1. World History Journal
1st Six Weeks

2. Today’s Lesson Monday August 22, 2016
Hello!
Note home to parents due August 29
Daily journal
“Eras of My Life” assignment due August 29
Writing a timeline
Prehistory

3. Write in your World History Journal
Write your name and class period on the cardboard back of the spiral notebook.
Make a cover page on the first sheet with your name and class period.
Use a whole page for each day’s journal:
Journal entry
3-5 Vocabulary terms. Write short (4-6 word) definitions for each term.
A graphic organizer, timeline, or drawing as instructed.

4. Journal entries For each journal entry:
Write the date in the top right corner of the entry.
Write the topic of the day.
If indicated, write assignment due dates or exam dates.
Answer the journal question in complete sentences, explaining your answers.
Write your own answers. You can discuss the topic, but do not copy others’ work.

5. Today’s Lesson 8/22 & 8/23 Journal Warm-up: Technology
Today’s Topic: Neolithic Era
Eras of my life assignment
Today’s vocabulary terms
Artifact p. 6
Culture p. 7
Anthropology p. 7
Archeology p. 7
Technology p. 8
Graphic organizer: marking a timeline. BCE/ CE or BC/ AD

6. Warm-up August 22 & 23 Read “Learning About our Past.”
Answer the prompts in sentences:
How are these tools technology?
What modern day tools do these resemble?
to make a spear
Image source:
TEKS (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies

7. Today’s Lesson 8/24 A & 8/25 B
Journal Entry
Today’s topic: The Beginnings of Agriculture
Graphic organizer activity: Catal Hüyük reading
Vocabulary:
Paleolithic p. 11
Nomads p. 11
Animism p. 12
Neolithic Revolution p. 12
Domesticate p. 12
Otzi the Ice Man
Neolithic Revolution
Technology: Learning to use Pearson Realize

8. Graphic Organizer: Catal Hüyük Use the text on page 13 and the handout.
Characteristic
In Catal Hüyük
Who lived there? How many people?
What was their economic base?
Where was Catal Hüyük?
When did this begin and end?
How did they worship?

9. Graphic Organizer: Catal Hüyük Use the text on page 13 and the handout.
Characteristic
In Catal Hüyük
Who lived there? How many people?
What was their economic base?
Where was Catal Hüyük?
When did this begin and end?
How did they worship?

10. Journal Prompt Wednesday 8/24; Thursday 8/25
PROMPT: (Write in complete sentences.)
Before agriculture developed, how did people get food?
How would life be different if agriculture never developed?
Learning Objectives:
Identify major causes of the development of agriculture
Summarize the impact of farming (Neolithic Revolution) on the creation of river valley civilizations.

11. Today’s Lesson; B day Friday 8/26; A day 8/29
Today’s topic: Civilization at Ur in Sumer
Journal prompt: Writing
Vocabulary:
Traditional economy p. 16
Civilization p. 17
Theocracy p. 18
Polytheistic p. 18
Scribes p. 19
City-state p. 20
Empire p. 20
Graphic organizer: Venn diagram comparing river valley and highland civilizations
Activity: Poster of hunter/gatherer lifestyle or early civilization

12. Journal prompt: B day Friday 8/26; A day 8/29
Early Sumerian Pictographic Tablet about 3100 B.C.
In what ways would our society today be different if we did not have writing? What would be the same?
Image source: whenintime.com

13. Compare and Contrast: page 17 Complete the Venn diagram to compare and contrast civilizations that began in river valleys and those that began in highlands areas in the Americas.

14. Section 3
Civilization
CASE STUDY: Ur in Sumer
Prosperous farming villages, food surpluses, and new technology lead to the rise of civilizations.
Buried Alive
NEXT

15. Today’s lesson August 30 (B)/ 31 (A)
Today’s topic: Mesopotamia
Journal Prompt Hammurabi’s code
Graphic organizer:
Sumerian social hierarchy p. 34
Vocabulary terms
Ziggurat p. 34
Cuneiform p. 35
Civil laws p. 38
Criminal laws p. 38
Hittites p. 39
Worksheet: Empires in Mesopotamia
Epic of Gilgamesh

16. Social Rank in Sumer
p.34

17. The Hammurabi stele was placed in a public place in Babylon where everyone could see it, though few were literate.
It was later stolen by the Elamites. The British recovered the stele in Iran in 1901 and it is not on exhibit at the Louvre Museum in Paris.
By Mbzt - Own work, CC BY 3.0,

18. Journal prompt August 30 (B)/ 31 (A)
Learning Objective
What should be done to the carpenter who builds a house that falls and kills the owner?
WH (20) Government
Identify the impact of political and legal ideas contained in documents including Hammurabi’s Code.
Hammurabi, the king of Babylon in about 1790 B.C., made decisions which became laws and part of Hammurabi’s Code.
Based on your idea of “fairness” and modern day laws, explain what you think should happen in each case.
Eric Lessing/Art Resource, NY
Ancient Mesopotamian carving of a carpenter at work.

