Unit 7, Lesson 4

Continuity and Change in World History – Final Project

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Continuity and Change

• Turn and Talk:

– Across all of the history you have studied this year, what things stayed the same for people across the eras? (Continuity is when things pretty much stay the same.)

– What do you think the biggest changes for humans were across Eras 1-4?

• Be ready to share your thinking with the class!

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Our Process1. A quick review and reminder of what we have studied this year

2. Introduction of our key questions for this lesson and project

3. Small group work to research one of the questions across Eras 2, 3, and 4

4. Group work to develop a poster and a presentation about your

answer to your group’s question

5. Sharing with, and learning from, other groups through café

conversations about their research questions and answers with note

taking on what other groups did.

6. Group work to develop an illustrated timeline of world history that

summarizes what you learned

7. On your own, write the history of the world as an exit pass! (Well… a summary at least)

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7th Grade World History: Units of Study

Unit 1

Introduction to World History

Unit 2

Beginnings of Human Societies

(Beginnings-4000 BCE)

ERA ONE

Unit 3

Early Civilizations and the Emergence of Pastoral Peoples

(4000 BCE-1000 BCE)

ERA TWO

Unit 4

The Rise of Classical Empires and the Emergence of World Religions

(1000 BCE-500 CE)

ERA THREE

Unit 5

Interactions, the Fall of Empires and Other Stories

(1000 BCE-500 CE)

ERA THREE

Unit 6

Patterns of Consolidation and Conflict

(500 CE-1000 CE)

ERA FOUR

Unit 7

Converging Patterns

(1000 CE-1450 CE)

ERA FOUR 5

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Turn and Talk: What changed? What was the Turning Point?

Turn and Talk: What changed? What was the Turning Point?

Project Overview –Continuity and Change over Time

Belief Systems:

For each era, what were important patterns related to belief systems? How did people understand and explain their world, and how did they create and spread shared systems of beliefs?Settlement and Social Organization:

For each era, where and how did most people live together? What were the most common settlement patterns and social hierarchies or systems?

Technology and Tools:

For each era, what tools and technologies did people use for important purposes? How did the technologies they had shape their lives?

Power and Government:

For each era, how were decisions made for communities and societies? Who was in charge and how was power and authority used? What problems were there in maintaining power?

Interaction and Cultural Diffusion:

For each era, how did communities and societies interact with each other? What was exchanged, how was it exchanged, and what impact did these exchanges have?

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For each of these questions, what was the longer term pattern of change over three eras?

In other words, how did these things change, or not, between 4,000 BCE and 1400 CE… over the course of 5,000 years?

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Possible case

studies (there

are more!)

Era 2 Era 3 Era 4

Societies:

• Catalhoyuk

• Jericho

• Chilca

• Roman Empire

• Han

• Gupta

• Caliphates

• Byzantine Empire

• Carolingian Empire

• Mali Empire

• Aztec and Inca

Technologies Neolithic Revolution • Bronze Age

• Iron Age

Belief Systems Animism • Judaism

• Buddhism

• Christianity

• Islam

Interactions Villages and pastoral

nomads

• Silk Roads • Salt and gold trade

from West Africa

• Viking trade

Era:

Group Questions:

2 - Big Ideas

4,000 BCE to1,000 BCE

3 - Big Ideas

1,000 BCE to500 CE -

4 - Big Ideas

500 CE to1450 CE

Change over time

Big Ideas

Belief Systems:

In this era, what were important patterns related to belief systems?

How did people understand and explain their world, and how did

they create and spread shared systems of beliefs?

Settlement and Social Organization:

In this era, where and how did most people live together? What

were the most common settlement patterns and social hierarchies or

systems?

Technology and Tools:

In this era, what tools and technologies did people use for important

purposes? How did the technologies they had shape their lives?

Power and Government:

In this era, how were decisions made for communities and societies?

Who was in charge and how was power and authority used? What

problems were there in maintaining power?

Interaction and Cultural Diffusion:

In this era, how did communities and societies interact with each

other? What was exchanged, how was it exchanged, and what

impact did these exchanges have? 9

Era 1 Review

• Look at the Era 1 notes on your handout.

• This is the type of information you should try to gather for your research question.

• What was happening in Era 1 in your question area (your assigned research questions)?

• What do you remember about how the topic of your question changed after Era 1?

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Research Instructions

• Review Students Handout #1 – Research Guide and think about which possible case studies you might use.

• Review your assigned question.

• Use the resources your teacher provides to start your research.

• For each era, find information connected to your assigned questions.

• Focus on 2-3 case studies, if available.

• Use Student Handout #2 to jot down notes as you work.

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• Focus on big ideas and patterns.

• For religions, what were the main types of religions or belief systems and why were they important?

