GLOBAL HISTORY I RESOURCE GUIDE DR. MARGARET R. HARRINGTON, CHIEF EXECUTIVEGLOBAL HISTORY I RESOURCE GUIDE (Work in Progress - Some Documents Presented Pending Copyright Permission)BOARD OF EDUCATION OF THE CITY OF NEW YORK William C. Thompson, Jr. President Irene H. Impellizzeri Vice President Jerry Cammarata Irving S. Hamer, Jr. Sandra E. Lerner Ninfa Segarra Terri Thomson Members Barbara Wexelman Student Advisory Member lolet Francis Alternate Student Advisory Member Rudolph F. Crew Chancellor Copyright 1998 by the Board of Education of the City of New York It is the policy of the Board of Education of the City School District of the City of New York not to discriminate on the basis of race, color, creed, religion, national origin, age, disability, marital status, ‘sexual orientation, or sex in its educational programs, activities, and employment policies, and to maintain an environment free of sexual harassment, as required by law. Inquiries regarding compliance with appropriate laws may be directed’ to the Director, Office of Equal Opportunity, 110 Livingston Street, Room 601, Brooklyn, NY 11201, Telephone: (718) 935-3320. Application for permission to reprint any section of this material should be made to the Chancellor, 110 Livingston Street, Brooklyn, NY 11201. Reprint of any section of this material shall carry the line, "Reprinted from by permission of the Board of Education of the City of New York,” Persons and institutions may obtain copies of this publication from the Office of Instructional Publications Bookstore, Room 608, 131 Livingston Street, Brooklyn, NY 11201. See current catalog for price. For information, call (718) 935-3990. Every effort has been made to ascertain proper ownership of copyrighted materials and obtain permission for their use. Any omission is unintentional and will be corrected in future printings upon proper notification.ACKNOWLEDGEMENTS Global History 1 Resource Guide is a project of the Office of School Programs and Support Services, Margaret R. Harrington, Ed.D., Chief Executive. It was developed by the Office of School Programs and Support Services, Laura Rodriguez, Administrative Assistant Superintendent. The writers were Kathleen Charleston, Martin Luther King, Jr. High School; Mario Margulies, Grover Cleveland High School; David Morris, Middle College High School; Philip Panaritis, Office of the Superintendent of Bronx High Schools; Rhoda Weinstein, Franklin K. Lane High School. Special thanks to Barbara Gurr and Burt Posner from the Office of School Programs and Support Services for their help in preparing this document. The overall production of this publication was supervised by Anthony Elia, Assistant Principal (Social Studies), Walton High School. The book was edited by Ellen Victor, High School of Telecommunication Arts and Technology and Elaine Weiss, South Shore High SchoolPREFACE ‘The New York City Board of Education is committed to higher expectations for all. The Global History | Resource Guide provides strategies for raising standards. The New ‘York State content standards for social studies are 1. History of the United States and New York, 2. World History, 3. Geography, 4. Economics, and 5. Civics, Citizenship, and Government This resource guide incorporates these standards as well as English Language Arts Performance Standards, ie., Reading, Writing, Speaking, Listening, and Viewing, Conventions, Grammar, and Usage of the English Language, Literature, Public Documents, and Functional Documents. The English Language Arts Standards are indicated in this guide by notations in the strategies, for example, “(Standard Ela),” “(Standard Elb),” ete Aausene By combining Social Studies Standards with English Language Arts Standards, we are enhancing what Dennie Palmer Wolf of the Harvard Graduate School of Education calls the opportunity to learn. According to Wolf, the opportunity to learn is “the level of academic demand and student support (as evident in assignments, directions, rubrics, comments and questions to students)” (Presentation for the Institute for Learning, Pittsburgh, PA., August 5, 1998). The strategies in this resource guide were developed with the intention of not only raising standards in Social Studies but in English Language ‘Ants as well. Indeed, a good social studies lesson must include literacy assignments The challenge facing us is to ensure that all students perform at their highest level. The Global History 1 Resource Guide will aid social studies teachers in achieving this goal by offering for each of 15 topics © suggested aims, timelines (not included in topic1), key vocabulary