world history: grade 9

World History: Grade 9

Unit 3.5: Lesson 1Early Complex Societies in the Americas 1800-500 BCE

Rise of the Olmec

Wednesday, December 10, 14

Unit 3.5 Lesson 1: Rise of the Olmec M.T. Donkin

Unit Objectives: 1. Identify the fundamental elements of Olmec and Chavín societies and describe their similarities and differences. 2. Construct and evaluate an argument about the purpose of the monumental colossal heads that the Olmec built. 3. Infer characteristics of ancient societies based on archaeological evidence.

MTP: 1. Historical Context 2. Monuments as evidence 3. The Colossal heads 4. What’s due?

Dec. 1-5, 2014 75 min.


• What do you know about early civilization in the Americas?• Lets read the Historical Context.

• ...

1. Historical Context


• In groups: Look at SH_1.1 and answer the following questions:• A. Why do you think these monuments were created?• B. Who ordered them to be created? What kind of

political organization and funding were necessary to put these monuments on the sites?

• C. What kinds of materials did they use to create them?• D. Were the building materials near the site where the

monuments are displayed? • E. What was the social status of the craftsmen who made

them?• F. What tools were used?• G. How long did it take to complete each project?

• What other monuments are you familiar with? Are you able to answer the questions above for those monuments?

• ...

2. Monuments as Evidence


• In groups: Look at SH_1.2 and answer the following questions:• A. These heads are sculpted monuments. What do you

think they commemorate?• B. Who do you think ordered that these monuments be

created and for what purpose? What kind of political organization and funding was necessary to put these monuments on the sites?

• C. Who do you think made them?D. What kinds of materials did the makers use to create them?E. Were the building materials near the site where the monuments are displayed?

• F. What was the social status of the craftsmen who made them?G. What tools were used?H. How long did it take to complete each project? ...

• Historians do not have final interpretations of the purpose of the colossal heads in the territory of the Olmec. What do you think the purpose of these monuments would be? Develop your hypothesis (thesis statement).

• ...

3. The Colossal Heads


• Due. Dec. 8/ Portfolio

• Due Dec. 11-16 Final Exam

4. What’s Due?



Unit 3.5: Lesson 2The Olmec Colossal Heads


Unit 3.5 Lesson 2: The Olmec Colossal Heads M.T. Donkin

Unit Objectives: 1. Identify the fundamental elements of Olmec and Chavín societies and describe their similarities and differences. 2. Construct and evaluate an argument about the purpose of the monumental colossal heads that the Olmec built. 3. Infer characteristics of ancient societies based on archaeological evidence.

MTP: 1. Maps & a Thesis 2. Relation of the Heads & Complex Society 3. What’s due?

Dec. 1-5, 2014 75 min.


• In pairs:• Study the maps and the information in SH_2.1 and 2.2.• 1. Develop a thesis about the possible methods the Olmec used

to transport the colossal heads. What kind of technology might they have used to move the basalt from the mountain to the river and then lift them to the ceremonial platform at La Venta?

• Now in pairs:• Referring again to the maps and information in SH_2.1-2.2;

develop another thesis about the methods the Olmec used to sculpt the colossal heads.

• ...

1. Maps and Thesis


• In groups:• Discuss the possible relationship between the colossal heads and the existence of a

complex society. Try to answer the following questions as you brainstorm for answers and evidence.

• 1. What kind of skills would have been necessary to create and move the heads? • 2. What kind of social and political organization might have been required?

3. Did the work require the existence of a supreme ruler?• 4. Did the work require many specialized jobs?• 5. Could a hunting and gathering band of, say, thirty people have produced and placed

these heads? Could an agricultural village population have done it?• ...

2. The Relationship & Evidence


• Due. Dec. 8 Portfolio


3. What’s Due?



Unit 3.5: Lesson 3Hierarchy of the Olmecs


Unit 3.5: Lesson 3 Hierarchy of the Olmec M.T. Donkin

Unit Objectives: 1. Compare key differences between the way of life and values of pastoral nomads and settled peoples. 2. Examine the reasons for and consequences of the interactions between these groups. 3. Infer characteristics of kingdoms that developed in the second millennium BCE. 4. Describe the effects of migration and settlement on the development of languages.

MTP: 1. Review: What is a civilization 2. Social Hierarchies 3. Purpose of the Colossal Heads 4. What’s due?

Nov. 24-28, 2014 75 min.


• List the seven elements of a civilization:

• ...

1. What is a civilization?


2a. Social Hierarchies


2b. Social Hierarchies


2c. Social Hierarchies


2d. Social Hierarchies


• Now, lets match the social hierarchy with the specific types of social roles among the Olmec in SH_3.1. Make a chart with the elite at the top and the others below n the order listed in SH_3.1.

• ...

2e. Social Hierarchy


• Look back at your thesis in Lesson 2. Read SH_3.2 and make revisions to your thesis statement.

• ...

3. Purpose of the Colossal Heads




5. What’s Due?



Unit 3.5: Lesson 4Hierarchy of the Chavin Society


Unit 3.5: Lesson 3 Hierarchy of the Olmec M.T. Donkin

Unit Objectives: 1. Compare key differences between the way of life and values of pastoral nomads and settled peoples. 2. Examine the reasons for and consequences of the interactions between these groups. 3. Infer characteristics of kingdoms that developed in the second millennium BCE. 4. Describe the effects of migration and settlement on the development of languages.

MTP: 1. Intro to the Chavin 2. Olmecs vs Chavin 3. What’s due?

Dec 8-10, 2014 75 min.


• Chavín de Huántar was a religious and political center located in the north central Andes Mountains of Peru. It is dated to between 1200 and 200 B.C. Therefore, its development closely parallels that of Olmec civilization.

• ...

1. Intro to the Chavin


• In four groups of three or four: Compare the social system of the Olmec with that of the people who lived at Chavín de Huántar. Use the information in Student Handout 4.1, your textbook, and the websites. Filling in one of the following categories:• Religion• Social structure • Trade • Technology

• Now, each group present their findings. What are the similarities and differences between the two societies, especially with regards to the social hierarchy, that is, social class divisions. How does comparative analysis help us to understand each of these societies?

• ...

2. Olmec vs. Chavin


2. Olmec vs. ChavinElements Olmec Chavin

Religion

• observed the sun - summer solstice (farming purposes)• Colossal heads - signify their rulers and cultural values, on platforms• Worshipped eight deities• Practiced human sacrifice• used mind altering drugs for religious purposes - transform into a jaguar

• observed the sun during winter solstice• Made “cat-like” figures for religious purposes.• Used mind altering drugs• practiced human sacrifice.

Social Structure• rulers, priest, artisans, and sculptures• ball players and merchants• workers and slaves

• King, priest, religious elites• skilled artists• Workers

Trade

• traded with people hundreds of miles away - in Mexico and Central America• Practiced culture diffusion - spreading their culture through trade• traded local produces of jades, cacao, beans, obsidian

• limited - took long time and effort to transport good; used llamas.• built roads to travel faster• traded stone tools and dried fish.• metals

Technology• produced calendar, writing, ball game, rubber ball

• textiles, jewelry - gold and silver, dyed animal hair - fashion; small houses with decoration.




5. What’s Due?


world history: grade 9

Documents