The Neolithic Revolution, the switch that people made from hunting and gathering food and living a nomadic lifestyle to farming and living in permanent settlements, was not one event. Instead, the Neolithic Revolution took place at different times in different regions of the world. Some societies developed farming independently. Those regions with societies that experienced the Neolithic Revolution on their own include the Fertile Crescent, an area in the Middle East between the Tigris and Euphrates Rivers which developed agriculture around 11,000 BCE, the Yangtze and Yellow River valleys in China (9,000 BCE), the highlands of New Guinea (9,000-6,000 BCE), Northern South America (5,000- 4,000 BCE), central Mexico (5,000-4,000 BCE), the eastern North America (4,000-3,000 BCE), and sub-Saharan Africa (5,000-4,000 BCE). All other societies who went through the Neolithic Revolution did so because of contact with the societies who started farming independently. Through contact with settled people, most of the rest of the world learned how to domesticate plants and animals and realized the benefits of building permanent settlements. This process of exchanging goods and ideas is called cultural diffusion and it will have a great impact on the rest of human history.  The directions the Neolithic Revolution spread are represented by the black arrows on the map.

Edward R. Murrow High School Social Studies DepartmentMr. Barge, Principal Mr. Smith & Mrs. Sarno-Ullo

Global History Homework Packet– Semester 1Directions: Please write on the TOP of the page your NAME, the BAND and the HOMEWORK NUMBER on each assignment. Your homework will be graded on a scale of 1-3 (3 being the highest grade possible). You are responsible for making sure that that your homework is handed in on time. If you are absent, it is your

responsibility to make sure that you make up your homework assignment and hand it in the day you return. Late homework will be accepted, but points will be deducted.

One sentence answers are not acceptable, nor are incomplete assignments, lists, charts, unless stated in the directions to do so. All answers need to be complete and thorough. All of your answers MUST be in your own words. YOU DO NOT HAVE TO WRITE THE QUESTION.

IF YOU ARE ABSENT, YOU ARE RESPONSIBLE FOR CHECKING PUPILPATH OR ASKING THE TEACHERS FOR THE HOMEWORK ASSIGNMENT(S) YOU MISSED.___________________________________________________________________________

Homework #1: Contract1. Sign contract, have parent/guardian sign contract, and submit.2. Bring in a notebook that is ONLY for Global OR have a section of a binder that is strictly for Global class. Homework #2: What is History?Directions: Actively read below the source below about corroboration, then answer the questions on loose-leaf or typed. You answers must include the following: Restate the question, explain in no less than 2-3 sentences.Corroboration is the act of comparing pieces of evidence and seeing where they agree and disagree. When you have multiple pieces of evidence that say the same thing, your argument is stronger. When you only have one perspective on an event, you risk that it might be incomplete or maybe even wrong.Historians corroborate evidence when they try to figure out what happened in the past. If they find multiple pieces of evidence that support their initial hunch (first guess), their case becomes stronger. If they can’t find enough evidence to support a particular argument about what happened in the past, they consider other explanations or interpretations.Because the goal of corroboration is to build a strong argument, it also involves sourcing. You want to source for two reasons: (1) you want each piece of evidence to be reliable; and (2) you want to see if people with different perspectives (viewpoints) agree about what happened. It’s always more convincing when two people who usually disagree happen to agree.

Source: Stanford History Education Group. Introductory Lesson: Make Your Case! California: Stanford University, 2013.

Define the following words: a. Corroboration, b. Sourcing (*DO NOT GOOGLE DEFINITIONS. Use the text and explain in your own words.*)1. Why do historians strengthen their argument through corroboration?2. Why do historians source?3. Why is it important that historians use multiple pieces of evidence?

Homework #3 Paleolithic EraTASK: Using your knowledge of global history, write a TEAL response on loose-leaf, in which you: Describe what life was like for humans living in the Paleolithic Era.

After you write your TEAL Paragraph you MUST:

1. Underline the topic sentence, 2. Circle your example sentences, 3.Box your analysis sentences

Homework #4: Neolithic RevolutionDefine the following words on loose-leaf or typed: a. domesticate, b. cultural diffusion (*DO NOT GOOGLE DEFINITIONS. Use the text and explain in your own words.*)Directions: Actively read the passage about the spread of the Neolithic Revolution and the Fertile Crescent; then answer the questions that follow the text on loose leaf or typed. Use complete sentences and restate the question in your responses.

