What looks familiar about Period 1?
Technological and Environmental
Transformations, to c. 600 B.C.E.




Key Concept 1.1. Big Geography
and the Peopling of the Earth
Key Concept 1.2. The Neolithic
Revolution and Early Agricultural
Societies
Key Concept 1.3. The
Development and Interactions of
Early Agricultural, Pastoral, and
Urban Societies
Unit 1: Technological and Environmental
Transformations, to c. 600 BCE
Cohen packet, p. 20
Outline for Two Week Unit:
Week One:
Big Geography: Early Human Migrations
Agricultural Revolution
Week Two:
Earliest Civilizations
Early Belief Systems
Timed Writing: Comparative Essay on Civilizations
Unit Test: 20 Multiple-Choice Questions
Key Concept 1.1. Big Geography
and the Peopling of the Earth
“Maps are tools that help students
investigate the past and the present
as they explore historical
connections. Additionally, maps can
be used to uncover the worldview of
both cartographers and societies of
the past, as well as students
themselves.”
Deborah Smith Johnston,
World History Matters
Instructions for Mental Maps
Cohen pkt, p. 29
Directions:
1. Sketch a map from memory to show the
major continents and bodies of water.
2. Be sure to take into account the relative
sizes of the continents to each other and
to the bodies of water.
3. Some other factors to consider are that
 Asia is the largest and Africa the second
largest continent.
 The major oceans comprise about 2/3 of
the earth’s surface.
 The west coast of South America lines up
with the east coast of North America.
 Canada is twice as big as the USA.
Regions in World History


Course Description – Tab 1, page
22
Used in both the multiple-choice
and essay questions
Key Concept 1.2. The Neolithic
Revolution and Early Agricultural
Societies, Cohen pkt, p. 18

In his book Guns, Germs, and Steel,
Jared Diamond raises a series of
questions about the disparity in
economic development around the
world. His answers highlight some
key historiographical debates
about the origins of different rates
of economic development in the
past.
Reading Questions for Guns, Germs, and Steel by Jared
Diamond. Limit your answers to key details.
Prologue: “Yali’s Question”


What is Yali’s question and why did it motivate Diamond to write this book?
What are the other ways that Diamond asks or rephrases the same
question?

What answers to Yali’s question have some historians given in the past?

What is wrong with those answers according to Diamond?

What kind of evidence does Diamond use to prove those answers wrong?
Seminar on “CIVILIZATION”,
Cohen pkt, pp. 22-23
Directions for Socratic Seminars
Understand the question(s) for the seminar.
Read the source(s).
Take notes from the sources to help you answer the question(s).
Comment about one of the following (5 pts.)
information in the sources.
validity of evidence used by the author(s)
the strength of the argument (thesis)
to respond to a question asked by someone else
to respond to a comment made by someone else
Ask a question about one of the following (5 pts.)
information in the sources, e.g. vocabulary
validity of evidence used by the author(s)
the strength of the argument (thesis)
to respond to a question asked by someone else
to respond to a comment made by someone else.
Socratic Seminar on “Civilization?”
Directions:
Use the following quotes to discuss the
diverse interpretations of the term
“civilization”. What are the issues
involved in using “civilization” as an
organizing principle in world history?
 Now, read and discuss the Quotes on
Civilization
Key Concept 1.3. The Development
and Interactions of Early Agricultural,
Pastoral, and Urban Societies


Vocabulary, Cohen pkt p. 17
Civs chart, Cohen pkt, pp. 20-21
Study Card Terms -- The terms with an asterix (*) repeat for all six units.
Study Card Terms
Unit 1 & 2 Terms
Unit 3 Terms
Hunting-gathering (foraging)
Domesticated plants and
animals
Sedentary, Nomadic, Pastoral
Neolithic
Deity, Pantheon, Pagan
Caste System
Priest, Nun
Monotheism, Polytheism
Celibacy, Monasticism
Afterlife, Reincarnation
Missionaries, Pilgrims
Filial, Kinship groups
Conversion, Priesthood
Sacred Texts
Imperial, Feudal
The state*, Empire*, Ideology*
Bureaucracy; civil service*
Social hierarchy; stratification;
inequality*
Patriarchy
Slavery
Urban*
Tax revenue*
Technology*, Textiles*
Schism/doctrinal differences
Epidemic disease*
Guilds, Tax-farming
City-states, Sovereignty*
Mercenaries, Diasporas*
Syncretism*, Tribute system
Infidel
Unit 4 Terms
Chartered cities
Usury, Sacrament
Caravel, Tariffs
Conquistadors
Absolutism
Joint-stock companies
Trade diasporas
Excommunication
Slave trade, Manumission
Renaissance
Protestant
Coerced labor systems*
Mercantilism
Unit 5 Terms
Revolution*
Imperialism*
Sepoys
Monopoly
Modernization*
Political reforms*
Capitulations
Humanitarian values
“Effective occupation”
Concessions in colonies
Colonialism*
Cash crops*
Business cycle*
Extraterritoriality,
Treaties*
Abolition
Industrialization*
Social Darwinism*
Sanitation Systems*
Nation-State*,
Liberalism
Middle Class*,
Victorian
Indentured Servants
Questions about Period 1:
Technological and Environmental
Transformations, to c. 600 B.C.E.




Key Concept 1.1. Big Geography
and the Peopling of the Earth
Key Concept 1.2. The Neolithic
Revolution and Early Agricultural
Societies
Key Concept 1.3. The
Development and Interactions of
Early Agricultural, Pastoral, and
Urban Societies
Key Concept 1.2. The Neolithic Revolution
and Early Agricultural Societies, Curriculum
Module, p. 39 - 42


Intro to Curriculum Module and
David Christian’s thesis
Directions:

Read pp. 39 – 42 to
Identify types of evidence
 Record evidence on map
 Create a timeline of the Silk Roads
 Discuss Christian’s argument about
Prehistory of the Silk Roads

Models of Teaching World History in
the United States, Cohen pkt, p. 5

Each group will discuss one of the
models of teaching world history
and then explain the goal of the
model they discussed.
:
Zones of Interaction Curriculum Module

17
Intro to
Curriculum
Module and
David Christian’s
thesis
Essay Writing in APWH



Rubrics
Charts for note-taking
Practice parts of the essay