: ‐ Contact with new cultures and civilizations brought about many innovations and changes in art, architecture, and religion for the early civilizations. ‐ Geography can influence the development of a society due to natural barriers that impact movement both to and from the society. ‐ Early civilizations saw many notable achievements, often due to contact with other cultures and civilizations. ‐ Invasion and conquest may increase the size of an empire. ‐ With technological and agricultural advancements, civilizations improve their economies through such techniques as irrigation, planting, surplus, domestication, travel, and trade. What: Analyze primary sources, maps, charts and video to create a comprehensive project on a Classical Indian dynasty. Why: In order to make decisions and defend opinions from a historical perspective while using literacy skills through the process. How: Create a “World’s Fair” exhibit for Classical India that encompasses all of the elements of the civilization. Performance Task Summary: You and a delegation of your classmates are planning to attend World’s Fair in 350 BCE, which marks the transition between the Mauryan and Gupta Empires. Your task is to prepare an exhibit highlighting the accomplishments of your assigned empire (Aryan, Mauryan or Gupta). You also need to prepare for a round table forum (debate) about how your empire rose and fell. Performance Task Criteria: Product:  Your exhibit must provide evidence for the following key essential questions and concepts: o What is unique about the government structure? o How did military power differ using a variety of techniques (consider diplomacy; developing supply lines; building fortifications, defensive walls, and roads; and/or drawing new groups of military officers and soldiers from the local populations or conquered peoples)? o What were the important religious rituals? o How did the social structures in the empires (that included caste groups) impact the empire? o Patriarchy continued to shape gender and family relations. o Artistic expressions, including literature, drama, architecture, and sculpture show distinctive cultural developments. o Much of the success of the empires rested on their promotion of trade and economic integration by building and maintaining roads and issuing currencies. o New technologies facilitated long‐distance communication and exchange. CMS Social Studies – Revised 2013‐2014 28 – Unit 5 – Classical Civilizations Performance Task – Classical India, Mauryans And Guptas 
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To prepare for the debate, you should also research the reason your empire ultimately declines: o Through excessive mobilization of resources, imperial governments caused environmental damage and generated social tensions and economic difficulties by concentrating wealth in the hands of elites. o The spread of disease pathogens across networks of exchange diminished urban populations and contributed to the decline of some empires. o External problems resulted from security issues along their frontiers, including the threat of invasions or internal conflict. Research must be evident in your work product and include at least five sources, at least one of which must be a primary source. A typed Works Cited in MLA format is required. You must carefully plan the design and layout of your work product. It must be visually appealing and the information must be presented in a logical order to enhance understanding. Resources: http://www.timemaps.com/civilization/Classical‐India ‐ Time maps on Classical India http://www.ancientmilitary.com/ancient‐india‐military.htm ‐ History of Ancient Indian Military http://www.ancient.eu.com/Aryan/ ‐ Aryan History http://www.mapsofworld.com/world‐ancient‐history/gupta‐empire.html ‐ Gupta History http://depts.washington.edu/silkroad/exhibit/mauryans/mauryans.html ‐ Mauryan History Process: For the World’s Fair of exhibit, select one of the following: 1.
2.
A physical museum type exhibit. Your must select 15 artifacts that will most effectively help visitors understand the significance/brilliance of your Empire during this period. A brochure explaining the artifacts must accompany the exhibit. A video production. You must produce a film celebrating the significance/brilliance of your Empire. You must include at least 15 visuals (maps, photos, charts, cartoons) in your film. For the Forum, complete both parts: 1.
2.
Your empire will need name badges reflecting your empire. You may decide to wear costumes. Note cards (in case you forget your expertise). Students will then, as a group, form an argument as to whether or not societies actually fail or if they simply change with the passage of time. Arguments can then be presented to the class for discussion and debate. CMS Social Studies – Revised 2013‐2014 29 – Unit 5 – Classical Civilizations Performance Task – Classical India, Mauryans And Guptas Performance Task Rubric: ‐ Exhibit Requirements ‐ 50 points o Includes clearly written and presented information (20 points) o Organized, neat and professional (10 points) o Correct use of grammar and MLA formatted bibliography (20 points) ‐ Forum requirements – 50 points o Clearly stated Thesis (20 points) o Creativity of Presentation (10 points) o Argument is supported by at least 5 examples from the assigned empire (20 points) CMS Social Studies – Revised 2013‐2014 30 – Unit 4 – Classical Civilizations Assessment – Classical India, Mauryan and Gupta 1.
Ancient India developed the most rigid social hierarchical ordering system of its time, called what? a. ostracism. b. caste. c. kowtowing. d. sari. 2.
The classic language of ancient India was which of the following? a. Farsi b. Aryan c. Sanskrit d. Urdu 3.
The joining of Atman (self) and Brahman results in which of the following? a. yoga b. nirvana c. dharma d. karma 4.
At what battle caused Asoka the Great change his view on life and turn into a Buddhist? a. Mauryan Battle b. Kalinga Battle c. Battle of Harappa d. The Great India War 6.
7.
5.
The caste system in India was characterized by what? a. toleration for various religious beliefs b. equality between men and women c. a lack of social mobility d. the right of people to choose their occupations CMS Social Studies – Revised 2013‐2014 Which statement can best be supported by the information shown on this map? a. By 260 B.C., the Mauryan Empire extended north into Central China. b. The Mauryan Empire controlled more of the Indian subcontinent than the Gupta Empire did. c. Most of the Gupta Empire was located on the Deccan Plateau. d. The economies of India’s early empires were based on trade. Which generalization about the Maurya and Gupta Empires is supported by the map? a. Expansion was limited by geographic factors. b. Trade contributed to stable societies. c. Extensive road systems unified India. d. Southern India was isolated from northern India 8.
Which accomplishments are associated with the Gupta Empire? a. adoption of democracy and construction of the Pantheon b. defeat of the Roman Empire and adoption of Christianity c. establishment of Pax Mongolia and founding of a Chinese dynasty d. use of Sanskrit language and development of the concept of zero 31 – Unit 4 – Classical Civilizations Assessment – Classical India, Mauryan and Gupta 9.
Why s the Gupta reign called the Golden Age of Hindu Culture? a. Learning, literature and art flourished b. The Guptas established a gold standard c. The crops in the river valleys were golden color d. Many new lands were added to the empire 10. What effect did wars and invasions have on the development of India's trade? a. Disunity had little effect, as India did not have many products to trade b. Trade was stifled and India was cut off from the world. c. Trade flourished despite the invasions and wars. d. Indian merchants only traded within the country. 11. What was government like under the Gupta dynasty? a. Much power was left in the hands of individual villages and cities. b. Government was disorganized and inefficient. c. Rulers were harsh and punishment was cruel. d. Gupta rulers maintained tight control over the citizens. 12. How did Asoka's changes in governing policy affect the Maurya empire? a. The changes had very little effect on people. b. The changes brought peace and helped to unite his empire. c. The changes weakened the empire. d. The changes caused the people to revolt. CMS Social Studies – Revised 2013‐2014 13. Which of the following caused the collapse of the Mauryan Empire? a. An invasion of the Guptas b. The empire was bankrupted by trade c. Buddhism was founded and people left India d. Asoka died and the Empire fell to turmoil 14. Why is India is referred to as a subcontinent? a. it is connected by a narrow stretch of land. b. it is a large and physically isolated landmass. c. its wealth patterns are very different. d. it is not as large as other continents. 15. Why is the period from 1500 to 500 BCE is referred to as the Vedic Age? a. the Vedas are our main source for the period. b. Vedas is considered the first Indian emperor. c. the Vedic Empire was the first true Indian empire. d. The Vedas were written because of it. 32 – Unit 4 – Classical Civilizations Assessment – Classical India, Mauryan and Gupta Constructed Response Document 1 "Whoever honors his own [religion] and insults another man's whether from blind loyalty or with the intention of showing his own [religion] in a favorable light, does his own [religion] the greatest possible harm. Acceptance is best, with each hearing and respecting the other's teachings. It is the wish of the [king] that members of all religions should learn from one another and should teach virtue." —From the Edicts of Asoka (268 B.C.) What did the Mauryan ruler, Asoka, say about religious tolerance? What were the effects of Asoka’s edicts throughout Asia? CMS Social Studies – Revised 2013‐2014 33 – Unit 4 – Classical Civilizations Assessment – Classical India, Mauryan and Gupta Document 2 Empires of Ancient India
