Warm-Up (6 minutes):
• Answer the following questions in your notebook:
• Define Cuneiform. Then, explain why this was such
a landmark development of human history.
• Why is writing the defining factor that separates
prehistory and history?
What is this a picture of?
Title of Notes: Great Wall of China
Keep in mind: We will primarily using the DBQ Packet!
• Aim  students will analyze (like an archeologist!) historical
documents in order to argue whether the Great Wall was a benefit or
cost for Ancient China.
• Big Idea  One of the wonders of the world, can be seen from space,
have you heard of the GREAT WALL?! We will learn about Ancient
China by breakdown the story of the Great Wall of China. Also, we will
be getting our DBQ on!
• Homework  Complete the Great Wall of China DBQ packet. Begin
studying for the Ancient World unit exam, which will begin on
Thursday!
How do historians learn about the past?
Resources!
(also known
as sources)
Primary
Resources
Secondary
Resources
Primary Source
• A primary resource, or primary source, is a document or
artifact created by a person who was there at the time of
the historical event being studied.
• ARTIFACTS are special primary sources. An artifact is a
human-made object, such as a tool, weapon, jewelry or
technology. Social scientists called Archeologists study
artifacts to learn about the lives of people from the past.
Indiana Jones time!
1.
2.
3.
4.
5.
6.
7.
I will read the background essay aloud.
Let’s pre-bucket!
We will analyze Doc A together. You’re welcome! 
Source, annotate, read, and answer the questions for
your assigned document.
Your group will present about your document in 10
minutes! Everyone must contribute! (This is a grade!)
Create three bucket categories for your documents by
labeling the three buckets and putting each document
into one of the buckets.
We SAPEd the best for last- create a thesis statement!
Before you exit . . .
• On a half sheet of paper, write down your thesis
statement!
• Turn this into me on your way out the door.
• Tomorrow, bring your completed DBQ packet.
• Study, study, study!
Warm-Up (6 minutes):
• Answer the following questions in your notebook:
• Define job specialization. Then, explain what made
job specialization possible and why job
specialization was an essential component in the
development of civilizations.
• Why was Hammurabi’s Code such a significant
development in human history?
Title of Notes: World Religions
Keep in mind: We will primarily using the DBQ Packet!
• Aim  students will be able to apply their understanding of the four
aspects of religion when analyzing the impact of religion on human history.
• Big Idea  One of the wonders of the world, can be seen from space, have
you heard of the GREAT WALL?! We will learn about Ancient China by
breakdown the story of the Great Wall of China. Also, we will be getting our
DBQ on!
• Homework  Complete the “Rise of Agriculture and Complex Societies”
reading and answer the analysis questions! Annotate with a purpose: put a
STAR by anything that we have already learned about this year and a
QUESTION by anything that seems new and/or unfamiliar! Also, study for
the Ancient World unit exam, which will begin on Thursday!
What Does it Mean to be Religious?
Some Say…
• Loving thy neighbor
• Consulting witches for wisdom
• Obeying a command to be
fruitful
• Shaving one’s head
Others Say…
• Wishing a fate on your neighbor
worse than death
• Burning witches alive
• Taking a vow of lifelong celibacy
• Never cutting one’s hair
Why Study Religion?
• It’s the magnet that brings us together; It’s the wedge that
drives us apart.
• More wars (and hence more murder) has been committed in
the name of religion than ANY OTHER FACTOR in history.
• It’s what provides some of us with “truth”, while providing
others with potential consequence for our actions.
Religion – What is it? (Notes)
• Write down (in your notes) your version of what the term RELIGION
means.
• The “Proper” Definition – Write it and compare to your own.
• a set of beliefs concerning (4 Aspects of Religion!):
• the cause, nature, and purpose of the universe (also known as the
COSMOLOGY),
• especially when considered as the creation of a superhuman agency or
agencies,
• usually involving devotional and ritual observances, and
• often containing a moral code governing the conduct of human affairs.
• Where does it go in the 7CC? Why?
How did it all start?
Early religious traditions were tied to community life and
experience.
 The earliest attempts at contacting the supernatural may have
been designed to ward off misfortune (such as poor harvests
or disease), to seek benefits for the living, to mourn and care
for the dead, to offer thanks, or simply to honor gods and
ancestors.
All of these duties were the role of the SHAMAN.
 Shaman – a person who acts as intermediary between the
natural and supernatural worlds
“What is Religion?” Reading
• Turn to page 6 in your World Religions books.
• I will read the first portion of this aloud.
• T-Chart annotations in your notebook!
• Left side: information that sounds familiar
• Right side: information that sounds brand-new
Hinduism, Judaism, Buddhism, Chinese and
Japanese Religions (Confucianism)
• You will be assigned to work in a group to investigate, in-depth, a
religion that we have already encountered this year.
• In your group, read about that religion in the World Relgions text.
• You will create a poster and present about your assigned religion in 20
minutes. Make sure to focus on the following:
• Origins of the religion
• Four aspects of the religion
• The religions impact on human history
• Bonus: Information your group learned about the religion
that peaked your interest and curiosity! 
SAPEd by the bell!
• In the modern world, should religions lead to more
harmony or conflict? Use evidence from what we
learned today and what you know about the world we
live in.
Wednesday
• Sample “test” questions
• Introduction about what a “lost civilization” entails and how
civilizations become “lost”!
• https://www.youtube.com/watch?v=etmhB2ZwqJs
• Students will use their archeological skills to investigate historical
sources (about the Olmecs) and will try to figure out what ancient
civilization they are learning about.
• Exit Ticket: In the modern world, could a civilization become lost? Use
evidence from what we learned today and what you know about the
world we live in.
Thursday
• Writing Portion of Test
Friday
• Multiple Choice Portion of Test