unit 1: introduction to world historytherealwestmeck.weebly.com/uploads/4/9/0/9/4909344/... · unit...

10-24-7 METHOD: HOW DO I KNOW YOU ARE STUDYING THESE NOTES? (EVIDENCE)

HIGHLIGHT – UNDERLINE - CIRCLE VOCABULARY – CHUNKING – *ASTERISKS / STARS* – QUESTION MARKS??? NUMBER OF SENTENCES IN SUMMARY = NUMBER OF QUESTIONS IN NOTES

1

WORLD HISTORY STUDY GUIDE

UNIT 1: Introduction to World History

In World History you will develop a greater understanding of the evolution global processes and contacts including interactions over time. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among other societies. The course will give a broad overview of World Religions and Ancient/Medieval influences over the modern world.

Students will develop relevant enduring understandings of current world issues and relate them to their historical, political, economic, geographical and cultural contexts. As students examine the historical roots of significant events, ideas, movements, and phenomena, they encounter the contributions and patterns of civilizations of the past and societies around the world. Students taking this course will broaden their historical perspectives as they explore ways societies have dealt with continuity and change, exemplified by concepts such as civilization, revolution, government, economics, war, stability, movement, technology, etc.

Included within this study guide is a summary of the information that may appear on the World History Semester and Final Exams. Although this review packet is intended to familiarize you with material that you are likely to encounter on the multiple-choice portion of the test, studying this information will also provide you with the background knowledge needed to write successful thematic, Constructive Response Questions and/or D.B.Q. essays.

STANDARDS

WH.H.1 Apply the four interconnected dimensions of historical thinking to World History Essential Standards in order to understand the creation and development of societies/civilizations/nations over time. Concept(s): Historical Thinking, Creation, Development, Perspective, Change Concept(s): Historical Thinking, Creation, Development



2

Name _____________________________________________________ Per ________ Date ______________

THE TOTAL TIME I COMMITTED TO UNIT ( ) WAS ________________

PROGRESS REPORTS ARE AVAILABLE TO PARENTS AT ALL TIMES via CMS.POWERSCHOOL.COM. I will send home at least 1 progress

report per quarter for parents to sign and return.

It is your responsibility to work hard and strive for excellence in all that you do. You must understand that you are responsible for all of your

assignments. You must be “PRESENT” to learn. You understand that it is important to discuss your academics with your parents in order to ensure

your success.

Parents please discuss school (assignments, projects, etc…) with your child. Checking and discussing your child’s “progress reports” and report

cards is vital to your child’s success. Contact me at [email protected] if there is a problem/concern with your child.

Student Signature: ___________________________________________________

Parent Signature: ____________________________________________________

mailto:[email protected]



3

CLOSE READING / CORNELL NOTES

STEPS

SYMBOL

CHECK LIST

1st READING

Get the “GIST” of the reading (What is it about)

1,2,3… A,B,C…

Number your paragraphs / Organize the text

2nd READING

“ANALYZE” the reading (Break it Down)

Word

Circle Vocabulary

Main Idea

Highlight with Multiple Colors and/or Underline Main Ideas

______________

TEXT

Chunk Text (Divide Reading into Sections)

3rd READING

“EVALUATE” and “REFLECT” (Judge and Critique)

? Point of Confusion / Questions about Text

* Identify Important Information / Possible Test Questions

Unimportant Cross out unimportant info (Red Pen)

Fill in gaps of missing information and/or paraphrase

What was it about? SUMMARY Insight and Opinions Illustration / Symbol of learning

10-24-7 STUDY STRATEGY

A. 10 minutes : Review Notes

B. 24 Hours : Revisit Notes

C. EVERYDAY: Revisit Notes (5-10 minutes)



4

UNIT 1: INTRODUCTIONS TO WORLD HISTORY

WHY STUDY HISTORY???

➢ History Helps Us Understand People and Societies

➢ History Helps Us Understand Change and How the Society We Live in Came to

Be

➢ The Importance of History in Our Own Lives

➢ History Contributes to Moral Understanding

➢ History Provides Identity

➢ Studying History Is Essential for Good Citizenship

➢ History Is Useful in the World of Work

What Skills Does a Student of History Develop?

1. The Ability to Assess Evidence.

2. The Ability to Assess Conflicting Interpretations.

3. Experience in Assessing Past Examples of Change.

SO WHY STUDY HISTORY?