Maurya
Gupta
Dates
321 B.C.–185 B.C.
A.D. 320–550
Location
Northern and southern
India
Northern India
Government
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Learning
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Harsh rule
Organized
government
Officials collect
taxes
Governmentowned factories
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Schools and
libraries in
capital
Missionaries
spread
Buddhism
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What contributions were made in math and science during the Gupta Empire? CMS Social Studies – Revised 2013‐2014 
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Mild rule
Organized government
Villages and cities had power
Golden age of learning
Number system we use today, decimal
system
Plastic surgery, vaccines for smallpox
Carvings of gods and animals
34 – Unit 4 – Classical Civilizations Assessment – Classical India, Mauryan and Gupta Document 3 “From 321‐185 BC, the Maurya’s built an incredible empire. Under the rule of King Chandragupta, a vast number of government officials helped the King rule. Royal officials helped build roads and harbors to improve trade, royal tax collectors helped bring in money to the King and the King’s brutal secret service reported on those who were corrupt or who disagreed with the King. By using these thousands of officials, the King maintained control and order in his kingdom.” How did government officials help the King maintain control over his empire? Document 4 The following was written by the grandson of King Chandragupta (273‐232 BC): “All people are my children, and just as I desire for my children that they should obtain welfare and happiness, both in this world and the next, so do I desire the same for all people.” ‐ King Asoka, Maurya Empire Why would King Asoka be popular with people he ruled in his empire? CMS Social Studies – Revised 2013‐2014 35 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors 36 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Unit ‐ 4 Classical Civilizations Topic Guide – Imperial China
Conceptual Lens: Growth and Political change over time
Essential Questions: 1. What were the notable achievements of the dynasties of Imperial China? 2. As empires expanded, hoe did their government and leadership structures adapt? 3. How did art and culture change during the age of Imperial China? 4. How did the ancient government and culture of China impact their Imperialist society? Overview: Beginning in 581 AD, China entered into its Imperialist (Classical) era with the authority of the Sui Dynasty. The Sui Dynasty was able to unite a war lord torn countryside through the use of military force and the unification of major waterways. By unifying the Yangtze and Yellow River through the building of the Grand Canal, the kings of the Sui were able to transport goods, people, and military might throughout China quickly. Following the collapse of the Sui Dynasty in 680, the Tang Dynasty came to power. The Tang Dynasty is consider to be the father of the modern day China through their use of Confucius ideas, civil service exam, work programs for the poor, and creation of new technology like gunpowder. Three hundred years following the rise of the Tang, the Song Dynasty rose to power and brought along social and cultural changes. From the increase of military power, innovation in mathematics, and cultural changes for women’s roles, the Song provided cultural identity to China’s history. Finally, the Mongols under the leadership of Genghis Khan invaded China and created an empire larger than the size of Rome. Through their use of a nomadic lifestyle, the Mongols were able to travel and conquer while maintaining control over all territories. We also see a movement from Zhou Feudalism to an Authoritative Qin dynasty leading eventually to a Bureaucratic Han dynasty. Religion moved from Legalism, Daoism and Confucianism to Buddhism, back to Confucianism and eventually Islam in South Asia and a combination of Buddhism and Confucianism, Legalism and Daoism throughout East Asia. At this time, the Silk Road had developed into a major trade route (crossing from Europe, through Italy, the Middle East, onward through South Asia eventually leading to China). The Silk Road impacted many societies at this time as it afforded a vessel to “diffuse” culture throughout the known world. The land route got its name from the lucrative silk trade with China at the time. Over the years, passage on the Silk Road became obsolete for two main reasons. The first, due to the high demand in the west, merchants needed to bring larger loads of goods faster. The second, travel became too dangerous and risky with an increasing number of thefts from nomads. This led to Europeans to begin seeking an all water route to Asia. Standards: H.1.1, H1.2, H.1.3, H.2.1, H.2.2, H.2.3, G.1.1, G.1.2, G.1.3, G.1.4, C&G.1.1, C&G.1.2, C&G1.4, C.1.1, C.1.2, C.1.3, E.1.1
Timeframe: 580 AD ‐ about 1300 AD CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors 37 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Key Vocabulary: Tier 1 Tier 2 Tier 3 Religion Settle Government Leader Economy Culture Education Trade Farming Technology Explore Medicine Math Invent China
Yellow/ Yangtze Rivers Canal Empire Climate Agriculture Barter Emperor Negative numbers Decimals Astrology Innovation Dynasty
Confucius Sui Tang Song Mongol Grand Canal Civil Service Exam Gunpowder Silk Road Middle Kingdom Buddhism Golden Age of China Key People: Genghis Khan, Confucius, Marco Polo, Kublai Khan, , Chabi, Babar Khan, Sui Wendi, Empress Wu, Li Yuan, Qin Shi Huangdi, Connections: Before Topic is taught (prior learning): Students should bring an understanding of Legalism, Daoism and Confucianism into this unit (coming from the study of Ancient China in unit 3). Students should also have an understanding of the Warring States period and the Han Dynasty. Students should also have an understanding of the need for trade due to specialization and the shift from people needing items such as food, water and shelter to the desire for wanting items such as silk, porcelain and gunpowder. CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors After Topic is taught (anticipated learning):
The significance of the Mongols is important because this is the first time we see an Islamic Kingdom set up in South Asia (Babar Khan). This will play out many years later with the split of India in 1947 when Pakistan (Islam) and India (Hindu) divide. Students will also need to identify the Rise of the Mongol Empire as they will need to connect with its decline in 7th Grade. 38 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. RESOURCES Unit Number‐ 4 Unit Title‐ Classical Civilizations Topic Guide‐ Imperial China Resource Title China Location Unit 4  Chapter 13 in Discovery Education Techbook Video Clip: New Frontier https://www.youtube.com/watch?v=OQ
Documentary‐ The Tang Dynasty sZe‐wNN8Q BBC Kids Primary History: Tang Tomb Figures http://www.bbc.co.uk/schools/primaryhi
story/worldhistory/tang_tomb_figures/ PBS: The Last Train Home Video and Lesson Plan: Confucianism in a Changing Society http://www.pbs.org/pov/lasttrainhome/l
esson‐confucianism.php The Silk Road‐ Yesterday and Today Project http://www.mitchellteachers.org/ChinaT
our/SilkRoadProject/silk_road‐main.html Kidipede: Ancient China for Kids http://www.historyforkids.org/learn/chin
a/ CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors Summary This chapter breaks the topic of Imperial China into three sections: 13.1 China’s Reunification and Development, 13.2 The Mongols, and 13.3 The Ming Dynasty. Each section provides numerous videos, reading passages, primary sources and activities for students. There is also a chapter assessment that can be assigned to students.
