Lesson Plans

World Civilizations: The Global Experience ©2001

by Stearns, Adas, Schwartz, and Gilbert

Focus Lesson 1

Chapter 1: "The Neolithic Revolution and the Birth of Civilization"
Chapter 2: "The Rise of Civilizations in the Middle East and Africa"
Chapter 3: "Asia's First Civilizations: India and China"
Chapter 4: "Nomadic Challenges and Sedentary Responses"
Chapter 5: "Unification and the Consolidation of Civilization in China"
Chapter 8: "Religious Rivalries and India's Golden Age"

AP* Course Description

The AP* World History course begins with a unit of study called "Foundations," which deals with the development of world civilizations prior to 1000 C.E. Focus Lessons 1 through 3 provide the basis for this study.

1. Basic features of world geography
2. Crises of late antiquity (third to eighth centuries)
3. Key cultural, social and economic systems
   • Basic features of major world belief systems prior to 1000 and where each belief system applied by 1000
4. Principal international connections that had developed between 700 and 1000
5. Diverse interpretations

Key Components

• Instructor's Manual:
  Chapter 1, pp. 2–7
  Chapter 2, pp. 8–14
  Chapter 3, pp. 15–23
  Chapter 4, pp. 24–28
  Chapter 5, pp. 29–35
  Chapter 8, pp. 52–59
• Study Guide, Vol. I:
  Chapter 1, pp. 1–9
  Chapter 2, pp. 10–20
  Chapter 3, pp. 21–31
  Chapter 4, pp. 32–40
  Chapter 5, pp. 32–40
  Chapter 8, pp. 73–51
• Test Bank:
  Chapter 1, pp. 1–12
  Chapter 2, pp. 13–25
  Chapter 3, pp. 26–38
  Chapter 4, pp. 39–52
  Chapter 5, pp. 53–66
  Chapter 8, pp. 94–107

Key Web Sites Listed in the Student Text

• Chapter 1: p. 27
• Chapter 2: p. 49
• Chapter 3: p. 73
• Chapter 4: p. 99
• Chapter 5: p. 123
• Chapter 8: p. 195

Key Words and Terms

Suggested Pacing

Test Strategy

Key Concepts

• Geographical contexts
  Advanced Placement* World History students should begin this course focusing on the geographical context in which cultures will develop. Students who take this course are expected to know and be able to use major developments in making comparisons across cultures. For example, students should be able to analyze the importance of locations, trade routes, and migrations to the development of civilizations. Encourage students to develop a map notebook for the course.
  
  During the study of each chapter covered in this Focus Lesson, have students map the basic features of geography in that area of the world. This would include continents, oceans, seas, rivers, and key political units. For example, in studying Chapter 2, students should be able to identify major water supplies and the effect and importance of rivers such as the Nile and the Tigris and Euphrates on the demography of Egypt and Mesopotamia.
  
  In studying Chapter 3, use the map on p. 28 of the Study Guide, Vol. I, and have students map all of the major rivers and mountain ranges of Asia. Also use the feature "Mapping the Rise of Civilizations," text p. 65, for a discussion of what geographical features help give rise to centers of civilization. Similar mapping activities can be done in Chapter 8 using the maps on text pp. 180, 186, and 189.
  
  
• What is civilization?
  By the end of Chapter 1, students should begin to analyze the issues involved in using the concept of civilization as an organizing principle in the study of world history.
  
  
• Social/cultural issues
  Students should explore the treatment of women, family structure, and similar social and cultural issues peculiar to specific civilizations, such as the caste system in India. Comparison should be made between the Indian caste system and the early rise of Buddhism in China and its effects on Chinese society.

Summing Up Student Understanding

1. Many issues are raised in these chapters that would be excellent discussion questions, for example:
   • How does ecological change shape human history?
   • How do geological characteristics such as climate, resources, and the environment shape human history?
   • What was the cause of the decline of the importance of women? How did this decline evolve?
   • Analyze Hammurabi's Code of Law and contrast it with the U.S. Bill of Rights and Constitution.
   • Analyze the role of women in society and determine how it changes as societies become more sophisticated.
   
   
2. Have students assume the role of city planners for either Mohenjo-daro or Harappa. Have students list the strengths and vulnerabilities of their city and then in a class discussion compare and contrast rival cities, assessing each city's weaknesses and discussing what led to their downfalls.

ADDITIONAL RESOURCES

• Aspects of Western Civilization, Vol. I, edited by Rogers–Chapter 1
• Sources of the West, Vol. I, edited by Kishlausky–Part I
• The Global Experience, Vol. I, edited by Schwartz, Wimmer, and Wolfe–Chapters 1, 2, 3, and 4
• Documents in World History, Vol. I, edited by Stearns, Gosch, and Grieshaber–Sections One and Two