1. Where did the Neolithic Revolution begin?2. Explain how the Neolithic Revolution spread from the seven locations where people

transitioned from hunting and gathering to farming independently. Homework #5: River Valley Civilizations The first civilizations were Mesopotamia, Ancient Egypt, Shang China, and the Indus River Valley Civilization.

Directions: Using the map, answer the following questions on loose-leaf or typed. Be sure to label properly and write in complete sentences.1. What is the main purpose of this map? 2. Based on the map above, what geographic feature did the early civilizations settle near?3. Create a T-chart listing AT LEAST 3 advantages and disadvantages of settling near this geographic feature.Homework #6 Ancient Hebrews—The Babylonian Exile (Captivity) Directions: Actively read the passage about the Babylonian Exile, then answer the questions that follow the text on loose leaf or typed. Starting around 597 BCE, the Babylonian Empire, centered in the city of Babylon in the Fertile Crescent, conquered the Kingdom of Judah. The upper class Jews, Israelites who lived in Judah, were ordered by the Babylonian King, Nebuchadnezzar II, to leave Jerusalem and live in captivity in Babylon.

The period of time from 597 to 539 BCE which ended when the Persian king Cyrus the Great took over Babylon and allowed the Jews to return to Judah is known as the Babylonian Exile or Captivity.This period had a great effect on the Jewish people. They wondered how such a terrible thing could happen to god’s “chosen people.” In addition, their sacred temple where they worshiped their god was destroyed. As a result, some of the Jewish people in Babylon became more religions. They commemorated the fall of Jerusalem with days of prayer and celebrated the Sabbath (day of rest set aside for religious reasons). The profession of the scribes, people who copied religious documents, grew in importance. Historical writings and religious teachers were compiled and revised by the scribes to create the Torah. The writers viewed the recent events as punishment for their sins, especially the sin of worshipping gods other than Yahweh. At the same time, the scribes and others in exile hoped that the Jewish faith would bring the Israelites together and that they would be able to rebuild the Temple once the exile was over. The Babylonian exile represents both one of Judaism's darkest hours and also the beginning of its history as an enduring universal religion that gave birth to the later monotheistic traditions of Christianity and Islam.

Adapted from “Babylonian Exile.” New World Encyclopedia. http://www.newworldencyclopedia.org/entry/Babylonian_Exile

1. Identify two pieces of evidence that show that Judaism unified the Jewish people.2. Identify bias, point of view, audience, or purpose.3. Explain how that factor (bias, point of view, audience, or purpose) affects the document as a reliable source of evidence.Homework #7: Geography of India 1. Define: a. subcontinent, b. monsoon (*DO NOT GOOGLE DEFINITIONS. Use the text and explain in

your own words.*)Directions: Actively read the passage below to complete the task that follows.India’s climate is dominated by monsoons. Monsoons are strong, often violent winds that change direction with the season. Monsoon winds blow from cold to warm regions because cold air takes up more space than warm air. Monsoons blow from the land toward the sea in the winter and from the sea toward land in the summer. India’s winters are hot and dry. The monsoon winds blow from the northeast and carry little moisture. The temperature is high because the Himalayas form a barrier that prevents cold air from passing onto the subcontinent. The temperature can reach as high as 110 degrees Fahrenheit during the Indian winter. The summer monsoons roar onto the subcontinent from the southwest. The winds carry moisture from the Indian Ocean and bring heavy rains from June to September. The rainstorms often cause violent landslides. Entire villages have been swept away during monsoon rains. But farmers depend on the rains to irrigate their land. Additionally, a great deal of India’s electricity is generated by water power provided by the monsoon rains. 2. Draw a picture of a monsoon hitting India. The picture can be a map, or the effect of a wet monsoon hitting a village. Then, EXPLAIN YOUR PICTURE’s geographic context. (Explain why this is happening in India).

Homework #8: The Sacred Books of HinduismDirections: Actively read the descriptions of Hindu sacred texts below, then answer the questions that follow on loose-leaf.

Rig Veda The Upanishads Mahabharata and Bhagavad Gita

Rig Veda in Sanskrit on paper, India, early 19th c. Cover of a modern publication

of the Upanishads. Illustration of Krishna and Arjun on the chariot, Mahabharata, 18th-19th century, India.