This video is part of a documentary that focuses on the investigation of archeological discoveries to uncover China’s development. Although the focus is on the Tang Dynasty, Imperial China is covered throughout the documentary. It also does a great job of connecting the past to the present. BBC provides an interactive look into the tombs of the Tang Dynasty in China. This site is great for student research. It provides an interactive timeline, reading, photos, video clips, and quizzes for students to take after each section. There is also a place designated for teacher resources. In this lesson, students will explore how China's rapid rise as a force in the global economy has affected Chinese culture, society and the individual. Students will first discuss the influential Confucian teaching of filial piety and its importance in Chinese culture. Students will then watch film clips that show how traditional family values in China are being challenged by the circumstances of Chinese migrant workers. This site is centered on a project for students about the Silk Road. This site takes them step by step through the Silk Road and provides checkpoints for understanding. They include videos, graphic organizers, directions, and articles and readings that students can use to gain more knowledge of the Silk Road. Kidipede is a history and science encyclopedia for kids, with more than 2000 pages of expert answers to your questions. This link provides a plethora of information for both students and teachers. Topics of China and categorized and words and hyperlinked for students to click for more information. This would be a great resource for vocabulary. There are also projects that can be used in the classroom. 39 – Unit 5 – Classical Civilizations Performance Task – Imperial China Unit 5 – Classical Civilizations Topic Guide – Imperial China Generalizations: ‐ Contact with new cultures and civilizations brought about many innovations and changes in art, architecture, and religion for the early civilizations. ‐ Cultural diffusion may affect the identity independent societies ‐ With technological and agricultural advancements, civilizations improve their economies through such techniques as irrigation, planting, surplus, domestication, travel, and trade. ‐ Early civilizations saw many notable achievements, often due to contact with other cultures and civilizations. What: Analyze primary sources, maps, charts and video to create an organizer from a list of key people from China’s past. Why: In order to understand the impacts that key figures had on the development of South and East Asia. How: Construct a “Stick Figure” Graphic Organizer personifying a figure from Imperial Chinese History Performance Task Summary: As a researcher for a new Chinese Museum opening in Charlotte, you have been asked by the museum director to, as a class, develop an innovative new “stick figure" exhibit for the Classical Chinese period. As a class, you will individually or as a team create “stick figure” organizers that identify the various personality traits, strengths and weaknesses of the individual you are tasked to personify. As all formal exhibits have, you need to provide the biographical information artistically supported with primary sources (can be pictures of artifacts). You should make this appealing to view as well as being supported with a bibliography to demonstrate your educational research. Materials:  Information sheet  Piece of construction paper or other paper big enough to draw stick figure and fit all components  Research materials CMS Social Studies – Revised 2013‐2014 40 – Unit 5 – Classical Civilizations Performance Task – Imperial China Performance Task Criteria: Select information from your worksheet and place it in the appropriate area on the stick figure drawing.  The Brain – Ideas. What did the person think? What were their beliefs or philosophies?  The Eyes – Vision or Hopes. What did they see as the future for themselves or China? What were their goals or hopes?  The Mouth – Words. What was a famous or well‐known quote either by or about this person?  Shoulder – Strengths. What were this person’s strengths/positive attributes?  Left Hand – Actions. What actions did this person take? What kind of things did they do?  Right Hand – Contributions. What was this persons’ contribution to Chinese history? Why are they remembered?  Heart – Feelings. What did this person love or value?  Achilles Heel (left heel) – Weaknesses. What were this person’s weaknesses?  The Road – Life Line. What were the important events in this person’s life? (In chronological order.)  The Roots – Background. What might have influenced this person? Where did they come from in terms of geography or ancestors? Potential Leaders could be:  Genghis Khan  Confucius  Marco Polo  Kublai Khan  Chabi  Babar Khan  Wendi  Empress Wu  Qin Shi Huangdi  Li Yuan CMS Social Studies – Revised 2013‐2014 41 – Unit 5 – Classical Civilizations Performance Task – Imperial China Resources: 
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Genghis Khan ‐ http://asianhistory.about.com/od/profilesofasianleaders/p/GenghisKhanProf.htm Confucius ‐ http://asianhistory.about.com/od/ancientchina/p/Confucius.htm Marco Polo ‐ http://asianhistory.about.com/od/china/p/Biography‐of‐Marco‐Polo.htm Kublai Khan ‐ http://asianhistory.about.com/od/mongolia/p/Kublai‐Khan‐Biography‐Of‐The‐Great‐Khan.htm Chabi ‐ http://afe.easia.columbia.edu/mongols/pop/khubilai/images_chabi.htm Babar Khan ‐ http://asianhistory.about.com/od/india/p/Babur‐Founder‐of‐the‐Mughal‐Empire.htm Sui Wendi ‐ http://www.britannica.com/EBchecked/topic/639678/Wendi Empress Wu ‐ http://chineseculture.about.com/od/historyofchina/fl/Wu‐Zetian.htm Qin Shi Huangdi ‐ http://asianhistory.about.com/od/profilesofasianleaders/p/qinshihungbio.htm Li Yuan ‐ http://www.newworldencyclopedia.org/entry/Li_Yuan Establish teams or individuals to create their exhibits Follow organizer specifications as indicated above, teams or individuals should use multiple resources to help them understand these influential individuals. Can lead to a “Wax Museum” or formal school exhibit if teacher desires to differentiate from plan. Presentations should follow to share research. 3.
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Performance Task Rubric: ‐ Exhibit Requirements ‐ 60 points o Includes clearly written and presented information (20 points) o Organized, neat and professional (20 points) o Correct use of grammar and MLA formatted bibliography (20 points) ‐ Presentation requirements – 40 points o Clearly stated Thesis (10 points) o Creativity of Presentation (10 points) o Presentation is supported by at least 5 examples from the assigned empire (20 points) CMS Social Studies – Revised 2013‐2014 42 – Unit 4 – Classical Civilizations
Assessment – Imperial China 1. Which statement describes how the Ming Dynasty most differed from the Yuan dynasty? A. During the Ming Dynasty, there was much less trade with other nations. B. During the Ming Dynasty, Chinese arts were heavily influenced by Europe. C. During the Ming Dynasty, there was a much greater level of political stability. D. During the Ming Dynasty, most government officials were Chinese. 2. Which innovation did the Chinese first develop during the Song dynasty? A. gunpowder B. silk weaving C. calligraphy D. papermaking 3. Which statement presents evidence that Genghis Khan wanted to build a new state instead of an alliance of tribes? A. He divided his army into well‐disciplined units. B. Tribal leaders accepted him as their supreme ruler. C. He abolished noble titles among the tribes and clans. D. Ordinary soldiers who showed leadership ability became generals 4. How did difficult tests for government positions under the Tang and Song dynasties help bring order to the Chinese government? A. Passing the tests gave a person a certain degree of prestige. B. People could not rise in the government simply by seizing power. C. The tests included questions that implied loyalty to the emperor. D. The tests emphasized general knowledge over political and government issues. 5. Which statement best summarizes Kublai Khan’s policy in China? A. He reorganized the government and removed all foreign officials. B. He tried to invent an alphabet that could be used for all languages. C. He encouraged the adoption of Mongol religions and customs. D. He greatly valued education, learning, and the study of ancient Chinese texts. CMS Social Studies – Revised 2013‐2014
6. How did the completion of the Grand Canal increase prosperity throughout China? A. Foreign countries now found it easier to travel to China. B. Thousands of Chinese peasants got well‐paying jobs helping to build the canal. C. Local officials collected taxes and tolls on goods moving through the canal. D. Merchants transported and sold goods that had previously been available in only one region. 7. The establishment of the Ming Dynasty led most directly to which cultural development? A. the invention of new artistic techniques and styles B. an increase in European influence on Chinese art C. increased government support for artists and writers D. an increase in the influence of Buddhism on Chinese painting 8. What was a result of the increased trade during the Ming Dynasty? A. improved ships and navigation techniques B. an exchange of technological and cultural ideas C. increased warfare between China and Islamic Empires D. an increased interest in Europe by Chinese explorers 9. During the period of the Three Kingdoms, China can be best described by a time when A. Warlords fought one another for control of China. B. The poet Tao Yuanming led a flowering of culture. C. Chinese cultural development resembled Europe’s during its Dark Ages. D. The Jin dynasty finally defeated internal rebellions and nomadic invasions. 43 – Unit 4 – Classical Civilizations
Assessment – Imperial China 10. Unlike Confucianism, the philosophy of New‐Confucianism featured a what? A. rejection of a merit‐based government employment system B. social structure based on wealth and birthright C. call for a stricter government and punishment system D. broader acceptance of differing philosophical ideals 11. Which statement describes an example of the Mongols’ use of psychological warfare? A.