19. Today’s Lessons 9/1 (B) 9/2 (A)
Journal prompt: Money economy
Today’s Vocabulary
Bureaucracy p. 41
Zoroaster p. 42
Colony p. 43
Alphabet p. 43
Graphic organizer/ drawing: Write your full name (first and last) in the Phoenician alphabet. Use the chart copy.
Write from right to left .
For missing letters, exchange another letter or use a dot .

20. Journal prompt:9/1 (B) 9/2 (A)
Journal Prompt: Answer all questions.
What advantages does a money economy offer over a barter economy?
Give an example of a modern transaction made easier by money instead of barter.
When might barter be used?
(17) Economics. The student understands the impact of the Neolithic revolution on humanity.

21. Rise of the Persian Empire
Analyze Maps Study the locations of the Persian capitals. Were they well placed for rule over the entire empire?

22. Today’s Lessons 9/6 (B) 9/7 (A)
FIRST Journal Quiz.
11 Questions from the vocabulary, graphic organizers and journal prompts.
SECOND Journal Lessons of the Day
Topic: Hebrews
Journal prompt: Ten Commandments
Today’s vocabulary:
Monotheistic p. 44
Torah p. 44
Covenant p. 45
Patriarchal p. 47
Ethics p. 47
Diaspora p. 48
Graphic Organizer: “Sequence It”

23. The Ancient Israelites’ Unique Belief System
Analyze Maps: What factors may have led to Canaan's becoming a crossroads in the ancient Middle East?

24. Torah
Torah in Hebrew means “teaching” or “guidance”. The Torah includes the first five books of the Hebrew Bible: Genesis, Exodus, Leviticus, Numbers, and Deuteronomy.

25. The Hebrew Bible The Hebrew Bible:
“I am the LORD thy God, who brought thee out of the land of Egypt, out of the house of bondage. Thou shalt have no other gods before Me.” —Exodus 20:2-3
What does this quotation from the Hebrew Bible say that God did for the ancient Israelites? What does God demand in return?
What idea in this quotation refers to a belief that is different from most other cultures in the Fertile Crescent that you have read about in earlier lessons?

26. Journal Prompt: 9/6 (B) 9/7 (A)
Read the chart of the Ten Commandments. Prompt: Write two specific examples of the impact of the Ten Commandments on today’s society.
WH (3) Describe the major political , religious/ philosophical, and cultural influences of … Israel, including the development of monotheism, Judaism, and Christianity. WH (20) Identify the impact of the legal ideas in the Jewish Ten Commandments.

27. Law and Morality in Judaism
Over time, the ideas in the Ten Commandments have influenced aspects of some modern legal and political systems.

28. Sequence it activity Origins of Judaism
A. Put these key historical events and beliefs from the Jewish tradition into the correct chronological order, from earliest to latest.
King Solomon completed Jerusalem’s temple.
Moses brought the Israelites to Canaan.
King Saul united the tribes of Israel into a nation.
Abraham made a covenant with God.
Many Jews from Judah were forced into exile during the Diaspora.
B. Write 2–3 sentences describing the central ideas of Judaism in your journal.

29. Law and Morality in Judaism
Analyze Maps The Jewish Diaspora began with the Babylonian Captivity in 6th century B.C. and has continued throughout history. How did the Diaspora contribute to the spread of Judaism?

30. Today’s Lesson B Day 9/8; A Day 9/9
Topic: Ancient Egypt
2 Journal prompts: Sphinx & Hatshepsut
Vocabulary: pages 51-57
Dynasty
Pharaoh
Vizier
Tutankhamen “King Tut” (p.55)
Mummification
Hieroglyphics
Papyrus
Rosetta Stone
Graphic Organizer: Egyptian social hierarchy p. 56
Handouts: Reading: Tutankhamen
Egyptian Culture: Video clips
Comparison Activity: Due next class PERSIA: Egypt and Mesopotamia

31. Egyptian Social Hierarchy p. 56

32. Journal Prompt #1 9/8 (B); 9/9 (A)
Compare the Sphinx of Amenemhet III to a statue honoring an important person in today’s society.
How are these monuments similar?
How are they different?
Image source: McDougal Littell Inc
Shown above, this statue of a sphinx—a mythological creature having the body of a lion and the head of a man, ram, or hawk—is made of black granite. It represents Amenemhet III, a pharaoh who ruled in the Twelfth Dynasty of the Middle Kingdom.

33. Journal prompt # 2 B day 9/8; A day 9/19
WH (24) Culture. The student understands the roles of women, children, and families in different historical cultures.
Watch the video on Pearson Realize.
What about Hatshepsut was unprecedented in Egyptian history?
What does Hatshepsut's story reveal about the dangers of over-generalizing about history?
Image source: Metropolitan Museum of Art at

34. Egyptian Culture
mummy maker
Rosetta Stone
Image source: bbc.co.uk

35. Egyptian Learning Advances
Analyze Information In 332 B.C., the Greek ruler Alexander the Great conquered Egypt. According to the information on the chart, how was Egyptian knowledge passed along to other cultures?