World History Through Food & the Environment

• 1/7: Introduction to the course, pass out syllabus, overview of policies and procedures, lecture and reading on "The Origins of Humanity" and "Climate Effects on Human Evolution" plus Hominid Research assignment (DUE in class Fri. 1/14):

Pick one of the following examples of human ancestors: Ardipithecus, Australopithecus, Homo habilis, Homo erectus, Neanderthal, or early Homo sapiens (cro-magnon) and research and write down the following:

1. Where and when they lived (including specifics on climate and environment)

2. Distinguishing characteristics (physical, behavioral, and cultural)

3. What they ate/details on diet

-Include your sources

-Write your research in your own words

-You will be graded on spelling, grammar, and sentence flow

-Be prepared to present your findings to the class next Friday!!

• 1/14: Hominid Research Presentations, lecture and reading on "How Diet Shaped Human Evolution", begin reading "Microcosmos" article plus Human Evolution homework questions (DUE Fri. 1/21 in class):

1. Describe why hominids were able to survive environmental changes better than many other organisms
2. Describe the relationship between the "Savannah Hypothesis" and the development of walking upright
3. What is the "Variability Selection Hypothesis", and how does it relate to the pattern of human evolution?
4. List three lines of evidence that support the theory that hominids were able to live in diverse habitats and climates
5. Describe how toolmaking allowed hominids to cope with environmental and climatic change
6. Contrast the different ways that modern humans and Neanderthals dealt with environmental change
7. Describe how the human diet differs from other apes
8. What is the relationship between eating aquatic animals and the growth of hominid brain size?
9. How did the use of fire allow the diets of hominids to expand?
10. Why does Steele think that modern humans were able to outcompete Neanderthals?

• Finish "Microcosmos", lecture and reading from "World History to 1648" handout on geography, social structure, and civilization, Primary Civilization Geography Activity plus Primary Civilization Research homework (DUE Fri. 1/28 in class):

-Pick one of the following Primary Civilizations: Mesopotamia, Egypt, Indus Valley, Yellow River Valley, Mesoamerica, or Peru
-Conduct research and gather together materials (either from internet, magazines, books, or anything else legitimate) and BRING THEM WITH YOU TO CLASS ON FRIDAY
-Pay special attention to:
1. How, where, and when the civilization started
2. How its agriculture started, and when
3. What they grew, and how they grew it
4. Characteristics of the civilization (including culture, religion, government, and society)
5. How your civilization changed over time (like time periods)

• 1/28: Unit Quiz One and Binder Check, "Pennies and Primary Sources" Class Activity, Agriculture Cause and Effect Class Activity, take time to put together Primary Civilization presentations using your research, plus Primary Civilization Research Project (DUE Fri. 2/4 in class). Here are the guidelines:
  

Using various sources including the internet, books, magazine articles, etc., prepare a presentation on your chosen primary civilization that addresses the following points:

1. Geographic location of your civilization, and when they lived there

2. What the climate and environment was like

3. What they farmed (diet), and how

4. How their society was structured

5. Characteristics of your civilization (such as religion, government, culture, art, etc.)

6. Major developments in your civilization over time, including dates

7. How and when your civilization ended or changed

YOU MUST CITE ALL OF YOUR SOURCES!!

Be prepared to present!

• 2/4: Primary Civilization Presentations, read "The Birth of Cacao" plus homework questions (DUE Fri. 2/11):

1. Describe the way that chocolate was used by the Olmecs and Mayans, and state who in those societies was allowed to use it
2. Describe three examples of primary sources that give us insight into the Olmec culture
3. Define "nixtamalization", and state why Mesoamerican societies depended on this process
4. Describe two examples of food as a sacred object
5. Describe three primary sources that give us insight into Classic Mayan culture
6. Why is the amount of primary sources so limited in Mesoamerica?

• 2/11: Primary Civilization Presentations continued, watch "How The Earth Changed History: Water" with movie questions, Primary Civilization Graphic Organizer homework (DUE Fri. 2/18 in class)-you must include at least three differences for each culture
  

If you missed it, or if you'd just like to scope out the epicosity again, here's the movie on Youtube (you have to click on each part in the sequence to see it all):

http://www.youtube.com/watch?v=jn6tOWKZbh4&feature=related

• 2/18: Lecture and reading on "The Classical Period", "Drawing Conclusions From Evidence" handout plus drawing conclusions from evidence group activity, Ironworking Map of Africa homework and Classical Period homework (Both DUE Fri. 3/4 in class):
  