The Vedas are the most sacred texts in Hinduism. The Rig Veda is the oldest of the Vedas. It was written in Sanskrit at least 6,000 years ago. Vedic hymns (religious songs written in a Veda) praise god, gods,

The Upanishads are sections of the Vedas that deal with philosophy, medication, and the nature of God; they form the core spiritual thought of Vedantic Hinduism. They are a compilation

The Mahabharata is the world's longest epic. It is about a massive war in ancient India between cousins fighting for the throne of a great kingdom. A central episode called Bhagavata Gita is a dialogue between commander Arjuna and Lord Krishna on the

and goddesses and describe a powerful and spiritual people, their clans, kings and emperors, fights, battles, and way of life. Originally, these thousands of hymns were not written down but memorized. Even today there are priests who can chant from memory as many as 10,500 verses which takes 50 hours.

of dialogs, monologues and anecdotes composed by multiple authors, which contain the foundations for most of the later philosophies and religions of India. According to tradition, there are over two hundred Upanishads.

day of the battle. The Mahabharata remains one of the most widespread scriptures in the world with its dominant message of justice. Hindu sacred music, dance, drama, and the arts draw heavily on these two literary epics.

1. When was the Rig Veda written?2. Before the Rig Veda was written down, how were the stories in it passed from generation to generation? 3. As a source, why might a historian question the reliability of the Rig Veda as a historical document?4. The Rig Veda, Mahabharata, Bhagavata Gita and sacred texts from many other belief systems tell stories about gods and their interactions with each other and humans. What do you think the purpose of these types of stories are?

Homework #9: Hinduism Directions: On loose-leaf or typed, define the following words and answer the multiple choice questions. *BE SURE TO FOLLOW THE STEPS LISTED BELOW FOR THE M.C. AND SHOW THEM ON YOUR PAPER.*

1. Define: a. dharma, b. karma, c. reincarnation, d. caste system, e. moksha (*DO NOT GOOGLE DEFINITIONS. Use your handouts and notes from class and explain in your own words.*)

Complete the following Multiple Choice.YOU MUST WRITE FOR EACH MULTIPLE CHOICETHE FOLLOWING INFORMATION

*MAKE SURE TO FOLLOW THESE DIRECTIONS*:A- WHAT ARE THE KEY WORDS IN THE QUESTION THAT HELP YOU? You must list key words.B- WHICH ANSWERS CAN YOU RIGHT AWAY ELIMINATE? Write the number of the answers which you can eliminate.C-WHAT IS THE ANSWER?--*WRITE THE CORRECT NUMBER AND WORD/PHRASE CHOICE.

2. A sociologist interested in Indian culture would most likely focus on the study of

1. Hinduism and its influence on life in India2. India's development of nuclear weapons3. the parliamentary government of India4. the influence of agricultural production on India's gross national product (GNP)

3. Believers of Hinduism are expected to1. fulfill their dharma for a favorable

reincarnation2. complete a pilgrimage to Mecca3. obey the Ten Commandments

4. follow the Eightfold Path to achieve enlightenment

4. In the traditional Hindu caste system the status of a person was usually determined by

1. education. 2. wealth. 3. birth. 4. power.

5. The caste system influenced traditional rural Indian society by

1. limiting social and economic progress 2. promoting political instability 3. reducing the power of landowners 4. contributing to greater social mobility

Homework #10: The Sacred Books of Buddhism Directions: Actively read the document below and answer the questions that follow on loose-leaf or typed in complete sentences.

Tripitaka- “Three Baskets of Wisdom”

The Tripiṭaka (Sanskrit) or Tipiṭaka (Pāli), meaning "three baskets," is the formal term for the earliest surviving Buddhist teachings. It is also called the "Pali Canon" named after the language it was written in.

1. Who wrote the Tripitaka? 2. What is contained in the Tripitaka? 3. Before the Tripitaka was written down, how were the stories in it passed from generation to generation? For how long were they passed down in this way?4. As a source, why might a historian question the reliability of the Tripitaka as a historical document?Homework #11: Spread of Buddhism Directions: Analyze the map and read the passage below, then answer the questions that follow on loose-leaf or typed in complete sentences.

During the time of Ashoka’s reign, trade routes were opened through southern India. Some of the merchants

The teachings were passed down orally for around 200 years after the Buddha’s death before they were finally written down by Buddhist monksThe Pali Canon falls into three general categories, or baskets, the first was the code of ethics to be obeyed by the early monks and nuns. The second category consists primarily of accounts of the Buddha's teachings. The third category contains early commentary on the Buddha’s teachings from his followers.Source: Adapted from “Tripitaka.” New World Encyclopedia.

using these roads were Buddhists who took their religion with them. Buddhist monks, also used these roads for missionary activity. Buddhism entered Sri Lanka during this time. As one story is told the ruler of Sri Lanka was converted to Buddhism by Ashoka’s son, who was a Buddhist missionary. After reaching Sri Lanka, Buddhism crossed the sea into Myanmar. After Myanmar, Buddhism travelled into Cambodia, Thailand, Vietnam, and Laos, around 200 CE. The presence of Buddhism in Indonesia and the Malay Peninsula is supported by archaeological records from about the 5th century CE.

