Civilization and Writing CL949-1CV CLEARVUE/eav THE MOST COMPLETE SOURCE FOR CURRICULUM-ORIENTED A-V MATERIALS History through Literature Civilization and Writing Program #CL949-1CV Running Time—???? Table of Contents Summary . .3 Intended Audience . 4 Presenting the Program . 4 Learning Objectives . 4 History in the Program . 5 Literature in the Program . 5 Key Words and Concepts . 6 Pre-Viewing Suggestions . 7 Discussion: Linking Parts of the Series . 7 Discussion: Introducing the Program and Its Key Words and Concepts . 7 Post-Viewing Suggestions . 8 Content Questions: History . 8 H.O.T. Topics: History . 8 Content Questions: Literature . 9 H.O.T. Topics: Literature . 9 Discussion: Linking Parts of the Series . 11 In-Depth Research . 12 Extra History Study . 12 Extra Literature Study . 12 Chronologies: Class Discussion and Extra Study . 13 Chronology of History Chart: Ancient Civilizations . 14 Chronology of Literature Chart: Ancient Civilizations . 15 Cross-Curricular Explorations . 16 Transcript . 16 Consultants for the Series . 23 Credits . .23 Intended for students in junior high school and above. This program is closed captioned. © CLEARVUE/eav (1-800-253-2788) TEACHER’S GUIDE Summary Civilization and Writing is part of a 12-video History ken traditions, including sacred epics such as the through Literature series that examines the Vedas and philosophical traditions such as the Book connections between historical events and the literary of Changes. The program also briefly describes the figures and works of each era. Other titles in the series Olmecs and other early civilizations of the Americas. are listed on the back of this Teacher’s Guide. Then the program examines several “crossroads civi- The opening scene of Civilization and Writing is a lizations” that arose because of long-distance trade tale from oral tradition that was first written down between other highly organized societies. These civi- about 1000 B.C., in the Book of Job. The story, in lizations spread important technologies around the which bad things happen to a good person, raises ancient world. The Minoans of Crete developed an moral and ethical questions that still trouble our early form of the phonetic alphabet. The Hittites of civilization. The long life and universal theme of this eastern Anatolia developed ironworking and intro- story illustrate the power of writing to both express duced horse-drawn chariots. The Assyrians carried and shape civilization. ironworking into Egypt. The Phoenicians developed far-flung trade routes and contributed their letters to The program defines civilization as “highly organized the Aramaic, Greek, and Arabian alphabets. By about society” and describes the gradual evolution of ele- 1000 B.C., phonetic alphabets were being used to ments of order: agriculture, town life, metal mining write down very abstract ideas and complex stories and working, specialization of labor, and, especially, from the spoken tradition, including such religious cities and writing. The program describes how writ- works as the sacred drama, the Book of Job. ing evolved from simple pictographs to hieroglyphs to alphabets. The ancient Greeks were rivals of the Phoenicians and, like them, among the first to develop an alpha- The program then surveys the earliest city-states with bet. The program examines two ancient Greek poets writing, which arose in Mesopotamia. Ancient litera- who continue to influence literature today: Homer ture from Mesopotamia, including the Epic of and Hesiod. From extended similes in Homer, the Gilgamesh and an early version of the Job story, are program notes details of everyday Greek life. From examined, showing their roots in oral literature. Hesiod, we get not only the Greek myths but also Using the Mesopotamian city-states as examples, the two long-lasting literary themes. One is that of the program also notes a general pattern of history: set- “golden age,” or “ancient paradise,” a simpler, purer tled peoples are invaded by nomads, who then settle age in the distant past. Another idea from Hesiod, down and fuse their culture and traditions with those who commented on the use of iron weapons, was of the peoples they have conquered. “the price of technology.” Geography assured greater stability to another great The program ends with a summary of the literary civilization, that of ancient Egypt. The program uses forms used by ancient poets—epics, lyrical poems, literature to provide glimpses behind the great monu- and sacred dramas—and with philosophical ques- ments into everyday Egyptian life. The program also tions from the drama of Job. The ancient ideas surveys two other ancient “river valley” cultures— expressed by Homer, Hesiod, and the unknown writ- those of India and China. In both regions, town life, ers of Job would continue to haunt writers for many trade, and writing developed. As in Mesopotamia civilizations to come. and Egypt, writing was used to set down ancient spo- 3 HISTORY THROUGH LITERATURE—CIVILIZATION AND WRITING Intended Audience This program is designed for students in junior high school and above. Presenting the Program To prepare a lesson plan to accompany the presentation of this program, review the suggestions outlined below. You will find all of the sections mentioned in the Table of Contents of this Teacher’s Guide. 