Seventh Grade Social Studies: Early World History Unit 3: Early Civilizations and the Emergence of Pastoral Peoples ( B.C.E.
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1 Graphic Organizer Michigan Citizenship Collaborative Curriculum Page 1 of 24
2 Big Idea Card Big Ideas of Lesson 7, Unit 3 Era 2 was characterized by the rise and fall of kingdoms with strong monarchs, powerful militaries, rigid social hierarchies, and growing cities. Era 2 was also characterized by steady growth in population. Finally, Era 2 was also a time of increasing interaction at different levels. This interaction occurred as both cooperation and conflict within farming societies, across farming societies, and also between farming societies and pastoral nomads. Across farming societies, and between farming societies and nomads, conflict tended to involve war, conquest, and competition for land and resources, whereas cooperation focused on trade. Michigan Citizenship Collaborative Curriculum Page 2 of 24
3 Word Cards Word Cards from previous lessons needed for this lesson: civilization Word Card #1 from Lesson 1 specialization - Word Card #2 from Lesson 1 social hierarchy - Word Card #3 from Lesson 1 intensification - Word Card #7 from Lesson 2 historical account Word Card #13 from Lesson 3 evidence - Word Card #14 from Lesson 3 elite - Word Card #18 from Lesson 3 centralized authority - Word Card #21 from Lesson 4 cultural diffusion - Word Card #29 from Lesson 6 technology Word Card #32 from Lesson 6 36 kingdom 37 dynasty A country, state, or territory ruled by a king or queen or other monarch Example: The kingdom of Assyria was powerful for a time. () a series of rulers in a particular place considered members of the same family Example: The Shang Dynasty ruled China for many years. () 38 population growth increase in the number of people in a particular place 39 conquest taking control of a people or place through military force Example: During periods of population growth, there is a need for more food and resources. Example: The Egyptians gained control of different areas through conquest. () () Michigan Citizenship Collaborative Curriculum Page 3 of 24
4 40 tribute a gift or payment to one who has power over another to show respect and obedience Example: The pharaohs of Egypt received tribute from many other societies. () 41 nobles a group of people with high rank and privilege, generally gained through birth or connection to a ruler Example: The Pharaoh s brothers and sisters were part of the nobility of Egypt. () Michigan Citizenship Collaborative Curriculum Page 4 of 24
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16 Student Handout #1 -- Conflict and Cooperation Station Activities Station 1- Egyptian Law and Order: te Taking Organizer Michigan Citizenship Collaborative Curriculum Page 16 of 24
17 Station 2 Egyptian Economy: Guided Reading tes 1) What things were produced in Ancient Egypt? 2) How were people paid for work? 3) Where and how did people trade within Egypt? 4) What were some of the different types of jobs in Ancient Egypt? 5) How did a person s job and position in society affect their life? 6) What was the attitude of the scribe who wrote the Satire of the Trades towards people with lower jobs than his? 7) Why do you think some jobs were seen as worse than others? Michigan Citizenship Collaborative Curriculum Page 17 of 24
18 Station 3- War and Peace: Guided Reading tes War and Peace in Ancient Egypt War (loot and tribute) Peace (trade) Who was involved? (Egypt and who else?) What did Egypt get out of it? (provide specific examples) Why did it happen? (provide specific examples) What was tribute and why did other kingdoms pay tribute to Egypt? What types of products did Egypt seem to need from other places? Why do you think they couldn t provide these goods for themselves? Michigan Citizenship Collaborative Curriculum Page 18 of 24
19 Station 4- Shipwreck: Thinking with Maps To help you analyze trade as cooperation between different societies, use the map below to plot out where the artifacts in the Uluburun shipwreck were from using the Station 4 materials. Place the number for each artifact item on the map in the region from which it came. For example, Artifact #1 is from Cyprus. Find Cyprus on the map and then place a #1 in this area. When you have placed each number on the map, draw a circle around the area that appeared to be connected by trade, and answer the questions below. Balkans Sudan Sudan Source: What does this map tell you about cooperation through trade? Michigan Citizenship Collaborative Curriculum Page 19 of 24
20 Station 4 continued... w, choose three different types of artifacts. Knowing what these artifacts were and where they came from, what generalizations can you make about life and trade during this period? What inferences (best guesses) can you make? For example, what do you think it means that there were several swords found on the ship? Use the graphic organizer to complete this task. Item # and name Description of Item What can this artifact tell me about life and trade in this period? What generalizations can I make about life and trade in this era from all three of these objects? Michigan Citizenship Collaborative Curriculum Page 20 of 24