The answer is because we virtually must, to gain access to the laboratory of human experience. When we study it reasonably well, and so acquire some usable habits of mind, as well as some basic data about the forces that affect our own lives, we emerge with relevant skills and an enhanced capacity for informed citizenship, critical thinking, and simple awareness. The uses of history are varied. Studying history can help us develop some literally "salable" skills, but its study must not be pinned down to the narrowest utilitarianism. Some history—that confined to personal recollections about changes and continuities in the immediate environment—is essential to function beyond childhood. Some history depends on personal taste, where one finds beauty, the joy of discovery, or intellectual challenge. Between the inescapable minimum and the pleasure of deep commitment comes the history that, through cumulative skill in interpreting the unfolding human record, provides a real grasp of how the world works.



5

INTERPRETING THE PAST

Anthropologists: Anthropology is the study of humans, past and present. To

understand the full sweep and complexity of cultures across all of human

history, anthropology draws and builds upon knowledge from the social and

biological sciences as well as the humanities and physical sciences. A central

concern of anthropologists is the application of knowledge to the solution of

human problems. Historically, anthropologists in the United States have been

trained in one of four areas: sociocultural anthropology, biological/physical

anthropology, archaeology, and linguistics.

Archaeologists study past peoples and cultures, from the deepest prehistory

to the recent past, through the analysis of material remains, ranging from

artifacts and evidence of past environments to architecture and landscapes.

Material evidence, such as pottery, stone tools, animal bone, and remains of

structures, is examined within the context of theoretical paradigms, to address

such topics as the formation of social groupings, ideologies, subsistence

patterns, and interaction with the environment. Like other areas of

anthropology, archaeology is a comparative discipline; it assumes basic human

continuities over time and place, but also recognizes that every society is the

product of its own particular history and that within every society there are

commonalities as well as variation.

HISTORY SHOULD NOT BE BIAS

BIAS: is an inclination of temperament or outlook to present or hold a partial

perspective, often accompanied by a refusal to even consider the possible

merits of alternative points of view. People may be biased toward or against

an individual, a race, a religion, a social class, or a political party. Biased means

one-sided, lacking a neutral viewpoint, not having an open mind. Bias can

come in many forms and is often considered to be synonymous with prejudice

or bigotry.

http://en.wikipedia.org/wiki/Prejudice

http://en.wikipedia.org/wiki/Bigotry



6



7

PROVIDE YOUR OWN EXAMPLES FOR EACH THEME

*Civilization

Project

HISTORY HAS S.P.I.C.E

A) There are “5” Themes that we will focus on

1. SOCIAL: Of or relating to human society and its modes of organization: social classes;

social problems; a social issue.

2. POLITICAL: Of, relating to, or dealing with the structure or affairs of government,

politics, or the state.

3. INNOVATIONS: a creation (a new device or process) resulting from study and

experimentation

4. CULTURAL: The totality of socially transmitted behavior patterns, arts, beliefs,

institutions, and all other products of human work and thought.

5. ECONOMICS: the science that deals with the production, distribution, and

consumption of goods and services, or human welfare.



8

T Y P E o f M A P E X A M P L E S

POLITICAL

PHYSICAL

THEMATIC

TOPOGRAPHIC



9

1. What event occurred in 3200 B.C.?

2. This timeline is divided into equal segments. How many years does each segment represent? 5 years - 50 years

- 500 years -

5000 years

3. How many years are represented on this timeline? 500 years - 5000

years - 450 years

- 4500 years

4. What does the writing above the timeline represent? Events - Years Place - Works of Art

5. When did King Hatshepsut rule Ancient Egypt? 1100 - 1250 1500 - 3100

6. Much of this part of Egyptian history is divided into historical periods. What were these periods? REIGNS - INVASIONS - KINGDOMS - ILLNESSES

INTERPRETING TIMELINES Now that you know how timelines are put together, try your eye at interpreting a timeline of

Ancient Egypt. Do what is requested in the area below the timeline.

7. How do you know when the event occurred? a. The words intersect the line at the time it occurred. b. A line is drawn from the event to intersect with the timeline at the time it

occurred. c. The numbers below the line identify the exact time that an event occurred. d. All of the events occur at the divisions of the timeline.