1. Familiarize yourself with the video and the 4. Check for understanding by discussing and sections of this Teacher’s Guide. reviewing the information, vocabulary words, 2. Introduce students to the video, using one or and concepts presented in the video by using more of the Pre-Viewing Suggestions to relate the History and/or Literature Post-Viewing the upcoming information to what they Suggestions, including the H.O.T. Topics already know. As a final activity, it may be (Higher Order Thinking), which delve into helpful to introduce new names and many related subjects and concepts. vocabulary words—especially those with 5. If time permits, have students watch the difficult spelling and pronunciation—by using program a second time, pausing at points of the chalkboard or overhead projector. interest for discussion. 3. Have the students watch the video in its 6. As guided and independent practice, choose entirety and without interruption. and assign some of the In-Depth Research suggestions. Learning Objectives After watching this program and taking part in the suggested discussions and activities, students will be able to: • List some of the important events that happened philosophical tradition, cities, and writing—and in world history at the time of the first describe how they gradually evolved; civilizations, between about 4000 and 600 B.C. •Identify cities and writing as two of the most (see History in the Program); important elements of ancient civilizations; •Identify major literary forms used in ancient •Identify some of the distinguishing elements of an times, including epics, stories, songs, lyric poems, empire and name some of the empires that arose legends, and dramas (see Literature in the in the ancient world; Program); •Describe how manuscripts were produced in •Identify major literary figures, when known, and ancient Egypt and Mesopotamia and the type of literary works from ancient times (see Literature people who wrote and read them; in the Program); •Describe some of the religious beliefs and sacred •Identify four locations where ancient river valley texts of ancient peoples and identify the regions civilizations arose: in Egypt, Mesopotamia, India, where different forms of faith prevailed; and China; •Describe the evolution of writing from •Identify characteristics of the Olmec civilization pictographs to alphabets; in Mexico; •Describe the advantages of phonetic alphabets in •Identify elements of civilization—including literary expression and trading transactions; and agriculture, domestication of animals, division of •Give examples of ancient literary themes that are labor, formation of classes in society, religious or still relevant today. 4 TEACHER’S GUIDE History in the Program The following events and trends from world history are specifically mentioned in the program. They are listed below in roughly the order that they occurred in history. More events are outlined in the Chronology of History Chart: Ancient Civilizations (page 14). First appearance of biologically modern humans Rise of monotheism among Hebrews Beginnings of agriculture Aryan invasion of India Corn cultivated in Mexico Development of Sanskrit language Cotton grown in Peru Rise of Shang dynasty in China Division of labor and division of society into classes Development of Chinese writing Earliest towns, villages, and cooperative projects Rise of Olmec civilization Beginnings of copperworking, tinworking, and (Mexico and central America) bronzeworking Rise and destruction of Minoan civilization (Crete) Use of clay seals and stamps Introduction of ironworking Building and priestly rule of temple complexes and horse-drawn chariots Rise of Mesopotamian city-states Rise of Assyrian Empire Rise of first empires Rise of Phoenicia as a trading power Nomadic invasions Development of Phoenician and Greek alphabets Rise of Kingdom of Egypt Greek invasions of Asia Minor, including the Trojan War Rise of pictographic and hieroglyphic writing Rise of Maya civilization Recording of first law codes (Mexico and central America) Rise of Indus River Valley civilization in India Spread of Greek trading influence Beginnings of civilization in China Literature in the Program The following authors