1. Define "intensification", and state what kind of intensification occurred during the Classical Period

2. Describe what the consequences of iron smelting were on Classical Period societies

3. What do we think may have been a factor responsible for population growth?

4. What were the positive and negative effects of clearing forests?

5. What caused the rise of giant empires, and what did they have in common besides size?

6. What's the difference between logographic and alphabetic writing systems?

7. What is one reason we think that world religions emerged in the Classical Period?

• 2/25: NO SCHOOL- Rodeo Break


• 3/4: Midterm Exam and Binder Check, Oral History Assignment (DUE Fri. 3/18 if not completed in class)
  


• 3/11: NO SCHOOL- Grading Day/End of Quarter


• 3/18: Watch "How the Earth Changed History: Deep Earth" with movie questions, lecture and reading on "The Medieval Period"


• 3/21-3/25: NO SCHOOL- Spring Break


• 4/1: Finish "The Medieval Period", lecture and reading on "West African Kingdoms", begin West African Geography and Environment Class Activity plus Medieval Period homework questions (DUE Fri. 4/8 in class):

1. Describe the role that food and farming played in causing population growth during the Medieval Period

2. List 3 major trade routes, and describe what each brought with them

3. Explain the positive and negative affects of deforestation

4. Compare/contrast the universalist religions of Christianity, Judaism, Buddhism, and Islam. How were they similar? How were they different?

5. Why did major religions thrive in cities and along trade routes, and not in the rest of the world?

6. Based on the article, describe how the world was affected by changes in trade and technology

• 4/8: Watch "How the Earth Changed History: Wind" with movie questions, West African Geography and Environment Class Activity continued


• 4/15: Unit Quiz Two and Binder Check, finish West African Geography and Environment Class Activity, begin lecture and reading on "The Modern Era: Part One"


• 4/22: Finish "The Modern Era: Part One", lecture and reading on "Rice and Slavery", Rice and Slavery Group Activity, plus Modern Era homework questions I (DUE Fri. 4/29 in class!):

1. Describe how each of the 5 key transformations changed human history

2. Describe three specific consequences of the "Great Dying"

3. Why did europeans begin taking African slaves? What were the consequences for African societies?

4. What were the reasons for deforestation, and what were the consequences?

5. Describe what supported the rise of european empires

6. Describe how europe became an economic power and was able to compete with Asia

7. What was the military and fiscal revolution?

8. What was the Renaissance?

9. What influenced the scientific revolution?

10. Give an example of the role food played in changing society

• 4/29: Finish Rice and Slavery Group Activity, read "Native American Population Decline" and begin Native American Population Decline class activity:

For each of the following questions, state which documents you used, and cite specific words or phrases to explain your answers:

1. Can the evidence given for the population crash by the observers be considered accurate or reliable? Why or why not?

2. Compare and contrast the attitudes of the spanish and english colonists towards Native Americans. How are they similar? How are they different?

3. Were there any observers who were concerned for the plight of Native peoples? If so, whom, and how do you know?

4. How did the european observers view or interpret the disease epidemics?

5. What were the Native American peoples' attitudes towards the europeans?

6. How do the european and Native views of the disease epidemics differ?

Also Rice and Slavery homework questions (DUE Fri. 5/6 in class):

1. Describe where, when, and how rice was first cultivated in Africa

2. Why did the english settlers in the Carolinas want African slaves over Native American or white ones?

3. Why did planters want slaves specifically from the Gold Coast region of Africa?

4. Give three examples of why creating rice fields in the Carolinas was as great a feat as building the Pyramids

5. Describe why the mortality rates among slaves were so high

6. Who are the Gullahs? What's their connection to the rice cultivation of this time period?

• 5/6: Finish Native American Population Decline activity, watch "How the Earth Changed History: Fire" with film questions, begin lecture and reading on "The Modern Era: Part Two"

• 5/13: "Modern Era: Part Two" continued, watch "How the Earth Changed History: Human Planet" with film questions, plus Modern Era homework questions II (DUE Weds. 5/17 in Prep 6):

1. Explain how the Modern Era was autocatalytic, using specific examples

2. Describe three major changes in the world following the use of coal

3. What were the four patterns of mass migration? Why did each group migrate?

4. Define liberalism, and give an example of its effects

5. What two major changes in political organization occurred in the Modern Era?

6. What were the goals of european colonial powers? Where were the colonies located?

7. What is secularism? How was it used as a form of racism?

8. What three transforming ideas of democracy occurred in the Modern Era?

9. In your opinion and based on the article, what do you think the consequences of the Modern Revolution have been?

• 5/20: Final Exam and Binder Check, fill out evaluations (DUE by the end of the day on Fri. 5/20), History of the Future activity (DUE in class)