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Chapter 1 – Human Origins and Human Cultures QUESTIONS Consider each of the following questions carefully. Be prepared to supply specific evidence and examples to support your points in a class discussion or a concise, well-organized essay. Using specific examples from illustrations in the text, discuss the various interpretations and explanations of the possible functions and purposes of art in prehistoric cultures. According to anthropologists Elizabeth Wayland Barber and Sally Slocum, on what basis were gender roles determined in hunter-gatherer societies? What may have been the some of the consequences of this role determination for the study of anthropology and history? Using evidence available to you from your reading of the text, as well photographs of relevant archeological sources, discuss the several controversies and questions surrounding “Neanderthal Man.” Explain the similarities and differences of the Candelabra Theory and Noah’s Ark Theory. VOCABULARY For each term provide an identification or definition, an approximate date, a geographical location (if relevant) and -most important- a concise explanation of its significance in the context of the chapter. Homo Habilis Great Rift Valley Homo sapiens sapiens Paleoanthropology Archaeology Charles Darwin Donald Johanson Louis and Mary Leakey Olduvai Gorge DNA Neanderthals Java Man Peking (Beijing) Man

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Chapter 1 – Human Origins and Human Cultures QUESTIONS Consider each of the following questions carefully. Be prepared to supply specific evidence and examples to support your points in a class discussion or a concise, well-organized essay. Using specific examples from illustrations in the text, discuss the various interpretations and explanations of the possible functions and purposes of art in prehistoric cultures. According to anthropologists Elizabeth Wayland Barber and Sally Slocum, on what basis were gender roles determined in hunter-gatherer societies? What may have been the some of the consequences of this role determination for the study of anthropology and history? Using evidence available to you from your reading of the text, as well photographs of relevant archeological sources, discuss the several controversies and questions surrounding “Neanderthal Man.” Explain the similarities and differences of the Candelabra Theory and Noah’s Ark Theory. VOCABULARY For each term provide an identification or definition, an approximate date, a geographical location (if relevant) and -most important- a concise explanation of its significance in the context of the chapter. Homo Habilis Great Rift Valley Homo sapiens sapiens Paleoanthropology Archaeology Charles Darwin Donald Johanson Louis and Mary Leakey Olduvai Gorge DNA Neanderthals Java Man Peking (Beijing) Man

Chapter 2 – From Village Community to City State QUESTIONS Consider each of the following questions carefully. Be prepared to supply specific evidence and examples to support your points in a class discussion or a concise, well-organized essay. Describe and compare the distinctive attributes of early cities with those of agricultural villages, with regards to size, function, occupations, social hierarchy and political organization. Explain Paul Wheatley’s theory of the “cosmo-magical city” and the importance of religion in early cities. Using the text and the maps on pages 40 and 45, distinguish between primary and secondary areas of civilization. Why did civilizations develop where they did? Which ones were most likely to have developed mainly as a result of “innovation” as opposed to “diffusion”? VOCABULARY For each term provide an identification or definition, an approximate date, a geographical location (if relevant) and -most important- a concise explanation of its significance in the context of the chapter. Ziggurats Fertile Crescent Hammurabi Bronze Age Cuneiform Catal Huyuk Diffusion Lewis Mumford Specialization Ur Semites Ban Po

Chapter 3 – River Valley Civilizations QUESTIONS Consider each of the following questions carefully. Be prepared to supply specific evidence and examples to support your points in a class discussion or a concise, well-organized essay. Discuss and compare the differences among the Tigris-Euphrates, Nile and Indus River systems and their respective impact on the development of Mesopotamia, Egyptian and Harappan civilizations. Compared with the history of Sumer and later Mesopotamian civilizations, that of ancient Egypt is relatively peaceful, with very little evidence of internal strife and relatively few invasions from outside. What might have been the reasons fro this? What evidence has been cited by some archeologists in support of this view? Construct a comparative chart presenting what you have learned about the geography, social structure, cities, religion, government, economic life and standard of living of ancient Sumer, Egypt and the Indus Valley using only the various primary sources (documents, photographs, diagrams) at your disposal in Chapters 2 and 3. You will complete this question with your six o’clock group. This must be on a poster sized sheet of paper. You are to create your own visuals to accompany the chart. See me for paper. VOCABULARY For each term provide an identification or definition, an approximate date, a geographical location (if relevant) and -most important- a concise explanation of its significance in the context of the chapter. Aryans Old, Middle, New Kingdoms Ma’at Citadels Mohenjo-Daro Osiris and Horus Rosetta Stone Papyrus Punjab Hyksos Amenhotep IV Harappa

Chapter 4 – River Valley Civilizations QUESTIONS Consider each of the following questions carefully. Be prepared to supply specific evidence and examples to support your points in a class discussion or a concise, well-organized essay. What characteristics did all of the cities described in the chapter have in common? In what important respects did they differ from one another? Compare the functioning of the Shang dynasty state in China (1766-1122 B.C.E) with that of the later Inca Empire in South America (1476-1534 B.C.E.) How were the states formed? How were they governed? What was the relationship between the ruler and the official religion of the state? Were the population concentrations that developed in Jenne-Jeno and other urbanized sites in West Africa true urban civilizations, like those China, Egypt and Mesopotamia? Why or why not? VOCABULARY For each term provide an identification or definition, an approximate date, a geographical location (if relevant) and -most important- a concise explanation of its significance in the context of the chapter. Jenne-Jeno Trans-Saharan trade Teotihuacan Olmecs Zhou Dynasty Maya The Popul Vuh Toltecs Sipan Nok Culture Bantu Timbuktu

Chapter 5 – Dawn of the Empires QUESTIONS Consider each of the following questions carefully. Be prepared to supply specific evidence and examples to support your points in a class discussion or a concise, well-organized essay. Who were the Nubians? Citing examples from the archaeological evidence presented in the chapter, discuss the relationship between Egypt and its southern neighbor, Nubia. Define and explain the terms “hegemony” and “dominance” as they relate to methods of imperial rule. Based on the available evidence, how would the Assyrian, Persian, Athenian and Macedonian/Hellenistic empires be classified? Support your assertions with specific examples and evidence. Compare the values of pre-classical Greece as reflected in the archaeological evidence from Minoan and Mycenean civilization and from Homer’s Iliad and Odyssey, with the values of classical Athens, as reflected in the works of Thucydides and Plato and classical Athenian art and drama. How are they similar? In what respects do they differ? How can we account for those differences? VOCABULARY For each term provide an identification or definition, an approximate date, a geographical location (if relevant) and -most important- a concise explanation of its significance in the context of the chapter. Socrates Sargon of Akkad Agora Acropolis Hoplites Macedonia Indo-Europeans Herodotus Athenian Democracy

PERSIA

5 Million B.C..E. to 10,000 B.C.E

Political Economic Religious

Social Intellectual Artistic

PERSIA

Mesopotamia 10,000 B.C.E. to 1000 C.E.

Political Economic Religious

Social Intellectual Artistic

PERSIA

Nile River Valley 7000 B.C.E. to 750 B.C.E.

Political Economic Religious

Social Intellectual Artistic

PERSIA

India 7000 B.C.E. to 750 B.C.E

Political Economic Religious

Social Intellectual Artistic

PERSIA

China 1700 B.C.E-1000 C.E.

Political Social

Economic Intellectual

Religious

Artistic

Snapshot – People, Place, Period

Mesoamerica and South America 1700 B.C.E.-1000 C.E.

Political Economic Religious

Social Intellectual Artistic

PERSIA

Greece 2300 B.C.E -300 C.E

Political Economic Religious

Social Intellectual Artistic