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The Mongols’ belief system saw no glory in a brave death in battle. Mongol warriors were trained to shoot arrows from galloping horses. The Mongols would often use their captive as human shields. Mongol armies camped without fires that might warn enemies of their approach. 12. What was a major difference between the Roman and Mongol Empires? A. The Roman Empire relied on a strong central government, while the Mongol Empire relied on the governments of independent city‐states. B. The Roman Empire encouraged an exchange of cultural ideas, while the Mongol Empire did not. C. The Roman Empire encouraged uniformity, while the Mongol Empire tolerated local customs and religions. D. The Roman Empire had little interest in expansion, while the Mongol Empire constantly stretched its borders. The Decline of the Sui Dynasty and Emperor Li Yuan Although the Sui dynasty was marked by prosperity, it was short‐lived. Emperor Wendi made the Great Wall longer, built the Grand Canal, and rebuilt the capital in Chang’an. Despite these achievements, peace began declining before the dynasty reached its 30th birthday. The emperor demanded higher taxes from his people in order to help pay for construction projects. He also ordered farmers to join the army, fighting to expand the territory and defend the emperor’s religion. The farmers wanted to be with their families and needed to work their fields, but they instead found themselves fighting for the emperor year after year. CMS Social Studies – Revised 2013‐2014
In 617, Li Yuan, a 51‐year‐old military leader with a great deal of experience to his name, began gaining popularity that threatened the current emperor. Li Yuan was born into a wealthy noble family with ties to ruling families throughout the lands. Once the regions of China were united under one government, Li was in a beneficial position. The ruling dynasty trusted him. He received special military training and was welcomed by other nobles. Knowing the Sui dynasty would not last long under Emperor Wendi, Li decided to take action. Li Yuan and his teenaged sons staged a great rebellion against the emperor. When the emperor questioned why Li was building an army, Li explained that he was strengthening his ranks to defend China against the Eastern Turks. However, Li Yuan secretly allied with the Turks. In exchange for his alliance, they gave him 1,000 horses and hundreds of soldiers to support his army. © _Discovery Communications, LLC 13. During the Sui dynasty, what achievements did China experience? The creation of the Silk Road as a trading network A. The extension of the Great Wall B. The construction of the Grand Canal C. Both b and c 14. According to the passage, what were the famers opinions of Emperor Wendi? A. The farmers were excited to have more money for crops because the emperor raised taxes. B. The farmers were growing unhappy with him because they were forced to leave their families and farms and fight to protect his religion. C. The farmers distrusted him because he was cruel noble leader. D. The farmers were impressed with his military training, but feared he was too aggressive. 15. How did Li Yuan take action against Emperor Wendi? A. Li Yuan used the farmers to fight for him and destroy his palace B. Li Yuan and his sons stages a rebellion and allied with the Turks. C. Li Yuan got the women of China to protest against the Emperor D. Li Yuan had Emperor Wendi assassinated and declared himself dictator for life. 44 – Unit 4 – Classical Civilizations
Assessment – Imperial China Constructed Response 1. Look at the image below. This illustration shows a Chinese woman weaving silk strands into fabric. During the Song dynasty, silk was China’s most important export good. How did the silk trade shape the development of China during the Song dynasty? Woodcut of woman winding strands of silk. IRC, 2005. Image. Discovery Education. Web. 2. How did trade during the early part of the Ming Dynasty drastically differ from the later part of the Ming Dynasty? What impact did this have on China’s economic stability and growth? 3. In the 13th century, Venetian traders Niccolo, Maffeo, and Marco Polo were traveling through Central Asia when they became stranded due to an outbreak of war. They were rescued by a Mongol ambassador who took them to meet the Mongol emperor, Kublai Khan, who made them official members of his royal court. The Polos went on to spend 17 years in China before returning home. Years after his return, Marco Polo wrote a book about his travels that became popular across Europe. What was the impact of Marco Polo's writings on Europe and the European people's perception and relations with the people of the East? CMS Social Studies – Revised 2013‐2014
45 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors 46 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Unit ‐ 4 Classical Civilizations Topic Guide – Imperial China
Conceptual Lens: Isolation and Tradition Essential Questions: 1. How did geographic isolation and cultural diffusion shape society in East Asian kingdoms? 2. How did physical geography influence Japan's cultural development? 3. What effects did power and social class have on Japanese feudal society? 4. What influence did the military have on Japan’s government and culture? 5. How is the role of the emperor of Japan different from other major world leaders? 6. Who held the power in feudal Japan? How did this impact their development politically, economically, and culturally? Overview: The history and culture of Japan has been greatly influenced by its unique geographical makeup—it’s an archipelago, or group of islands. The sea forms both a trade route and a barrier, leaving the archipelago periodically open and vulnerable to invasion and unwelcome cultural influences from outsiders; however, it has also protected the islands from invasion and left the country insulated enough to allow it to develop its own unique culture. The geography of the land, including the close proximity of the sea, increased agricultural and trade prospects for the Japanese. Over time, the Japanese began to rely on the fertile plains and valleys of the land to help them establish rice farms and the ocean to help them make a living as fishers. The sea afforded the Japanese abundant opportunities for trade with the Chinese, protected them from invasion by forces from the Asian mainland, and allowed their own culture to develop. The Japanese borrowed the aspects of Chinese culture that worked for them while leaving the rest alone, much as they would do centuries later when introduced to the culture of the West. Although considered divine, the Japanese emperor or empress had no real power. His or her main functions were ceremonial, relating primarily to the native Japanese animistic religion known as Shinto. The political rulers of the country traditionally hailed from noble families, and the nobles cemented their power by marrying their sons and daughters into the imperial line. This concept deals with the social structure of medieval Japan and the importance of social classes. It also describes the important achievements of Japanese culture during the feudal era. The Japanese people believed their emperor was descended from the gods, but by about 400 the emperor was little more than a religious symbol. Real power was in the hands of the noble families, who often fought each other to gain political control. The period of 1467–1603 was one of civil war, as daimyo fought each other for wealth and power. Cultural achievements during this time period included poetry and the creation of haiku poems. An Interesting fact, the word “kamikaze” commonly known as the Japanese suicide squadrons of World War II were named after the “divine or spirit wind” of a typhoon which wiped out a Mongol Invasion of Japan. As an island nation, Japan had never been invaded by an opposing or rival civilization. Standards: H.1.1, H1.2, H.1.3, H.2.1, H.2.2, H.2.3, G.1.1, G.1.2, G.1.3, G.1.4, C&G.1.1, C&G.1.2, C&G1.4, C.1.1, C.1.2, C.1.3, E.1.1