• For social organization, what were some of the ways people lived together and organized themselves? Which ones seemed most important?

• Approach the other question areas in a similar way.

• Your notes don’t need to be super detailed, but should capture important ideas.

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Your graphic organizer should…

• Clearly identify and explain a pattern of continuity connected to your research questions.

• Show development across Eras 2, 3, and 4 and use at least two examples from each era as evidence for the continuity.

• Clearly identify and explain a pattern of change connected to your research questions.

• Show development across Eras 2, 3, and 4 and use at least two examples from each era as evidence for the changes.

• Graphically represent some sort of process or shift over time.

– Remember, your group is going to use as a visual aid to teach others about your research findings!

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Your Café Conversation presentation:

• The Question - Introduce and explain the question you worked on.

• The Answers - Using your graphic organizer as a visual, present your group’s “answers” to the question for each era, also explain one example or piece of evidence from each era.

• Present your summary statements about continuity and change.

• Answer any questions or clarify any points of confusion.

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As a learner / audience member:

• Ask questions about things you don’t understand.

• Ask for more information as needed.

• Each learner should share one thing they found interesting in the presentation and generate at least one question!

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Reflection question:

• Go back to your work group. Compare your notes with your group members. As a group, select two of the research questions to focus on. Talk about how the research findings about continuity and change connect to your findings.

• In other words, what is the connection between technology and social organization? Or what is the connection between world religions and cultural diffusion?

• Make two clear connections and summarize them on your handout.

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One way to tell the story…

More people and more resources

Need for central control

and government

Development of armies,

government systems, taxes,

etc.

Need for more people and resources to

maintain army and power

Conquest and trade

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The Abbreviated History of Humanity!!Turn and Talk about Continuity and Change:

Continuity is when things stay the same. What do you think has stayed the same for humans for thousands of years?

What do you think has changed?

Stop and Jot:What story about change and continuity do these pictures tell?

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An Abbreviated History of Humanity in pictures…

http://www.toonuniversity.com/flash.asp?err=208

Try watching this video on the history of money (if the link is still good).

Turn and Talk:What story about continuity and change do these pictures tell? 20

Think about it:Did people’s basic needs change? Did the way they met these needs change?

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Era 1Beginnings to 4,000 BCE

Era 24,000 BCE to 1,000 BCE

Era 31,000 BCE to 500 CE

Era 4500 CE to 1450 CE

Era 1: Beginnings to 4,000 BCE

Era 2: 4,000 BCE to 1,000 BCE

Era 3: 1,000 BCE to 500 CE

Era 4: 500 CE to 1450 CE

Timeline Requirements:

• Four eras in order, clearly labeled with dates

• A unique name for each era and named (you make up your own name for the era based on the big patterns you noticed)

• A short summary of what made each era unique (1-4 sentences).

• Describe at least two examples of major patterns of continuity and change per era. These patterns are what you researched and learned about in the café conversations (e.g. how did belief systems change and stay the same; how did government change and stay the same; etc.).

• For each pattern / research area:

– 2-3 illustrations per era that connect to these patterns.

– A short caption for each illustration.

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Era 1: Beginnings to 4,000 BCE

• Era Name:

• Era Summary:

Era 2: 4,000 BCE to 1,000 BCE

• Era Name:

• Era Summary:

Era 3: 1,000 BCE to 500 CE

• Era Name:

• Era Summary:

Era 4: 500 CE to 1450 CE

• Era Name:

• Era Summary:

Pattern 1 illustration and short description

Pattern 1 illustration and short description

Pattern 1 illustration and short description

Pattern 1 illustration and short description

Pattern 2 illustration and short description

Pattern 2 illustration and short description

Pattern 2 illustration and short description

Pattern 2 illustration and short description

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Era 1:

Voice Carry

Era 2:

Let’s get symbolic!

Era 3:

A, B, C, D

Write with me!

Era 4:

Hot off the press!

Research Areas:

• What types of belief systems were common, how did they spread, and why were they important?

• What were important types of human settlements? Where and how did people tend to live together?

• What types of tools did people use and how did new tools change their lives?

• How were decisions made for different types of societies? Who had power?

• How did people interact with people from other societies? What kind of trade happened? Was there conflict?

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Write an abbreviated history of humanity…. Tell the story of humanity on an index card!

• But how do we summarize a long, complicated story?

• Skip the details

• Focus on the big ideas, major changes, and patterns

• How do you fit human

history up to 1450 on one index card? You think about the BIG pattern, the summary of our story.

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PROPERTY OF OAKLAND SCHOOLS

AUTHORS: DARIN STOCKDILL AND STACIE WOODWARDEDITOR: AMY BLOOM

ACADEMIC REVIEW: IAN MOYER