terms, strategies and documents, sample exam questions, and additional activitiesSuggested activities incorporate methodologies requiring cooperative learning; reading, writing, speaking and listening skills; researching; and making inferences and drawing conclusions, The sample exam questions utilize the three types of essays that will appear in the new global History Regents examinations, i.e., document based questions, thematic essays, and constructed responses. This document follows the new New York State Global History Curriculum. The scope and sequence are chronological and offer students an opportunity to study world civilizations using multiple perspectives. We welcome your use of this guide. Please forward comments or suggestion to Dr. Anthony Elia, Assistant Principal (Social Studies) ‘Walton High School 2780 Reservoir Avenue Bronx, NY 10468TABLE OF CONTENTS Acknowledgements Preface Topic 1: Methods of the Social Sciences Topic 2: Defining Culture and Civilization Topic 3: Early Peoples Topic 4; Neolithic Revolution and Early River Ci Topic $: Classical Civilizations Topic 6: The Rise and Fall of the Roman Empire Topic 7: The Rise and Fall of the Han Empire Topic 8: The Development of Religious Beliefs and Philosophies Topic 9: The Gupta Empire Topic 10: The Tang Dynasty Topic 11: The Byzantine Empire Topic 12: The Golden Age of Islam Topic 13: The Spread of Islam Topic 14: Medieval Europe Topic 15: The Crusades and Their Impact on Southwest Asia, Byzantium and Europe iv 12 19 40 34 62 88 101 13 126 137 145 158TOPIC 1: Introduction to Global History: Methods of the Social Sciences A. History 1. Suggested Aims: Why should we study history? How are events connected across time and space? ‘What are the methods used to collect and evaluate information? 2. Key Vocabulary Words investigate interpretation multiple perspectives thesis evidence time frames periodization oral history document artifacts 3. Strategies and Documents Put the word HISTORY on the board. Have the students brainstorm a definition of the word and list these definitions on the board. [Ask the students to describe what they did the previous day. Debrief the students by asking if their day was considered history. Ask that they explain their answers. Ask students to relate one family story, either an experience of their own or ‘one from their parents, Ask students to explain the importance of keeping these stories alive, Relate this to pre-literate cultures and explain the function of the griot. For extra credit, ask students to prepare to be a griot for their own families. They would have to do an oral presentation that covers three generations and ten events other than births and deaths. (Standard E3c) Document # 1 “History is objective. The historian’s task is to actually happene readers the facts... to tell how it Everything has a history... Traditional historians think of history as essentially a narrative of events.” From: Peter Burke, ed., New Perspectives ‘on Historical Writing, The Pennsylvania State University Press, 1991, p.3Document #2 “History is the story of humanity's past. History systematically records and explains what people have thought, said, and done. History deals with political, economic and social matters.... History describes humanity’s effort to improve the world. It recounts the achievements and setbacks in the long, upward climb toward a high level of From: World History, Amsco, p. 1 Document #3 “Knowledge of the past comes from many sources ~ from written records and also from knowledge revealed by science developed in the last century or so. New sciences of some importance to the historian are anthropology, the study of man’s physical and cultural development; archaeology, the discovery and study of material remains; geology, the study of rock and earth formation; philology, the study of languages and written records; sociology, the study of conditions and change in groups; and psychology the study of human behavior.” Ancient Civilizations by Carlton Hayes, pages 8&9 4, Additional Activities: RESEARCH and PORTFOLIO PROJECTS WHY STUDY HISTORY? ¢ TO LEARN FROM THE PAST Ina reflective essay (Standard E2F), discuss what types of historical events would you choose to LEARN! Victories or Defeats Social Movements Cultural Achievements Technological Advances Include an analysis of all four types of historical events and describe them and explain what one can lear from them that would help us better understand history. * TO LEARN ABOUT THE PRESENT ‘Write a narrative account of a historical event that is having an impact on society today. (Standards E2c and E3d) Utilize newspaper, radio and television to learn about an event that is important to us. How can history explain something that is occurring in our city or country?