Timeframe: 550 BCE ‐ 1573 BCE CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors 47 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Key Vocabulary: Tier 1 Tier 2 Tier 3 Trade Storm Island Resource Alone Society Military Ocean Ceremony Religion Civil War
Emperor Peasant Typhoon Merchant Isolate Medieval Divine Expansion Specialization Conflict Tradition Feudalism Ainu
Archipelago Daimyo Shogun Samurai Shintoism Cultural Diffusion Kamikaze (divine wind/typhoon) Key People: Confucius, Lady Murasaki, Minamoto Yoritomo, Prince Shotoku, Tokugawa Ieyasu, Toyotomi Hideyoshi, Oda Nobunaga, Hokusai Taira Clan, Emperor Kotoku, Mongols Connections: Before Topic is taught (prior learning): Students should bring an understanding of Legalism, Daoism and Confucianism into this unit (coming from the study of Ancient China in unit 3). Students should also have an understanding of the Warring States period and the Han Dynasty. Students should also have an understanding of the need for trade due to specialization and the shift from people needing items such as food, water and shelter to the desire for wanting items such as silk, porcelain and gunpowder. CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors After Topic is taught (anticipated learning):
The significance of the Mongols is important because this is the first time we see an Islamic Kingdom set up in South Asia (Babar Khan). This will play out many years later with the split of India in 1947 when Pakistan (Islam) and India (Hindu) divide. Students will also need to identify the Rise of the Mongol Empire as they will need to connect with its decline in 7th Grade. A complete understanding of Feudalism will also be needed to help in understanding the Middle Ages of Europe. 48 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. RESOURCES Unit Number‐ 4 Unit Title‐ Classical Civilizations Topic Guide‐ Feudal Japan Resource Title Location Summary Japan and Korea Unit 4  Chapter 14 in Discovery Education Techbook
This chapter breaks the topic of Feudal Japan into three sections: 14.1 Japan’s Geographical and Political Development, 14.2 Japanese Society, and 14.3.Korea’s Geography and Society. Each section provides numerous videos, reading passages, primary sources and activities for students. There is also a chapter assessment that can be assigned to students.
East Asia History for Kids Website https://sites.google.com/site/mrvailsclass2/feudal‐japan
This site includes videos, images, and readings that help students understand Feudal Japan. This resource would be great for students to complete research or to gain a deeper understanding of this topic. Flocabulary: Middle Ages‐ Asia “That’s Asia” http://www.flocabulary.com/middle‐ages‐asia/
Flocabulary is a great way to incorporate music into the classroom. This site provides the song for students to listen to, guided notes (fill in the blanks), and challenge questions to review at the end. History Chanel: Deconstructing History‐ The Samurais http://www.history.com/topics/samurai‐and‐bushido
This site includes videos that bring The Samurais to life. This resource also includes articles and readings that students can use to gain more knowledge of life as a Samurai CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors 49 – Unit 5 – Classical Civilizations Performance Task – Feudal Japan Unit 5 – Classical Civilizations Topic Guide – Feudal Japan Generalizations: ‐ The structure, order, and ability of a civilization’s military has a significant impact on its success and/or failure as an empire. ‐ Early civilizations saw many notable achievements, often due to contact with other cultures and civilizations. ‐ With technological and agricultural advancements, civilizations improve their economies through such techniques as irrigation, planting, surplus, domestication, travel, and trade. ‐ Geography can influence the development of a society due to natural barriers that impact movement both to and from the society. ‐ Contact with new cultures and civilizations brought about many innovations and changes in art, architecture, and religion for the early civilizations. What: Analyze primary sources, maps, charts and video to create an organizer from a list of key people from China’s past. Why: In order to understand the impacts that key figures had on the development of South and East Asia. How: Construct a “Stick Figure” Graphic Organizer personifying a figure from Imperial Chinese History Performance Task Summary: You will assume the role of a samurai advisor to the Tokugawa Shogun. He has asked for information to better understand the life of each of the levels of the Japanese People in feudal Japan. The Feudal era in Japan was very similar to life in Feudal Europe. After the class discussion, you will be placed in a group that will be assigned a specific medieval group or institution to evaluate the accuracy of negative portrayals of medieval/feudal culture. Your task is to research this group and create a ten‐
minute “day in the life” simulation that will accurately portray the characteristics of life for that group. After your simulation, observation of the other groups and discussion, you will write an essay answering the following question “Is it accurate to describe the culture and era as the Golden Age of Japan?” CMS Social Studies – Revised 2013‐2014 50 – Unit 5 – Classical Civilizations Performance Task – Feudal Japan Performance Task Criteria: When creating your simulations, groups should consider the following:  Samurai: Your task is to create a day in the life of a medieval town. As Samurai, you need to demonstrate the economic, political, and social characteristics of life in a feudal Japanese village. Another aspect of your simulation will be to incorporate the causes for the rise of cities. (Possible ideas; a marketplace scene, a meeting of a guild, etc.)  Monks: Your task is to create a day in the life of a Buddhist or Shinto monk in Feudal Japan. Your group should demonstrate the diversity within the clergy by including different types of clergy, their origins, and their roles. You should also display the importance of the role of the emperor. (Possible ideas: a day at the monastery, etc.)  Peasants: Your task is to create a day in the life of the peasants. Your groups should portray the economic and social aspects of peasant life, specifically as it relates to the role of the peasant in the feudal system. (Possible ideas: working in the fields, a day in a village, etc.)  Daimyo: Your task is to create a day in the life of the daimyo or nobility. Your groups should demonstrate the role of the noble in the feudal system and their status and obligations in the society. The status of feudal monarchies, specifically the actions of the Shogun and the intended and unintended consequences of those actions, should be portrayed. (Possible ideas: a noble feast, a tour of the palace, etc.) Resources: http://edtech2.boisestate.edu/lockwoodm/Feudalism/japanese_feudalism.htm ‐ Breakdown of Japanese Feudal Society http://www.colorado.edu/cas/tea/curriculum/imaging‐japanese‐history/medieval/essay.html ‐ Collection of articles on feudal Japan https://www.youtube.com/watch?v=VmJwBV_iJRQ – Way of the Samurai Video (55 minutes) – Docudrama on Way of life in Feudal Japan Process: For this activity, the classroom will be turned into a model of feudal Japan. Although not every detail will be represented, students will act out the basic roles of the society so they get an idea of the structure. (Downloadable resources, including all necessary resources available at this http://ncta.osu.edu/lessons/japan/history/netter‐japan.pdf) Arrange the room into four estates, possibly with a table standing for each one. Attach a long (10 feet) piece of rope to each table. Place a stool in the front of the room. Students receive role cards as they enter the classroom that tells them which group they will be a part of: emperor, monks, daimyo (lords), samurai, or peasants. Inform the students that a series of steps will be followed to set up their model of feudal Japan. CMS Social Studies – Revised 2013‐2014 51 – Unit 5 – Classical Civilizations Performance Task – Feudal Japan 
