Friday, January 30th

Bell Work: Please pick up your notebook and the WOD Review sheet from the back table. Take the first 10 minutes of class to complete the WOD Review quiz. When you finish turn it over and try your hand at the Mind Plexers puzzles. Each box represents a word or phrase somehow related to Social Studies.

Daily Agenda:

▪ Bell Work: WOD Review / Plexers

▪ Belief Systems Poster Presentations

▪ Lecture: The Persian Empire

▪ Summarizer: Bumper Sticker

▪ Battle Royale SFI Review

Essential Question:

What political, social, cultural, and economic characteristics defined the Persian Empire?

Homework: Read Bentley and Ziegler, pgs. 177-185.

Plexers Answers

249. Side bar

250. Counter spy

251. Equal under the law

252. Without mercy

253. Just in case

254. Foreign correspondent

255. Win by a landslide

256. Industrial revolution

Belief System Presentations: As each group presents, in your notebook list two things that you learned about the religion from the presentation. After all of the presentations, you will be writing a reflection about the religions presented.

Reflection Writing:

▪ In your notebook for today, write a 5-7 sentence reflection explaining which of the belief systems you would be most inclined to join (assuming you had to pick one). You may NOT choose the religion your group presented. Make sure to include specific details that you would find appealing. You may acknowledge limitations or concerns you have about the religion in your reflection, but I would like you to emphasize the potential benefits or appeals of the religion.

The Persian Empire

How did imperial governments let their population know that the government was “in charge?”

▪ Grand scale of Persepolis

▪ Persian idea of kingship: “The Great King, King of Kings, King in Persia, King of Countries”

▪ Paradayadams: Walled in gardens built in the desert to reward the most loyal peoples.

▪ Slavery: The state would enslave people who resisted their advance or rebelled against imperial authorities.

▪ Imperial Spies: Traveled with their own militaries demanding surprise audits of accounts and procedures.

Persepolis

What role did trade play in creating and maintaining empires?

▪ To expand the economy, Persian rulers adopted standardized coins, and created large markets in big cities (even banks and investment firms).

▪ Royal Road: 1677 mile road connecting Sardis to Susa (7 days travel rather than 90 days on foot)

▪ Canal of the Pharaohs: Man-made canal linking Red Sea and Nile River to expand maritime trade.

▪ Trade amongst and between the Anatolians, Mesopotamians, Egyptians, Phoenicians, Hindus, Central Asians, and Greeks

What social classes and occupations were common in empires?

Imperial Bureaucrats and

Warriors

Free Classes (Artisans, Priests, merchants,

craftsmen, landowning peasants, laborers)

Slaves (Prisoners of War, Rebels, or Debtors)

What unique social and economic characteristics existed in empires?

▪ Female labor Women worked in the weaving/textile industry and received rations of grain, wine, beer, and meat from the empire/temple that employed them.

▪ Pregnancy: Pregnant and new mothers received higher rations than anyone. Extra bonuses given to mothers (and nurses) who give birth to boys. Higher rations for boys than girls.

▪ Agriculture: Relied on Mesopotamia, Egypt, and Northern India for agricultural surpluses for large bureaucracy.

▪ Qanats: Underground canals for irrigation throughout Iranian plateau

Bumper Sticker Summarizer:

▪ Before leaving class today, please complete the Bumper Sticker worksheet according to the directions provided.

▪ Turn in your completed bumper sticker to the homework bin before you leave today.

Battle Royale Review:

▪ Each side will send up a representative one at a time

▪ A representative from the opposing team will draw a vocab card.

▪ Their opponent must either define/identify the significance of the term OR use it effectively in a sentence that illustrates its relevance to World History (you must add some information about the term that is not self-obvious).

▪ If they cannot do so, they must have a seat.

▪ Then, the roles are switched with the same guidelines

▪ The team with the most people standing at the end wins!