¢ TO APPRECIATE YOUR HERITAGE How can history help us to learn about, appreciate and accept our personal cultural heritage? Write a narrative account of your cultural heritage. (Standard E2c) You may want to visit a museum or interview some older relatives to gather your information. B. Geography 1. Suggested Aims: ‘* How do physical and human geography affect people and places, now and in the past? * Does geography have an impact on your life? 2. Key Vocabulary Words environmental society region _ spatial terms topography physical systems human systems maps globes . Strategies and Documents Introductory Activity ‘© Put the following information on the board ‘Your name Global History I Period Room Social Studies Department Your school Borough New York United States of America North America ‘Western Hemisphere Planet Earth Solar System Milky Way Galaxy Universe ‘© Ask the question ~ What types of information does this address give you? © Why is it important to know where you are and where you are going? Organize a group meeting and have students discuss the issue. (Standard E3b)© Describe your experiences when you were lost. (Standard E2f) ‘© Why is it important to lean how to read a map? Research Projects Students write on one of the following topics (Standard E2a): Why is New York a center for trade on the east coast of the United States? Why did people settle where they did in ancient times? Explore the geographic elements of ancient Egypt, Sumeria, and Harrapa in the Indus River Valley. ‘© Describe the perfect place to live. Set a standard for topography, climate, and weather. Then, actually research and locate 3 places that fit the description. © What are the tools of a geographer? Include the modem methods used to accurately map our world, such as aerial photography, satellite images, and intricate computer programs. Document # 1 Geography is mainly the study of particular places on the surface of the earth. In their studies, geographers attempt to find out all the characteristics that make one place different from other places. Most importantly, geographers try to learn how these characteristics are related. World History A Story of Progress by Konslar and Smart, pg.1 Document #2 “Historians must study geography because people are strongly affected by the places or environment in which they live. Historians must also explore how people adapt to and change their environment.” History of the World, Houghton Mifflin, page GRI Document #3 “Our understanding of history is incomplete unless we also understand geography, the study of the relationship between the earth and its inhabitants, From a geographical perspective, history is in large part the story of the changing relationship between humans and their natural environment...” World History Traditions and New Directions, Addison-Wesley, Chapter 1, Section 2 page 114, Additional Activities 1. Create a photo essay on your neighborhood. Take pictures that illustrate your home and family, your house or apartment, and your surroundings. What is ‘going on in your community? Take one picture early in the morning and one in the early evening. Write a reflective essay about your experience. (Standard E2f) 2. Write a report and draw a poster comparing the causes and effects of the Last Ice Age and its impact on animals, plants, and people with the current “Greenhouse Effect” and its effect on animals, plants and people. 3. Geography Scavenger Hunt ‘The first team that can answer all these questions correctly will win a prize. 1. What is the oldest city in the United States to be founded by Europeans? 2. What are the Nazca lines? 3. Where is Transylvania? 4. What African country was founded in 1847 by freed African slaves? 5. What region is known as the “Roof of the World”? 6. Which country has the most time zones? 7. What is the longest mountain system in the world? 8. What is India’s most famous tomb? 9. Ifyou flew due south from Chicago, which South American country would you fly over first?ANSWERS to the HUNT 1. St. Augustine, Florida founded by Ponce de Leon of Spain in 1513, is the oldest city. 2. The Nazca Lines are gigantic drawings that were etched into Peru’s desert floor by the Nazca people between 500 B.C. and 500 A.D. They are scattered over 200 square miles and are the world’s largest display of art. They picture both animals and geometric shapes. Archaeologists disagree on the purpose of the art, but some scientists believe they formed ancient highways or calendars. The figures can only be completely viewed from high up in the air. 3. Transylvania is in northwestern Romania, In Bram Stoker’s 1897 novel Dracula, Transylvania is the home of Count Dracula. Stoker based the story on local vampire legends. 