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Step 1: The emperor should sit on the stool in the front of the room showing the perceived power but should also sit with his/her hands behind his/her back to represent very little real power. The shogun should stand next to the emperor to show that he/she is in a more powerful position. Step 2: The peasants should find their assigned estate and take their places on the land by sitting on the floor and holding onto the rope. They should be told that they are not allowed to leave and feel some obligation to farm the land and produce food for their estate. Step 3: The daimyo go to the shogun and take their estate assignment (attached to the shogun’s role card). They get to choose their estate based on the number of swords on their role cards; the one with the most gets first choice, and so on. When the daimyo arrive at their estates, they sit on the table to symbolize their power. They then give each of their peasants an honor token to show they will protect them while each peasant gives his/her daimyo a loyalty token to show their dedication to the daimyo. Step 4: The samurai will then need to find a daimyo and estate to protect and help rule. To do this, the samurai may negotiate with the daimyo. Both must agree to the partnership and depending on the size of the class, an estate may have more than one samurai. The daimyo may offer loyalty tokens to the samurai as an incentive to join their estate. The samurai have military power and rank to offer in the form of the number of swords on their role cards; the more swords, the better warrior they are. After the samurai have found their places, they should kneel next to their daimyo to symbolize their loyalty. Debrief the activity by discussing with students what it felt like to play each role. Discuss the relationships between each feudal group. Also discuss how feudal Japan is similar to and different from feudal Europe. T‐Chart: As a class, complete the T‐chart relating what happened in the classroom exercise to historical reality. Venn Diagram: Students work in groups to complete the Venn diagram comparing Japanese feudalism with European feudalism. Performance Task Rubric: ‐ Performance Requirements ‐ 60 points o Includes clearly written and presented information (20 points) o Organized, neat and professional (20 points) o Correct use of grammar and MLA formatted bibliography (20 points) ‐ Essay – 40 points o Clearly stated Thesis (10 points) o Includes clearly written and presented information (10 points) o Organized, neat and professional (10 points) o Correct use of grammar and MLA formatted bibliography (10 points) CMS Social Studies – Revised 2013‐2014 52 – Unit 4 – Classical Civilizations
Assessment – Feudal Japan 1. Why did Emperor Kammu move Japan's capital to Heian‐kyo, which would become the city of Kyoto? A. to modernize Japan's government and economy B. to increase the importance of Shintoism in Japanese political life C. to strengthen his position against rivals for control of the government D. to introduce the principles of Confucianism into Japanese government 2. How did the first shogun, Minamoto Yoritomo, change the government of Japan? A. separating religion from politics B. introducing limited forms of democracy C. establishing the power of military leaders D. creating a system of professional bureaucrat 3. The arrival of the first Europeans had which long‐term effect on Japan? A. It led to the establishment of democracy B. It began Japan's transition to a Christian nation C. It reduced the power and importance of the samurai D. It made Japan central to the European trading system 4. What was the greatest similarity between Europe and Japan during the feudal era? A. the absence of cultural ideals B. the rapid pace of industrialization C. the importance of foreign trade D. the lack of a central power of government 5. Which factor contributed most to the rise of shoguns? A.
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C.
D.
Chinese influences the spread of Buddhism the weakness of the emperor resistance to European invasions 6. The unification of Japan under the Tokugawa shogunate was aided by whom? A. the work of Catholic missionaries B. economic growth spurred by trade with China C. an increase in the size of the Japanese military D. the introduction of European weapons into Japan CMS Social Studies – Revised 2013‐2014
7. Which factor contributed most to Japan's cultural development? A. its isolation from the rest of the world B. the diversity of its ethnic groups C. its importance to the global economy D. the abundance of its natural resources 8. In feudal Japan, the most important person in the government was whom? A. the supreme military dictator B. the highest‐ranking Buddhist priest C. the head of the central bureaucracy D. the oldest male in the imperial family 9. Which statement explains the relationship between the Japanese emperor and the shogun? A. The emperor was in charge of foreign affairs, while the shogun was in charge of domestic affairs. B. The emperor controlled the civilian side of the government, while the shogun controlled the military side. C. The emperor made all of the final decisions, while the shogun exercised power over day‐to‐day operations. D. The emperor was a largely ceremonial position, while the shogun exercised real power over the government. 10. The Chinese influence on Japan during the Heian period was most clearly demonstrated by what? A. the decentralized form of Japan's government B. the influence of Buddhism in Japan C. the importance of warrior values to Japanese culture D. Japan's strong trade relations with other Asian nations 11. Which value was central to the code of the samurai? A.
B.
C.
D.
compassion tolerance friendship loyalty 53 – Unit 4 – Classical Civilizations
Assessment – Feudal Japan 12. In feudal Japan, the main role of the peasants was to do what? A.
B.
C.
D.
preserve tradition defend the nation produce the food supply manufacture trade goods The Code of the Samurai In feudal Japan, the emperor chose shoguns, or military leaders, to rule over the country. These shoguns, in turn, awarded power to the daimyos, or local lords. The daimyos hired samurai. In feudal Japan, samurai were the warrior class, much like the European knights. The samurai held and exercised much power and influence. Samurai followed a strict code of conduct called Bushido that provided guidelines for all aspects of life. The written word for Bushido is a mixture of two Japanese characters: bushi, which means warrior and do, which means way. Placing the two characters together gives the meaning of “the way of the warrior.” Samurai were extremely dedicated to the Bushido code. Should a samurai fail to uphold the code, he might commit ritual suicide or seppuku. Samurai used the skills they developed in the service of the daimyo. A samurai was expected to be extremely loyal to his daimyo. Political conflicts among the daimyos sometimes erupted into military action, and they sent their samurai into battle against one another. © _Discovery Communications, LLC 13. According to the passage, what is the major difference between a shogun and a daimyo? A. The shogun was related by blood to the emperor, the daimyo was not. B. The shogun was a military leader, the daimyo was a lord C. The shogun hired samurai, the daimyo were teachers D. The shogun was a warrior, the daimyo were philosophers CMS Social Studies – Revised 2013‐2014
14. According to the passage, what would cause a Samurai commit suicide? A. He disrespecting his parents B. He stole money from the shogun C. He failed to uphold the code of the samurai D. He was not proud of his actions in battle 15. Why were samurais sometimes forced to fight each other? A. The daimyo needed their strength to fight other daimyos for political power. B. The samurai broke the code of loyalty C. The shogun heard of their strength and wanted to see it for himself D. They were performing religious ceremonies to honor the dead Constructed Response 1.
2.
What positive and negative effects did the geography of Japan have on their development both politically and economically? During feudal Japan, who held the real power in Japan? How was social class used to maintain control within society? 3.
