Ancient Civilizations is taught by Paula Keltner. This course was developed by the International Academy of Science. Learn More Scope and Sequence Unit 1 — Geography Review In this unit students learn about continents; oceans; latitude; longitude; global address; hemispheres; and climate zones.
It looks at the role of geography and the environment in shaping human society, and asks students to look at technological developments, as well as developments in governmental, economic and belief systems.
The unit gives practice in critical thinking skills such as interpretation, analysis and significance. Activity If used in class, it may be best to divide students into groups, with each group taking a specific region.
The world at the dawn of history Students go to the map of the world in BC. Select the appropriate date. Follow the in-map links through to the following regions: How did different peoples live in their environment: As a rough guide, this task should take only 10 to 15 mins, with the discussion afterwards taking the rest of the lesson.
The point of this class discussion is to synthesis the findings of the different groups, and give students a broad understanding of what the world was like at the very beginnings of world history. This distinguishes it from pre-history. What was the world like? How was it different from ours?
Are they all at the same stage of development? If not, which is the most advanced, technologically? Give reasons for its rise. You might find it useful to read the Timemaps article, What is Civilization? Students should again divide into their groups, or focus on one region.
This task should take up a whole lesson. For the period covered by these maps, they note what key changes occur, including… did new kinds of state or governing institutions appear?
Students should mainly use the regional maps and information, but feel free to follow the in-map links to the countries in the region, if you wish. These will give you more details. Using the above points as a check list, they distill their notes into a concise presentation for the rest of the class.
This could be by way of a PowerPoint or other presentation tool, or a simple talk. The presentation should be minutes in length.
Did new kinds of state or governing institutions appear? What major technological developments were there? How did the major trade routes change over time, both within and between regions? What major migrations occurred? What new beliefs or teachings appeared?
Class discussion This should complete the unit. Take as long or as short a time as you have budgeted for. If you do not have much time, focus on the third question, key trends. This will give students a quick panoramic overview of the topic and remind them of the key features.An Overview of Western Civilization Early Middle Ages ( CE) CE: The Carolingians and the Holy Roman Empire BCE BCE BCE BCE/CE CE CE.
An Overview of Western Civilization. An Overview of Western Civilization.
Overview of Ancient Civilizations. these early civilizations developed complex systems of political and economic power, invented things like writing, and organized themselves into social.
Early civilizations arose first in Lower Mesopotamia ( BCE), followed by Egyptian civilization along the Nile River ( BCE), the Harappan civilization in the Indus River Valley (in present-day India and Pakistan; BCE), and Chinese civilization along the Yellow and Yangtze Rivers ( BCE).
Overview of Ancient Civilizations.
these early civilizations developed complex systems of political and economic power, invented things . Teacher guidance and lesson plan on early civilizations in ancient history BC to BC.
Teacher Guidance – Early Civilizations. The river valley civilizations and their offshoots, BC to BC This will give students a quick panoramic overview of the topic and remind them of the key features.
As you explore these civilizations, see if you can make sense of this Sphinxlike statement from author William Faulkner: "The past is never dead. It's not even past." It may help you see where you are going.