Buddhism entered China during the Han dynasty (206 BCE-220 CE): The first Buddhist missionaries accompanied merchant caravans that travelled using the Silk Road, probably during the 1st century BCE. The majority of these missionaries belonged to the Mahayana school. Buddhism managed to build a solid presence in China towards the fall of the Han dynasty on 220 CE, and its growth accelerated during the time of disunion and political chaos that dominated China during the Six Dynasties period (220-589 CE). From China, Buddhism entered Korea in 372 CE, during the reign of King Sosurim, so it is stated in official records. There is archaeological evidence that suggests that Buddhism was known in Korea from an earlier time.

Source:www.ancient.eu/buddhism/ 1. Describe two ways that Buddhism spread from India to other parts of Asia. 2. Identify which ruler had a major role in spreading Buddhism within and outside of Buddhism.3. Explain how Buddhism spread from India to Korea. What regions did it pass through? How did

it spread to those regions?Homework #12: Spread of IslamDirections: Actively read the document source below and answer the question on loose-leaf or typed (minimum of 3 sentences).

1. How has the spread of Islam to African affected African societies over time?Homework #13: Geography of GreeceDirections: Actively read the text below, then on loose-leaf of typed, answer the questions that follow.

Greek civilization began in 1750 BC north of the Mediterranean Sea in Europe.

Greece is in southeastern Europe and consists of a mainland and an archipelago [chain of islands]. Mainland Greece is a large peninsula surrounded on three sides by the Mediterranean Sea (branching into the Ionian Sea in the west and the Aegean Sea in the east).The geography of Greece greatly influenced the culture in that, with few natural resources and surrounded by water, the people eventually took to the sea for their livelihood. Mountains cover eighty percent of Greece which provides little opportunity for agriculture. As a result, the early Greeks colonized neighboring islands and founded settlements along the coast of Anatolia (also known as Asia Minor, modern day Turkey). The Greeks became skilled ship builders, sailors, and traders to acquire resources they did not have. One benefit of

Greece’s trade with other nations was that they encountered the Phoenician alphabet, which they adapted and became the basis for Latin and many other languages including English. The mountains that covered Greece and the seas between islands also isolated the people of Greece. As a result, Greeks developed individual polis, also known as city-states. City-states were cities with surrounding land and villages. Each city-state was independent and located in an isolated valley. While the Greeks spoke the same language, they had different cultures and government and social structures because they were divided. The mountains separating the city-states were barriers to cultural diffusion and unity. In addition, a lack of resources and differences between the city-states led to rivalry and antagonism that led to wars. The two most well-known city-states were Sparta and Athens.

Source: “Ancient Greece.” Ancient History Encyclopedia. http://www.ancient.eu/greece/

1. Identify two geographic features that separated the Greek city-states.2. Explain how the geographic context affected the development of Ancient Greece (minimum of 4 sentences).

Homework #14: The Rise and Fall of Ancient Rome Directions: Examine the chart below and complete the tasks that follow on loose-leaf or typed.

. . . Merchants were carriers of Islam rather than agents of Islamization. They opened routes and exposed isolated societies to external influences, but they were not themselves engaged in the propagation [spread] of Islam, which was the work of religious leaders. The leaders became integrated into African societies by playing religious, social, and political roles similar to those of traditional priests. Like traditional priests, Muslim men of religion were peacemakers, who pleaded for those who broke the king’s laws. Mosques, like traditional shrines, were considered sanctuaries. Immunity of life and property was extended to men of religion only as long as they kept out of politics and posed no threat to the existing sociopolitical order. . . .

Source: John L. Esposito, ed., The Oxford History of Islam, Oxford University Press

TASK: Using your knowledge of global history, write a TEAL responses on loose-leaf or typed, in which you: Describe what contributed to the rise of Rome, what did Romans achieve during their golden age, and why

did Rome fall.*Include outside knowledge and relevant information learned beyond the document.*

After you write your TEAL Paragraph you MUST:1. Underline the topic sentence, 2. Circle your example sentences, 3.Box your analysis sentences