Merchants were at the bottom of the social class, while peasants and samurais were higher in the social class in Japan. What inferences can you draw from the social class structure of Japan and what was most valued in their society? 54 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors 55 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Unit ‐ 4 Classical Civilizations Topic Guide – Imperial China
Conceptual Lens: Isolation and Tradition Essential Questions: 1. How was the development of early American civilizations different than other civilizations? 2. What impact did the physical geography of Mesoamerica have on the development of civilizations? 3. Given the little evidence historians have on the disappearance of the Olmec and Maya, what do you think happened to those civilizations? 4. What caused the Aztecs to become extremely powerful at such a quick rate? 5. How did the Incan Empire maintain power across such a challenging geographic location? Overview: Long before the arrival of European explorers, North and South America were inhabited by peoples with their own distinctive cultures and civilizations. These Americans developed complex societies and forms of government, diverse styles of art and architecture, and many scientific innovations. The four major civilizations that dominated this region are the Olmec, Mayan, Aztec, and Inca. Greatly influenced and challenged by the geographic features in this region, each civilization encountered a variety of obstacles to overcome in creating their empires. Remaining initially heavily secluded from what was known at that time as the “Known World” Mesoamerican culture developed large empires and cities similar to those on the other side of the world. Due to their successful terrace farming and road developments and skilled warriors, the Aztecs and the Incans were especially successful. However, as technology progressed on the other side of the world and the desire of exploration and expansion continued, these civilizations were conquered and defeated by European civilizations who used religion as justification for taking over their land and brought over disease and better weaponry to defeat the Mesoamerican civilizations. Standards: H.1.1, H1.2, H.1.3, H.2.1, H.2.2, H.2.3, G.1.1, G.1.2, G.1.3, G.1.4, C&G.1.1, C&G.1.2, C&G1.4, C.1.1, C.1.2, C.1.3, E.1.1
Timeframe: 550 BCE ‐ 1573 BCE CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors 56 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. Key Vocabulary: Tier 1 Tier 2 Tier 3 Farming River ocean social class belief leader culture invention goods climate soil corn religion mountains disease roads trade
conflict competition collapse economy manipulation fertile soil drought canals irrigation systems terrace farming empire conquer slaves treaty Andes Mountains
Atlantic Ocean nomadic conquistador pilgrimage missionary polytheism monotheism Aztecs Olmec Mayan Inca Yucatan Peninsula colonization Key People: Hernán Cortés, Montezuma, Francisco Pizarro, Pachacuti Connections: Before Topic is taught (prior learning): Students should bring an understanding of the development and decline of a civilization as covered in Unit 3 and previously in Unit 4. They should be able to understand religious ritual and be able to have a grasp of agricultural practices. Innovation should have been a reoccurring theme in previous units so that should also be a foundation for understanding Mesoamerica. CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors After Topic is taught (anticipated learning):
This topic will lay the foundation for 7th grade unit 1, the Age of Exploration and in Unit 2 during the Latin Independence and Revolutions topic. This topic also lays the groundwork for human rights violations in the form of forced labor and slavery, leading to the African slave trade after the demise of Mesoamerican populations from disease (smallpox) resulting from the Columbian Exchange. 57 – Unit 4 – Classical Civilizations CHARLOTTE MECKLENBURG SCHOOLS *SUGGESTED TOPIC GUIDE *These topic guides serve as the SUGGESTED content that relates to the unit guides developed by Charlotte Mecklenburg Schools. They do not serve as a comprehensive guide to all content that connects to the units of study. It is at the discretion of the school/teacher to align the content relevant to their teaching. RESOURCES Unit Number‐ 4 Unit Title‐ Classical Civilizations Topic Guide‐ Mesoamerica Resource Title Location Early Americas Unit 4  Chapter 15 in Discovery Education Techbook
Mesoamerica Virtual Resource Page http://www.kathimitchell.com/mesoamericans.htm
The Sport of Life and Death: The Mesoamerican Ball Game http://www.ballgame.org/
Flocabulary: Mesoamerica‐ “Hay Nativos” http://www.flocabulary.com/mesoamerica/
PBS‐ Conquistadors Online Learning Adventure http://www.pbs.org/opb/conquistadors/home.htm
Horrible Histories: Angry Aztecs https://www.youtube.com/watch?v=rBQ‐O3cy‐fQ
CMS Social Studies – Revised 2013‐2014 Created by Kate Collishaw and John Nabors Summary This chapter breaks the topic of Early Americas into three sections: 15.1 Early North American Cultures and the Maya, 15.2 The Aztec Empire, and 15.3 The Incan Empire. Each section provides numerous videos, reading passages, primary sources and activities for students. There is also a chapter assessment that can be assigned to students.
This site provides numerous resources that can be used to enhance this topic. The resources are broken down into each civilization. Lesson plans are also provided for teachers. Some of the resources are interactive for students to complete activities along the way This site provides an interactive look into Mayan Ball. It takes students through an online journey into the ancient spectacle of athletes and gods. This site is great for student research and really makes them feel as though they are experiencing it themselves. It provides an opportunity for students to research the history and watch and play the game. Flocabulary is a great way to incorporate music into the classroom. This site provides the song for students to listen to, guided notes (fill in the blanks), and challenge questions to review at the end. This innovative educational resource for middle and high school classrooms to learn about the Spanish Conquistadors in the New World and the legacy of their contact with native civilizations. Students are able to follow the journey of a conquistador and there are extensive lesson plans for teachers and in‐depth online content for students available in both English and Spanish. This video clip is historically accurate and humorous. It provides a great visual for students after learning about the Aztecs. 58 – Unit 5 – Classical Civilizations Performance Task – Mesoamerica Unit 5 – Classical Civilizations Topic Guide – Mesoamerica Generalizations: ‐ Early civilizations saw many notable achievements, often due to contact with other cultures and civilizations. ‐ Invasion and conquest may increase the size of an empire. ‐ The government, leadership structures, and citizenship rules and regulations of early civilizations varied over time and across regions, but many changed and adapted as the empire expanded in order to handle the problems that arise with governing large areas. ‐
With technological and agricultural advancements, civilizations improve their economies through such techniques as irrigation, planting, surplus, domestication, travel, and trade. ‐ Contact with new cultures and civilizations brought about many innovations and changes in art, architecture, and religion for the early civilizations. What: Analyze primary sources, maps, charts and video to create an organizer from a list of key people from China’s past. Why: In order to understand the impacts that key figures had on the development of South and East Asia. How: Construct a “Stick Figure” Graphic Organizer personifying a figure from Imperial Chinese History Performance Task Summary: You will assume the role of an author of a children’s educational book. You will create an illustrated flip book that evaluates Mayan, Aztec, Incas or Olmec. You will research the social, political, religious, intellectual, technological and economic (SPRITE) factors that contributed to their civilization. You will be placed in a group and assigned as a group one of the civilizations. You group will make sure that your flip book provides: a written description of each of those (SPRITE) factors in your assigned civilization several examples of each factor in the civilization comparison of each factor with one of the other civilizations an illustration of each factor in the civilization a description of how each of these civilizations impacted future civilizations an evaluation of each civilization in terms of the factors that were described When the flip books are completed. You group will jigsaw its findings/flipbooks with other groups in order to make comparisons among the SPRITE factors. You will each then write a statement that shows how governments became more complex as their societies grew and interacted with other societies CMS Social Studies – Revised 2013‐2014 59 – Unit 5 – Classical Civilizations Performance Task – Mesoamerica Performance Task Criteria: When creating your flipbooks, groups should consider the following social, political, religious, intellectual, technological and economic:  Social ‐ This category covers anything that directly affects people. When a population and/or a large group of people are affected by an event, it is most likely a social factor.  