Wednesday, January 9 th

1. Wednesday, January 9th Bell-Ringer: Please take out your Cornell Notes from last night and questions. Turn the questions (only) into the homework bin, and pick up a blank sheet of paper from the front table. Use the first 10 minutes of class to make a mental map of the world. Using only your OWN prior knowledge complete the following: Draw an outline of all of the continents on your map Label any bodies of water on the map that you can Draw in and label any countries that you are familiar with Identify and label any cities that you are familiar with Label any cultural sites/places of historical significance that you can

2. Daily Agenda: • Bell-Ringer: Mental Mapping • Discussion: Why do maps matter? • Word of the Day  rhetorician • Note-Refining / Summarizing • Vocab Development • Lecture: The Neolithic Revolution Essential Question: What were the long-term demographic, social, political, and economic effects of the Neolithic Revolution? Homework: No homework! (Which really means work on vocabulary flashcards)

3. Why do maps matter in history? Why do you think I asked you to complete a mental map at the beginning of class today?

4. Consider these two maps. Which one is right? What does each map reveal about the world it’s creator lived in?

5. Miller's cylindrical projection Notice the comparative sizes of Greenland and Africa on this map. (Africa = 11,699,000 sq. mi.; Greenland = 836,109 sq. mi.) What does the map imply is the “center of the world?”

6. Why is this map wrong? Why might this be a more useful map today?

7. What does this map perspective reveal to us that we may not ordinarily consider? Examples: Relative Closeness of Brazil to Europe and Africa Lack of importance of the Pacific Ocean to Brazil Likely influence of Africa on Brazil’s culture

8. What does this map reveal about the planet that the other’s we have viewed have not?

9. Who might dispute the use of this map? Who might support it’s use? The Peters Projection Map from Two Perspectives: In 1974, as an effort to reduce the political bias of conventional maps, Arno Peters created the 'Peters Projection' of the world so that one square inch anywhere on the map represents an equal number of square miles of the earth's surface.

10. "Political" Map What does a map like this illustrate about the importance of mental mapping?

11. So what does it all mean?

12. The Myth of Continents • The traditional notion of continents can be abandoned (or at least modified). The idea of a North American continent, separate from South America, encourages false dichotomies that do not reflect actual biological, geological, and cultural realities, and that overlooks many themes that parallel the history of both regions (from cowboy culture to urbanization). • By substituting a world regionalism scheme for the continental one, today's students will be using a regional classification that better fits the realities of ethnicity, culture, and history. This, then, would be the beginning of an attempt to look at the New Old World in a new way.

13. Regional World Maphttp://desip.igc.org/worldmap.html

14. Which map projection does the College Board use in their WHAP materials?

15. How does your mental map compare?

16. Rhetorician: an eloquent writer of speaker; a master of rhetoric (The art of speaking and writing) • Fredrick Douglass, Franklin Roosevelt, Martin Luther King Jr., John F. Kennedy, and Ronald Reagan were all CHARISMATIC (magnetic and inspiring) leaders and superb RHETORICIANS, whose eloquent speeches inspired millions of people. For example, in his inaugural address, President Kennedy challenged Americans by proclaiming, “And so, my fellow Americans: ask not what your country can do for you–ask what you can do for your country.” “Read-Aloud” Day 3, Period 1

17. Rhetorician: an eloquent writer of speaker; a master of rhetoric (The art of speaking and writing) • The following sentence stems require you to integrate the meaning of RHETORICIAN into a context to explain a situation. Complete each sentence using a context that correlates with the meaning of RHETORICIAN. • The principal hired a RHETORICIAN to speak to the high school students when… • There was a RHETORICIAN at… “Idea completions” Day 3, Period 2

18. answer • The following sentence stems require you to integrate the meaning of RHETORICIAN into a context to explain a situation. Complete each sentence using a context that correlates with the meaning of RHETORICIAN. • The principal hired a RHETORICIAN to speak to the high school students when…discussing how to order class rings for seniors. • There was a RHETORICIANat…my cousin’s college graduation, to harp on all of the good and bad times of college. “Idea completions” Day 3, Period 2

19. Note-Refining: Please grab your Cornell Notes from last night and find a partner you are comfortable working with. Exchange notes with your partner and spend the next 5 minutes looking over their notes. With a highlighter, mark the most important details in their notes. Circle any key words or important names/events. Finally, using [brackets], chunk their notes into logical sections.

20. Notes as a Process: • Identify what you need to look for as you read (Essential Question) • Read and take notes • Look back over your notes and mark the most important information • Provide commentary on your notes in the left column. This can be done in the form of questions or comments. You should have one question for each “section” of your notes. The information in the notes should address the question you right in the left column. • Summarize the main idea of the notes. In doing so, revisit your essential question and make sure you can answer it.

21. Vocabulary Development Please log on to your computer and visit the following website: Studystack.com

22. Prehistory Human development and the earliest civilizations

23. Defining Humans • Hominid A family name for bipedal primate mammals. Hominids are warm-blooded, furry, four-limbed mammals. • Human Differences: (1) Opposable thumbs, (2) Increased Brain Size, and (3) larynx • Homo habilis  Homo erectus  Homo sapiens

24. Migrations

25. Maintaining Life • Food Gathering Mostly vegetable. 1 Sq. Mile for 2 people • Tool Making 2 million to 4,000 years ago used stone tools (also bone and wood) • Hunting: meat choppers  hand axes  Knives, spears, bows and arrows (7 hrs. every 3 days)

26. Social Life • Gender Divisions • Men  Hunting • Women  Gathering • Family Life: • Size of clans • 20-50 people • Two-parent family • Why did this become necessary?

27. Agricultural Revolutions • Why the shift? • Domestication and Semi-cultivation • New Technology: Slash-and-burn and swidden agriculture • Why not call it the Neolithic Revolution?

28. Key Elements • Animal Domestication Dog first, then sheep, goats, cattle, water buffalo, pigs • Selective Breeding • Mixed farming and herding  Largely determined by environmental factors

29. Ecological Crisis • Why did so many adopt Agriculture? (Holocene) • Why did others still reject agriculture? Pastoralism ruled in N. America, Australia, and Northern Eurasia • Demographic Shifts: 2 million people 13,000 years ago, 50-100 million people 7,000 years ago.

30. Life in Neolithic Communities • Benefits and Risks? • Violent or peaceful process? • Expansion = surpluses and slow rate • Rise of Institutions Nuclear families (no), kinship networks (yes)

31. Cultural Expressions • Religion Shift to focus on Earth Mother, Sky God, and ancestor cults • Language  Likely necessitated out of trade (Similarity in language groups)

32. Ticket-Out-The-Door: What were the long-term demographic, social, political, and economic effects of the Neolithic Revolution?