Homework #15: Feudal EuropeDirections: On loose-leaf or typed, define the following words and answer the multiple choice questions. BE SURE TO FOLLOW THE STEPS LISTED BELOW FOR THE M.C. AND SHOW THEM ON YOUR PAPER.)1. Define: a. feudalism, b. serfs, c. lord, d. knight, e. manor (*DO NOT GOOGLE DEFINITIONS. Use the text above and explain in your own words.*)

Complete the following Multiple Choice.YOU MUST WRITE FOR EACH MULTIPLE CHOICETHE FOLLOWING INFORMATION

*MAKE SURE TO FOLLOW THESE DIRECTIONS*:A- WHAT ARE THE KEY WORDS IN THE QUESTION THAT HELP YOU? You must list key words.B- WHICH ANSWERS CAN YOU RIGHT AWAY ELIMINATE? Write the number of the answers which you can eliminate.C-WHAT IS THE ANSWER?--*WRITE THE CORRECT NUMBER AND WORD/PHRASE CHOICE.

2. The term feudalism is best defined as a1. holy war between Christians and Muslims 2. process in which goods are traded for other goods 3. division of political power between three separate branches 4. system in which land is exchanged for military service and loyalty

3. The illustration to the right suggests that the European feudal system was

1. designed to promote political and economic equality

2. controlled by a powerful middle class 3. intended to provide opportunities for social mobility 4. supported by the labor of the peasants

4. During the feudal period in Europe, power and position in society were based on the

1. amount of money earned 2. level of education achieved 3. number of slaves owned 4. amount of land possessed

5. What is the best title for this chart below?

?LORDS SERFS

Assigned farmland Provided protection

from bandits

Tended the lord’s land

Maintained the lord’s estate

1. Role of the Church 2. Feudal Obligations 3. Knights' Code of Chivalry 4. Rules for Guild Membership

Homework #16: Byzantine Empire Directions: Analyze the map below, then on loose-leaf or typed answer the task (minimum of 5 sentences).

TASK: Using the document, explain the geographic context of the Roman world around AD 526 (hint: think about western Rome in comparison to eastern Rome and provide examples).

Homework #17: Historical Documents of Muhammed

Directions: Actively read the document below and answer the questions that follow on loose-leaf or typed.Quran

11th-century North African Quran in the

British Museum

The Qur’ān literally means "the recitation" and it is the central religious text or Scripture of Islam. Muslims believe it to be verbatim the word of Allah, revealed to Muhammad by Gabriel over a period of 23 years between 610 and 632 C.E. Tradition says that Muhammad recited the content to his companions, some of whom were later permitted to record verses. This exercise was often repeated to ensure accuracy of transmission. However, no single copy existed during his lifetime as those verses that were recorded were written on a wide variety of materials. Muslims view the Qur'an as God's final revelation and complete message to humanity. Many events from Jewish and Christian scriptures are retold, sometimes in distinctive ways, while other events are referred to obliquely. The Qur’an informs Muslim conduct, law, faith and practice across the whole spectrum of religious and daily life.Source: http://www.newworldencyclopedia.org/entry/Quran (Koran)

Hadith

Gharib al-Hadith, by Abu `Ubayd al-Qasim b. Sallam al-Harawi (d. 223/837). The oldest known dated Arabic manuscript on paper in Turkey libraries

Hadith are the recorded sayings and actions of Muhammad. Each hadith is based on two parts, a chain of narrators reporting so that the reader knows who is telling the story and the text describing Muhammad’s actions or words. Individual hadith are classified by Muslim clerics and jurists as authentic or weak because there was concern over people fabricating or making up stories about Muhammad. There is no overall agreement on which Hadith represents the authentic sayings and actions of Muhammad. Different groups and different individual scholars may classify a hadith differently. The hadith literature was distributed after the death of Muhammad. Unlike the Qur’an, the Hadith is not a direct revelation and they were not compiled by a central authority. The Hadith were evaluated and gathered into large collections during the 8th and 9th centuries.

Adapted from:http://www.newworldencyclopedia.org/entry/Muhammad#The_Hadith_Literature

Sira Sira are traditional Muslim biographies of Muhammad. The earliest surviving biographies are the Life of the Apostle of God, by Ibn Ishaq (d. 768), edited by Ibn Hisham (d. 833); and al-Waqidi's (d. 822) biography (sira) of Muhammad. Ibn Ishaq wrote his biography some 120 to 130 years after Muhammad's death.

1. What can historians learn from the Qur’an, Sira and Hadith? 2. What limits do the the Qur’an, Sira and Hadith have as a historical source?3. Even though there are limitations to the Qur’an, Sira and Hadith as a historical source, why do you think

historians continue to use these texts as a source of information about early Muslims?