21 Station 5 The Hyksos: Graphic Organizer Complete the dialogue using ideas from the Station 5 handout. Ancient Egyptians Listen up, you Hyksos... you may be in charge for now because, but we still want you out because... You Egyptians... always complaining about something! Don t forget that we.... Besides, we deserve to be in charge because... Hyksos The Hyksos were nomads who moved into the area of the Egyptian kingdom. What do you think they might have been looking for in Egypt? Why do you think this? Stop and Jot your thoughts below: Michigan Citizenship Collaborative Curriculum Page 21 of 24
22 Station Seventh Grade Social Studies: Early World History Small Group Analysis Chart Working in a small group, compare your work from the stations. Talk about what you learned at each station and complete the chart below. Analyze WHO was involved for each station, and then provide evidence that there was conflict, cooperation, or both. Who was involved? Conflict, cooperation, or both? 1 Within farming societies? Across farm societies? Farmers and nomads? What is the evidence that there Yes/ Reason Yes/ Reason Yes/ Reason was conflict? What is the evidence that there was cooperation? Michigan Citizenship Collaborative Curriculum Page 22 of 24 Oakland Schools December 11, 2012
23 Station Seventh Grade Social Studies: Early World History Teacher Reference Sheet: Working in a small group, compare your work from the stations. Talk about what you learned at each station and complete the chart below. Analyze WHO was involved for each station, and then provide evidence that there was conflict, cooperation, or both Who was involved? Conflict, cooperation, or both? Within farming societies? Across farm societies? Farmers and nomads? What is the evidence that there Yes/ Reason Yes/ Reason Yes/ Reason was conflict? Yes Yes It is about law and order within Ancient Egypt. This station discussed trade and business within Egypt. This station is mostly about Egypt conquering other kingdoms, but mentions internal conflict in Egypt. This station is mostly about goods from all over the central part of Afroeurasia. Yes Yes Yes It only has examples from Egypt. There is a mention of goods being imported from other places. Egypt conquered other kingdoms. There were goods being traded and shipped across kingdoms.? It is only about Egypt. This station is about farming and trade; no mention of nomads. clear references to nomads in this station. There is no mention of nomads, but it could be possible that some goods came from nomads. There are examples of punishments for crimes, such as people being beaten or even decapitated. Conflict! There is a mention of people trying to avoid paying taxes (tax evasion). There was a hierarchy, so some people had more power than others. There are examples of Egypt conquering other kingdoms by force and getting tribute from them. For example, Egypt conquered Nubia. There is no clear evidence of conflict, although the presence of weapons in the artifacts suggests that conflict was possible. What is the evidence that there was cooperation? There were people who worked like police, trying to keep law and order. People had the same beliefs about the afterlife and probably followed the rules. People cooperated by paying taxes to maintain the military and other services. People traded with each other to meet their needs. People probably knew their place in society. Tribute can be seen as a form of forced cooperation where places like Nubia agreed to pay tribute to Egypt. There was also trade and diplomacy between kingdoms, like the treaty between Egypt and the Hittites. The artifacts in the shipwreck show that people from several different kingdoms in the region where trading and traveling. Michigan Citizenship Collaborative Curriculum Page 23 of 24 Oakland Schools December 11, 2012
24 5 It is about Egypt and the Hyksos, a nomadic people. It is about Egypt and the Hyksos, a nomadic people. Yes This is about the Hyksos, a nomadic people, and the Egyptians. The Hyksos took power in some way. The Egyptian elite resented this and eventually kicked them out by force. The Hyksos took over, but they allowed Egyptian society to continue to work as it had before. People still traded and did the same kind of work. The Egyptians learned from the Hyksos and gained technology like the chariot. Michigan Citizenship Collaborative Curriculum Page 24 of 24 Oakland Schools December 11, 2012
Seventh Grade Social Studies: Early World History Unit 3: Early Civilizations and the Emergence of Pastoral Peoples ( B.C.E.
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