8. Now that you know that much of Ancient Egyptian history was divided into periods or kingdoms, let's see if you can determine why. Look at the events that occurred around the times of these kingdoms. What could have caused these kingdoms to end?

9. As you have seen, timelines can be very informative and useful. Timelines would be useful in which of the following situations.

John wants to keep

track of his bills.

Dr. Morris is

studying the Native

American history of

his county and

wants to show

important events.

Mrs. Johnson wants

to show the birth

dates of her

students so they

can see any

patterns.

Mary wants to show

the percent of

people who died

during the Great

Plague.

During the 1800s,

visual art in the

West changed

drastically. Art

historians want to

show the events of

this time and how

they affected the

lives and work of

these painters.

The last five years

of Sonja's life have

been very hectic.

She wants to see

how these events

relate to each other,

so that she might

not make some of

the same mistakes

Sheila wants to

chart her spending

habits over time to

be able to see any

trends that might

have occurred.

Chef Imondi wants

to be able to keep

track of the recipes

that he has been

accumulating for

years.

http://www.beaconlearningcenter.com/Weblessons/seeingtime/008.html








10

• How did

Paleolithic

people acquire

food from their

natural

environment?

MOVEMENT OF

PEOPLE AND GOODS

Three important ways in

which cultural diffusion

occurs are through

migration, trade, and

warfare.

How did the earliest

people adapt to their

environment?

Belief Systems

Many early peoples had

polytheistic belief systems.

The gods were seen as

closely tied to the force of

nature, and keeping them

happy was essential to

agriculture. Therefore,

religious leaders became

very important in early

societies.

Early People and River Civilizations

Section overview

Scientists believe that humans first appeared over two million years ago. The first

humans were wandering hunters and gatherers. They made simple tools and

weapons from stone, bone, and wood.

With the development of farming, ancient peoples gave up their nomadic lifestyles

and established permanent settlements, which grew over time into civilizations.

Early civilizations developed in river valleys. As populations grew, these peoples

developed systems of government, social structures, and belief systems. Migration,

trade, and warfare helped ideas move from one culture to another.

I. Early Peoples

A) Hunters and Gatherers

The earliest people lived during the Old Stone Age, also called the Paleolithic

age, which began more than two million years ago. Paleolithic people were

nomads, or people who moved from place to place, hunting and gathering their

food. Their simple social structure consisted of small groups of people when

traveled together.

B) Adapting to Their Environment

Stone Age people adapted to their environment. They made simple tools and

weapons, such as digging sticks and spears, from stone, bone, or wood. During

Paleolithic times, people developed language, which allowed them to communicate

and cooperate during a hunt. Paleolithic people invented clothing made of animal

skins. They used fire for warmth as well as for cooking food.

C) Spiritual Beliefs

Paleolithic people developed some spiritual beliefs. Toward the end of the Old

Stone Age, people began burying their dead with care, a practice suggesting that

they believed in an afterlife. They buried tools and weapons with their dead.

D) Migration

Evidence supports the theory that the earliest people lived in East Africa. Their

migrated north and east into Europe and Asia. After many years, some migrated

over a land bridge into North America. Others migrated by boat to islands in the

Pacific. Migration led to cultural diffusion, or the exchange of ideas, customs, and

goods among cultures. Cultural diffusion also occurred through trade and warfare.



11



12

The Neolithic Revolution

was one of the great

turning points of history.

Farming and the

domestication of animals

changed the way people

lived. A dependable source

of food allowed villages to

grow larger and develop

into cities. People who lived

in cities developed more

complete forms of

government and such

concepts as division of labor

and social classes.

How did the development

of agriculture change the

way early people lived?

List and EXPLAIN 5

characteristics of

early civilizations

1.

2.

3.

4.

5.

II. The Neolithic Revolution Environmental changes brough new climate patterns that contributed to the end of

the Old Stone Age. Warmer weather allowed plants to grow where, previously,

sheets of ice had dominated the landscape.

Around 10,000 B.C., people made two important discoveries. They learned to plant

seeds to grow food, and they learned to domesticate animals. These meant that

people no longer had to wander in search of food. They could live in permantent

settlements. This change marked the beginning of the New Stone Age, or Neolithic

period. Historians call these discoveries the Neolithic Revoluition, or the Agricultural

Revolution, because farming and domestic animals changed the way people lived.