Political ‐ This category covers anything that is related to the actions of the government or impacts the government. The actions of rulers, leaders, or governments with each other or against each other would be included in this category. These actions can range from protecting or expanding borders, restructuring of the government system, revolutions, and acts of war.  Intellectual ‐ This category covers anything related to a society’s culture: ideas, education, and art. New ways of thinking that aren’t related to religion would be included here as well.  Religious ‐ This category is self explanatory. Anything that is a result of religious theology or anything that has impacted religion or was impacted by religion belongs in this category.  Technological ‐ Any advancement in science, medicine, or weaponry that changes the way a society lives or an army fights would go in this category. Anytime a country progresses as a result of new inventions means that technology is the result.  Economic ‐ This category covers any information related to the spending or accumulation of money. Any form of taxes, loans, purchases or any other actions related to the exchanging of money or items of value would be included here. Resources: http://www.ballgame.org/ ‐ Understanding of the interactions in Mesoamerica in an interactive form. Great videos too! http://www.historymuseum.ca/cmc/exhibitions/civil/maya/mminteng.shtml#menu – Mystery of the Maya http://www.historymuseum.ca/cmc/exhibitions/civil/maya/mminteng.shtml#menu – Great breakdown of Incas, Mayas and Aztecs http://www.kidspast.com/world‐history/0272‐mesoamerican‐cultures.php ‐ information on all 4 civilizations http://www.latinamericanstudies.org/olmecs.htm ‐ collection of articles and primary documents on the Olmecs Process: 1. As a team, students will use technology to research their assigned civilization and evaluate the impact SPRITE had on the society both during the rise of the civilization and through its decline. 2. The team will create a children’s flip book for their commercial following the rubric that is provided. 3. The team will then jigsaw with other groups completing a graphic organizer to compare and contrast all of the civilizations of Mesoamerica. 4. Presentations may follow if the teacher desires. Performance Task Rubric: ‐ Flipbook Requirements ‐ 100 points o Includes clearly written and presented information (20 points) o Organized, neat and professional (20 points) o Includes all aspects of SPRITE (40 Points) o Correct use of grammar and MLA formatted bibliography (20 points) CMS Social Studies – Revised 2013‐2014 60 – Unit 4 – Classical Civilizations
Assessment ‐ Mesoamerica 1. The Amazon was crucial to the development of cultures in A. Central America B. North America C. South America D. the West Indies 2. Which statement best explains how Aztec religious ceremonies added to the power of the emperor? A. Because the emperor could order people to be killed in religious ceremonies, he was feared and respected by his subjects. B. The religious ceremonies involved conquering other people, which helped the emperor gain more power and land. C. The religious ceremonies emphasized that the emperor was the only god in the universe. D. Because the emperor presided over most ceremonies, he had many opportunities to gain stature and respect. 3. How did the conquest of other people benefit the Incan Empire? A. It spurred innovations in metalworking. B. It improved discipline among the military. C. It created a large overseas trade network. D. It provided funding for the government. 4. Which aspect of Machu Picchu is best understood by historians? A. its importance to Incan religion B. its place in the Incan trade system C. its location as the Incan government headquarters D. its role in the decline of the Incan Empire 5. Which best describes the expansion of the Incan Empire? A. It began in what is now Mexico and spread to South America through migration. B. It began in what is now Peru and spread along western South America through conquest. C. It began in what is now Chile and spread northward in the Andes through transportation routes. D. It began in what is now Brazil and spread west into other parts of South America through economic growth. CMS Social Studies – Revised 2013‐2014 6. Which factor most contributed to Tenochtitlán’s population growth? A. the slave trade that added many more residents to the city B. religious pilgrimages that helped convince other people to follow Aztec beliefs C. Aztec engineering skills that helped them build bridges and aqueducts D. the conquest of nearby peoples that eliminated all Aztec enemies from the surrounding territory 7. What allowed the Spanish conquest of the Aztec empire to be successful? A. alliances with local peoples B. superior numbers of soldiers C. political chaos within the empire D. occupation of important temples 8. Which tactic was utilized by the Aztec empire to grow economic stronger? A. the invention of new weapons B. production of luxury goods C. internal conflict among neighbors D. increasing wealth from tax collection 9. Which statement explains why the emperor gave Aztec nobles power to rule over conquered lands? A. The expanding empire was too large for the emperor to rule single‐
handedly. B. The emperor hoped to remove threats to his power by moving nobles to conquered lands far from the capital. C. Aztec priests claimed the gods demanded that nobles be given more power. D. The nobles were the people responsible for conquering other lands, so they demanded more power. 61 – Unit 4 – Classical Civilizations
Assessment ‐ Mesoamerica 10. The aim of the Aztec educational system was to A. bring young people into the Aztec religion B. improve the literacy of peoples conquered by the Aztecs C. teach people the skills needed to occupy their place in Aztec society D. spur technological innovation among Aztec scientists and engineers 11. What did the Incan system of roads and bridges accomplish? A. It helped the empire spread into new continents. B. It provided employment for many peasants. C. It gave the government a major source of revenue. D. It allowed the government to control a large territory. 12. Which pair of traits best describes the government of the Incan Empire? A. militaristic and disciplined B. cruel and unpredictable C. unorganized and democratic D. hierarchical and administrative Slavery in the Aztec Society Different cultures enslaved people in different ways and for varied lengths of time. Some people were enslaved for life, while others were freed after a specific debt was paid. In the Aztec culture of Mexico, slavery was common. Enslaved people were the lowest rank in the social class system, yet they were very important to society. There were four ways of becoming an enslaved person (tlacotin) in the Aztec culture. A person captured in war could be enslaved. Slavery could be punishment for a crime. A person could also enter slavery voluntarily to pay off debts. Surprisingly, a child could be sold by his or her parents to pay off their debts. CMS Social Studies – Revised 2013‐2014 Aztec society had both permanently enslaved people and temporarily enslaved people. A person who volunteered to be temporarily enslaved to pay off a debt was called an indentured servant. The Aztec court system had to approve someone becoming an indentured servant. An indentured servant worked until all the money their labor earned paid off their debt. Permanent slavery was different from indentured servitude in that there was no end time frame for slavery. For a teenager who was sold into permanent slavery for a debt, there was no end date. This meant that the teenager would always be enslaved unless freed by the owner or if he or she escaped. Discovery Communications, LLC 13. In which situation would an Aztec be forced into slavery? A. If a person wore cotton out of the palace and was not a noble. B. If the Aztecs captured prisoners of war and brought them into the city. C. If the Aztecs caught an enslaved person escaping in the marketplace that was not their own. D. If an Aztec chose to marry an enslaved person. 14. According to the passage, what is the difference between a permanent slave and indentured servant? A. Permanent slaves were part of the social class and indentured servants were not B. Permanent slaves could pay their debts and be freed at any time. C. Indentured servants worked until all their money was earned and paid their debts to be freed D. Permanent slaves were only captured from other civilizations 15. How could a teenager who was sold into permanent slavery by his/her parents be freed? A. They were freed by the owner or escaped B. They were adopted into the owners family C. They appealed being sold into slavery to the courts D. They performed a human sacrifice to honor the gods. 62 – Unit 4 – Classical Civilizations
Assessment ‐ Mesoamerica Constructed Response 1. The people of Mesoamerica ran their governments and conquered lands similarly to those civilizations of the “Old World.” Compare and contrast the techniques of government and expansion with another civilization. Provide three similarities and three differences. 2. One of the Incas' greatest accomplishments was establishing and maintaining a thriving empire despite living in a region that was geographically challenging. Identify the geographical challenges that the Incas faced. Explain the methods they used to overcome their geographic challenges and describing how they used natural resources to their advantage in this endeavor. 3. Historians continue to analyze what happened to the Mayan civilizations. Based upon your knowledge and opinion, what do you think happened to the Mayan civilization? Why? CMS Social Studies – Revised 2013‐2014