Friday, January 30 th Bell Work: Please pick up your notebook and the WOD Review sheet from the back table. Take the first 10 minutes of class to complete.

Slides:



Advertisements
Similar presentations
Copyright © 2006 The McGraw-Hill Companies Inc. Permission Required for Reproduction or Display. The Empires of Persia 1.
Advertisements

Conrad-Demarest Model of Empires How do the Persians fit into the model? AP World History Unit 1.
Empire Models Classical Period 500BCE – 600CE. Empire Model Questions What is the Conrad-Demarest Model of Empire? What are the limits of using models.
The rise and fall of the Persian Empires
Back to Mesopotamia: the Rise of Persia
Persia and Greece SOL Review #4
6th Grade UBD - Unit 3 - Mesopotamian Society
Ancient Egypt and Nubia
Thursday, January 29 th Bell Work: Please pick up the daily handout from the front table and find your assigned seat. Take the first 10 minutes to complete.
Ancient Egypt High School acceleration April 25-26, 2013.
Persia Lies between Mesopotamia and central Asia. Subject to various invasions and migrations from the east People were Indo-European Had strong military.
Vocabulary Civilization Surplus Artisan Pictogram Scribe City-state
Warm Up – 2/7 Let’s say someone robbed a bank in Henderson. Which story would you believe more: Someone who heard what happened from someone that was there.
Monday, Sept. 15 th Today, You Will Need: – Classical Mediterranean Civilizations Reading – Classical Mediterranean Civilizations Questions and Responses.
Monday, January 27 th Bell Work: Please pick up the daily handout from the front table. Log-on to your computer and spend the first 15 minutes of class.
Foundations of Civilization the building blocks of society.
River Valley Civilizations Egypt Mesopotamia. Egypt.
Instructions for using this template. Remember this is Jeopardy, so where I have written “Answer” this is the prompt the students will see, and where.
Ancient Greece = City-States. Warm-Up 1. Write your name on your mythology product and have it on your desk. 2. Pop-Quiz = How did mythology influence.
Evolution of Human Societies Paleolithic Era:Neolithic Era: Civilization:
Daily Questions: What is a revolution? What impact does technology have on environment? What are the features of a civilization? Worksheet # Agenda: 1.Warm-up.
Objectives: Discuss meaning of PERSIA G Discuss common PERSIA G characteristics of the River Valley Civilizations.
Early River Valley Civilizations: Mesopotamia Mesopotamia Map.
Friday, January 18 th Bell-Ringer: Please take out (or pick up) your Comparison Essay and grab a peer review form from the front table. Find a partner.
The Persian Empire c. 550 – 330 BCE
Ancient Sumer 3300 – 1900 B.C..
Bell Ringer Please begin working on the map activity that is on your desk. Refer to pg. 31 in the textbook if needed. Do not touch the sticky note numbers.
The Empires of Persia 600BCE – 600CE.
Four Major Dynasties: Achaemenids ( BCE)
CHAPTER 2 EARLY CIVILIZATIONS
Bell Work: Please log on to your computer and begin silently working on the vocabulary worksheet at your desk. You may use your computer to look terms.
2 pt 3 pt 4 pt 5pt 1 pt 2 pt 3 pt 4 pt 5 pt 1 pt 2pt 3 pt 4pt 5 pt 1pt 2pt 3 pt 4 pt 5 pt 1 pt 2 pt 3 pt 4pt 5 pt 1pt Geography Of Ancient Egypt Land of.
Where is Persia? Persia was an empire, based in what is today the country of Iran Located just to the east of Mesopotamia, the Persian empire was one of.
Mesopotamia & Egypt Compared Block – World Civilizations Mrs. Petras.
Ch. 7 Empires of Persia The Achaemenid Empire
Thursday, January 21 st Bell Work: Please turn in your homework assignment and pick up the handout on the back table. Take a few minutes to read the passage.
The First Empires! Mesopotamia and Egypt. The Meaning of Empire Empire is the extension of rule by one people over other, different peoples People see.
Get out your homework! Reminders: Quest Next Class (Wed 11/20) Study Guide due next class (Wed 11/20)
Bellringer Review your answers to the Hebrew Law Code assignment, then turn it in.
+ Empire Big Ideas & Chapter 7 The Empires of Persia ©2011, The McGraw-Hill Companies, Inc. All Rights Reserved. 1.
Agenda 1.Persian Empire. Objectives Students will be able to… 26. Describe the major beliefs and traditions of Judaism. 27. Summarize the key aspects.
Page44 Page 43 Warm Up: Write down everything you know about Egypt. It can be vocabulary, people, ideas, etc. Just make a list. * * WIO: 3, 2, 1. for Ancient.
First Civilizations Chapter 1 World History (B) Mr. Simmons.
9/18 AGENDA (1, 3, 5, 7) Journal: REVIEW YOUR CIVILIZATION NOTES- Pick one of the 5 characteristics of civilization, explain it and give 2 examples (think:
Persia: Empire of Tolerance
WEEK 2: Spread of Civilization in East Asia DAY 1: WORK HARD! VOCAB CORNELL NOTES GUIDED READING.
Monday, January 25 th Bell Work: Please pick up the handout on the back table and find your assigned seat. Take out your homework assignment (The Year.
WEDNESDAY Agenda –1) Pass back Tests –2) 10 Commandments v Hammurabi –3) Start Egypt PPT –4) Nile River Mini Q Homework –NONE What’s Next –Friday- Finish.
Persian Empire.
Persian Empires.
The Achaemenid Persian Empire
3A #1 Tigris River Mediterranean Sea Mesopotamian Civilization
August 15, 2016 Ancient Eastern Mediterranean Civilizations
Geography Of Ancient Egypt Land of The Pharaohs Ancient Egyptian
Ancient Egypt.
Classical Empires.
Early River Valley Civilizations
The Neolithic Agricultural Revolution
Neolithic Revolution Early humans were nomadic hunters & gatherers & had to move around to find their food.
The Persians Lived in present-day Iran King Cyrus added many new territories to the empire Northern Mesopotamia, Syria, Canaan, Phoenician cities,
RIVER VALLEY CIVILIZATIONS
The Persian Empire.
Cultural Analysis of Mesopotamia
Persia 600 BCE-600 CE.
PERSIAN EMPIRE The largest empire in the world (at the time)
Get out your homework! Reminders:
The Persian Empire 550 BCE to 330 BCE.
Egypt Lesson 15 CHW 3MR.
The Persian Empire.
Essential Question: How did early humans change through the Neolithic Revolution, rise of river valley civilizations, & expansion of empires? Warm-Up Question:
Presentation transcript:

Friday, January 30 th Bell Work: Please pick up your notebook and the WOD Review sheet from the back table. Take the first 10 minutes of class to complete the WOD Review quiz. When you finish turn it over and try your hand at the Mind Plexers puzzles. Each box represents a word or phrase somehow related to Social Studies.

Daily Agenda: ▪ Bell Work: WOD Review / Plexers ▪ Belief Systems Poster Presentations ▪ Lecture: The Persian Empire ▪ Summarizer: Bumper Sticker ▪ Battle Royale SFI Review Essential Question: What political, social, cultural, and economic characteristics defined the Persian Empire? Homework: Read Bentley and Ziegler, pgs

Plexers Answers 249. Side bar 250. Counter spy 251. Equal under the law 252. Without mercy 253. Just in case 254. Foreign correspondent 255. Win by a landslide 256. Industrial revolution

Belief System Presentations: As each group presents, in your notebook list two things that you learned about the religion from the presentation. After all of the presentations, you will be writing a reflection about the religions presented.

Reflection Writing: ▪ In your notebook for today, write a 5-7 sentence reflection explaining which of the belief systems you would be most inclined to join (assuming you had to pick one). You may NOT choose the religion your group presented. Make sure to include specific details that you would find appealing. You may acknowledge limitations or concerns you have about the religion in your reflection, but I would like you to emphasize the potential benefits or appeals of the religion.

The Persian Empire

How did imperial governments let their population know that the government was “in charge?” ▪ Grand scale of Persepolis Grand scale of Persepolis ▪ Persian idea of kingship: “The Great King, King of Kings, King in Persia, King of Countries” ▪ Paradayadams: Walled in gardens built in the desert to reward the most loyal peoples. ▪ Slavery: The state would enslave people who resisted their advance or rebelled against imperial authorities. ▪ Imperial Spies: Traveled with their own militaries demanding surprise audits of accounts and procedures.

What role did trade play in creating and maintaining empires? ▪ To expand the economy, Persian rulers adopted standardized coins, and created large markets in big cities (even banks and investment firms). ▪ Royal Road: 1677 mile road connecting Sardis to Susa (7 days travel rather than 90 days on foot) ▪ Canal of the Pharaohs: Man-made canal linking Red Sea and Nile River to expand maritime trade. ▪ Trade amongst and between the Anatolians, Mesopotamians, Egyptians, Phoenicians, Hindus, Central Asians, and Greeks

What social classes and occupations were common in empires? Imperial Bureaucrats and Warriors Free Classes (Artisans, Priests, merchants, craftsmen, landowning peasants, laborers) Slaves (Prisoners of War, Rebels, or Debtors)

What unique social and economic characteristics existed in empires? ▪ Female labor  Women worked in the weaving/textile industry and received rations of grain, wine, beer, and meat from the empire/temple that employed them. ▪ Pregnancy: Pregnant and new mothers received higher rations than anyone. Extra bonuses given to mothers (and nurses) who give birth to boys. Higher rations for boys than girls. ▪ Agriculture: Relied on Mesopotamia, Egypt, and Northern India for agricultural surpluses for large bureaucracy. ▪ Qanats: Underground canals for irrigation throughout Iranian plateau

Bumper Sticker Summarizer: ▪ Before leaving class today, please complete the Bumper Sticker worksheet according to the directions provided. ▪ Turn in your completed bumper sticker to the homework bin before you leave today.

Battle Royale Review: ▪ Each side will send up a representative one at a time ▪ A representative from the opposing team will draw a vocab card. ▪ Their opponent must either define/identify the significance of the term OR use it effectively in a sentence that illustrates its relevance to World History (you must add some information about the term that is not self-obvious). ▪ If they cannot do so, they must have a seat. ▪ Then, the roles are switched with the same guidelines ▪ The team with the most people standing at the end wins!