A. The Impact of Agriculture

After the Neolithic Revolution, more abundant food helped the population to

increase. Humans’ lives changed in many ways.

• Permanent Settlements: People settled together in villages

• New Social Classes: When resources were scarce, groups wernt to war.

Chiefts or headmen emerged. Some men gained prestige as warriors and had

great power.

• New Technology: People began to develop technology, or tools and skills

they could use to meet their basic needs, such as calendars and plows. Other

new technology included the wheel, metal weapons, and metal tools.

These changes paved the way for civilization to emerge.

III. The Rise of Civilization

A) Cities and Central Government

Cities emerged as farmers cultivated land along river valleys and produced surplus

food. Surplus food led to increased population. More systematic leadership than just

a headman or council of elders was needed. Governments developed to make sure

that enough food was produced and that the city was protected. Rulers also ordered

that public works such as roads, bridges, and defensive walls be built.

B) Traditional Economy

Traditional economies, based primarily on farming, grew up in early civilizations.

Skilled crafts workers made pottery, cloth, and other goods.



13

What types of government

and social structure were

created by early

civilizations?

GEOGRAPHY

What geographical features

of the Fertile Crescent

helped civilization to grow

and ideas to spread between

cultures?

What contributions did early

people make to later

civilizations?

C.) Organized Religion

Ancient peoples were polytheistic, believing in many gods. Priests and worshipers

tried to gain the favor of these gods through complex rituals. They hoped that the

gods would ensure plentiful crops and protect their cities.

D.) Job Specialization and Social Classes

People began to specialize in certain jobs because no one person could master all

the necessary skills to provide for himself or herself. People became ranked in

classes according to their jobs. Priests and nobles were usually at the top of these

societies, followed by warriors and merchants, with peasant farmers and slaves at

the bottom.

E.) Art and Architecture

Much early art and architecture consisted of temples and palaces, symbols of the

power of rulers.

F.) System of Writing

Writing may have first developed in temples, where many types of records were

kept. Early writing was picture writing, consisting of simple drawings. Over time the

writing became more symbolic.

IV. Ancient River Valley Civilizations (c. 3000 – 1000 B.C.)

A. Egypt

• Location: Northeastern Africa

• Major River: Nile River

• Characteristics and achievements:

• Developed hieroglyphics- Writing using picture symbols.

• Constructed pyramids- Massive structures used to bury Egyptian

Pharaohs (kings).

B. Mesopotamia (Sumer)

• Location: Middle East

• Major Rivers: Tigris River and Euphrates River

• Characteristics and achievements:

• Developed cuneiform- Writing system using wedge-shaped symbols.

• Code of Hammurabi- Oldest written set of laws in the world that is

known for its

strict (harsh) punishments of crimes (i.e.- “an eye for an eye”).



14

How did trade, warfare, and

migration spread ideas

among early civilizations?

C. Harappan Civilization

• Location: India

• Major River: Indus River

• Achievements: The urban (city) areas of Harappan civilization were

organized and well- planned.

• NOTE: Early societies in India (and areas of Southeast Asia) were very

affected by seasonal monsoons- Winds that brought rain needed to farm

(but too much rain caused dangerous flooding).

D. China

• Major Rivers- Yellow (Huang He) River and Yangtze River

• Early Chinese societies were very isolated from other civilizations

because China is surrounded by natural boundaries (i.e.- mountains and

deserts).

Common Features- Many ancient societies had important traits in common:

• They existed in river valley regions.

• They were all polytheistic- People believed in many gods associated with

nature (i.e.- Sun God, Rain God, Wind God, etc).

• They often had traditional economic systems with the following

characteristics:

o Barter- Trade without using money.

o Subsistence agriculture- Farming in which the crops are used only to

feed the farmer and his family. Food is not usually sold for a profit.

o People have the same occupation

SUMMARY

The earliest people were nomadic hunters and gatherers. When they

learned how to grow food, they settled in villages. These changes led

to the growth of civilizations. Early civilizations grew up in river

valleys. Civilizations developed governments, economic systems, and

social structures. Early civilizations also had complex systems of belief

and made advances in technology, architecture, and legal systems.

These advances were spread among early civilizations by migration,

trade, and warfare.



15

unit 1: introduction to world historytherealwestmeck.weebly.com/uploads/4/9/0/9/4909344/... · unit...

Documents