4. Liberia, whose name comes from the Latin word libre, meaning “free”, was founded by freed slaves. It is the only country in sun-Saharan Africa that has never been ruled by a colonial power. 5. Tibet is the highest plateau region that lies north of the Himalayas and is known as “The Roof of the World”. It is the largest and highest plateau in the world. 6. Russia has ten time zones; the U.S. and Canada are second with 6 time zones each. 7. The Andes, that stretch for almost 4,500 miles along the edge of South America from ‘Venezuela to Tierra del Fuego is the longest mountain system. 8. The Taj Mahal in the city of Agra is often described as one of the world’s most beautiful buildings. It was built by the mogul emperor Shah Jahan to honor the memory of his wife Mumtaz-i-Mahal, begun 1631 and completed in 1648. 9. You wouldn’t fly over any South American countries. A straight line south from Chicago passes through the Gulf of Mexico, Central America and the Pacific Ocean, Point Parinas, Peru, the westernmost point of mainland South America, is about 500 miles east of this line. C. Economics 1. Suggested Aims: ‘* Why should we study economics? ‘* How should goods and services be produced?Key Vocabulary Words: goods services. scarcity surplus capitalism communism market economy command economy traditional economy 2, Strategies and Documents «Distribute sticks of gum and penny candy in uneven amounts throughout the room. Some students will have several things, others will have none at all. ‘© Inform the class, “You can try to acquire from your fellow classmates either more stuff o different stuff. You can exchange, barter or pay!” The teacher should move around the room, mediating exchanges and offering advice. After S minutes ask the class to STOP! Ask the class to evaluate what happened. ‘© Lead the class in a discussion about the concepts of supply and demand, market ‘economy, surplus, scarcity, goods and services. * Arrelated activity can be done along the same lines. After you have distributed the items throughout the class. Have the “haves” get together and have the “have not very much” and have the “have nots” get together in their groups to discuss what the GOVERNMENT should do, if anything. Document # 1 “Every day, people make. ..decisions as buyers and sellers, workers and business owners. Economics is the study of why people make one choice rather than another when buying, and selling, to satisfy different wants and needs.” Economics for Everybody, Amsco, page 2 Document #2 “Because of the problem of scarcity, nations, businesses, and individuals must all make choices in an effort to satisfy unlimited wants with limited resources. These choices are not always easy.” Understanding Economics, Random House, page 3 3. Research Projects and Activities Americans are used to an abundant market place. They can purchase goods from all over the world.Complete a research project that will identify 30 items that are made or grown outside of the United States. Identify from where these items come. Would you miss these things if you could not purchase them? Explain your answer. * Identify an item of clothing or a small purchase that was manufactured in another country. Use a map and write a report describing the individual pieces and parts, how your item was made or put together, and how it traveled to the United States and to you. Be creative. You ean write your paper in the ‘VOICE’ of your chosen object if you wish. (Standard E2c) D. Political Systems 1, Suggested Aims: ‘What are the basic purposes of government? ‘What assumptions have different people made regarding power, authority, governance, and law across time and place? ‘+ What is a citizen and how do different societies view the rights and responsibilities of citizenship? 2. Key Vocabulary Words: government authority governance law citizenship monarchy oligarchy democracy dictatorship totalitarian autocracy 3. Strategies and Documents * Select four students to select New Leader Cards. Each new leader can select two assistants. Have each of these NEW LEADERS select a form of government randomly from the Government Cards. Each leader must write a speech that will accomplish three things: 1. convince his/her citizens that he/she has the right to rule, 2. set five rules for the new government, and 3. convince his/her citizens that the laws he/she has selected are fair and g00d.