1. Essential Question: What can historians learn/analyze about an early complex society based on the existence of their monuments and structures? Copy question in notebook

2. Key Concepts 1. The Neolithic Revolution and Early Agricultural Societies hunting and foraging bands 2. Big Geography and the Peopling of the Earth transformation of societies 3. The Development and Interactions of Early Agricultural, Pastoral and Urban Societies emerging first states, unification of state through culture

3.  Little is known about early American complex societies in large part because of the lack of written languages or the ability to decipher the ones that existed, as well as the lack of archeological evidence. However, there is evidence that……….. Humans migrated into North America approximately 15,000 years ago across the Bering land bridge that linked Siberia to Alaska, and gradually moved south and eastward.

4. Complex civilization included:  Domesticated plants  Herding of animals such as alpaca and llama  No evidence of domesticated large mammals  Humans provided all the power

5.  Animated History-Early Societies in South America Animated History-Early Societies in South America  The Chinampas The Chinampas

6. © 2007 McGraw-Hill Higher Education Acropolis at Tikal

7. Read the handout given to you titled - Influence of the Olmec Civilization on Mesoamerica Activity #1 Make generalizations about the Olmec’s influence by completing the graphic organizer.

8. © 2007 McGraw-Hill Higher Education Olmec Stone Head

9. © 2007 McGraw-Hill Higher Education Olmec Altar from La Venta

10.  Early societies in the Andean regions of South America had no contact with those in Mesoamerica Write one reason why contact between these two regions did not exist

11.  Human foragers brought survival skills of cultivation with them to Australia and New Guinea  Austronesian-speaking southeast Asians brought trade and agriculture with them to help complex civilizations develop in the Polynesian Islands and Hawaii.  Excellent navigational and boat-making/maritime skills role of the Push/Pull of curiosity and the push of overpopulation or other social discontents inhuman migration, even over vast expanses of water

12.  Pull ←curiosity  Push →overpopulation or other social discontents such as resource depletion Predict: How far did many migrants of this era and region have to travel?

13.  harsh environment  focused on thin zones of control for farming and fishing rather than build city marketplaces  trade linked coastal lands, lowlands, and highlands systems of reciprocal exchanges (fish from the coast in exchange for beans from the lowlands and potatoes from the highlands, for example).  Inca followed same pattern

14. © 2007 McGraw-Hill Higher Education Drawing of Mayan Fortress City

15. © 2007 McGraw-Hill Higher Education Mayan Court

16. © 2007 McGraw-Hill Higher Education Detail from Teotihuacan

17. © 2007 McGraw-Hill Higher Education Define effigy and shamanism. What does this effigy tell you about the role of shamanism?

18. © 2007 McGraw-Hill Higher Education Moche Corn Godess

19. © 2007 McGraw-Hill Higher Education Stone Heads on Easter Island

20.  Follow the directions on Part I- Temporary Thesis statement

21.  In your assigned station group, look at images of temples, statuary/monoliths (and irrigation/drainage systems) that early complex societies constructed. As you visit each station, re-examine your temporary thesis statement on Answering an Essential Question, and complete your pre-writing evidence chart for each piece of evidence. Each group will present and be able to discuss information from their pre-writing findings and provide examples from each of the early complex societies.

22. Speculate (guess intelligently) based upon information from your textbook. Use these questions as a point of focus. The group recorder will submit these responses.  What was the function/purpose of the structure?  What different social classes of people benefited from it?  What technology (broadly defined) was needed to construct it (tools, transportation, specialized knowledge)?  Who designed it, and who actually built it (specialized labor)?  How was the structure funded (who paid for it?) and how was it maintained? Complete Pre-writing Chart on Part II at each station. Team captains will assign members an artifact image to find content, context, a connection and a conclusion.

23.  Bring your chart to Mrs. Lewis after each analysis of an image for a stamp.

24. Complete SPICE Analysis handout for South American societies. Fill in map giving indicators of each SPICE theme while providing supporting details. Debrief -Essential Question: (In notebook) What can historians learn/analyze about an early complex society based on the existence of these monuments and structures? Give one characteristic of the society for each of the categories below:  Political structures  social structures  economic structures  cultural (religious, educational, artistic) values and institutions

25. Essential Question: What can historians learn/analyze about an early complex society based on the existence of these monuments and structures? Give one characteristic of the society for each of the categories below:  Political structures  social structures  economic structures  cultural (religious, educational, artistic) values and institutions

26. Essential Question: What can historians learn/analyze about the early complex societies of the Americas and Oceania based on the existence of these monuments and structures? Follow steps 3-7 in your Answer the Essential Question handout to help you plan to write your DBQ. Use the outline template to help you organize your five paragraph essay. Final copy should be handed in at the end of the class.