What is an enduring issue in global history

UNIT 2 | The First Civilizations | ​End of Unit Assessment

UNIT 2 | The First Civilizations | ​End of Unit Assessment

UNIT 2 | The First Civilizations | ​End of Unit Assessment

UNIT 2 | The First Civilizations | ​End of Unit Assessment

UNIT 2 | The First Civilizations | ​End of Unit Assessment

Source: MapMaster, Feb. 18, 2008. https://commons.wikimedia.org/wiki/File:Hammurabi%27s_Babylonia_1.svg

https://commons.wikimedia.org/wiki/File:Hammurabi%27s_Babylonia_1.svg
UNIT 2 | The First Civilizations | ​End of Unit Assessment

UNIT 2 | The First Civilizations | ​End of Unit Assessment

AIM: WHAT IS AN ENDURING ISSUE ESSAY? HOW IS AN ENDURING ISSUE ESSAY WRITTEN? OBJECTIVES: To LEARN HOW TO WRITE SPECIFIC WRITING SKILLS AS REQUIRED BY THE REGENTS EXAM. (writing thesis statement, distinguishing between thesis statement and topic sentence.

Part III (Question 13)

ENDURING ISSUES ESSAY

This question is based on the accompanying documents. The question is designed to test your ability to work with historical documents. Some of these documents have been edited for the purposes of this question. As you analyze the documents, take into account the source of each document and any point of view that may be presented in the document. Keep in mind that the language used in a document may reflect the historical context of the time in which it was created. Directions: ​Read and analyze each of the five documents and write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Support your response with relevant facts, examples, and details based on your knowledge of social studies and evidence from the documents.

An enduring issue is a challenge or problem that has been debated or discussed across time. An enduring issue is one that many societies have attempted to address with varying degrees of success. Task:

In developing your answers to Part III, be sure to keep these explanations in mind: Identify​ – means to put a name to or to name. Define ​– means to explain features of a thing or concept so that it can be understood. Argue​ – means to provide a series of statements that provide evidence and reasons to support a conclusion.

UNIT 2 | The First Civilizations | ​End of Unit Assessment

● Identify ​and​ define an enduring issue raised by this set of documents ● Argue why the issue you selected is significant ​and​ how it has endured across

time In your essay, be sure to

● Identify the enduring issue based on a historically accurate interpretation of ​at least​ ​three​ documents.

● Define the issue using relevant evidence from ​at least​ ​three​ documents ● Argue that this is a significant issue that has endured by showing:

- How the issue has affected people or has been affected by people - How the issue has continued to be an issue or has changed over

time ● Include relevant outside information from your knowledge of social

studies

Document 1

UNIT 2 | The First Civilizations | ​End of Unit Assessment

From Food Gathering To Food Producing

. . . Paleolithic men could not control their food supply. So long as they relied on foraging, hunting, fishing, and trapping, they were dependent on the natural food supply in a given area to keep from starving. But while Paleolithic men continued their food-gathering pattern of existence in Europe, Africa, and Australia, groups of people in the Near East began to cultivate edible plants and to breed animals. Often described as the “first economic revolution” in the history of man, this momentous change from a food-gathering to a food-producing economy initiated the Neolithic Age. Paleolithic man was a hunter; Neolithic man became a farmer and herdsman. . . .

Source: T. Walter Wallbank, et al., Civilization: Past and Present, Scott, Foresman and Company from the January, 2010 NYS Global History and Geography Regents Examination.

Document 2

UNIT 2 | The First Civilizations | ​End of Unit Assessment

Terrace Farming Several societies including the Chinese used terrace farming to create farmland where there is little to grow food for growing populations. The technique involves cutting land away from a hillside to create flat surfaces that look like large steps. Plants can then be grown on the newly flattened sections.

Rice terraces Source: ​Rice terraces.png​ by McCouch S published

under the ​Creative Commons​ ​Attribution 2.5 Generic​ license. Terrace farming technique

https://commons.wikimedia.org/wiki/File:Rice_terraces.png
https://en.wikipedia.org/wiki/en:Creative_Commons
https://creativecommons.org/licenses/by/2.5/deed.en
https://creativecommons.org/licenses/by/2.5/deed.en
Document 3

UNIT 2 | The First Civilizations | ​End of Unit Assessment

The first successful efforts to control the flow of water were made in Mesopotamia and Egypt, where the remains of the prehistoric irrigation works still exist. In ancient Egypt, the construction of canals was a major endeavor of the pharaohs and their servants, beginning in Scorpio’s time. One of the first duties of provincial governors was the digging and repair of canals, which were used to flood large tracts of land while the Nile was flowing high. The land was checkerboarded with small basins, defined by a system of dikes [dams]. Problems regarding the uncertainty of the flow of the Nile were recognized. During very high flows, the dikes were washed away and villages flooded, drowning thousands. During low flows, the land did not receive water, and no crops could grow. In many places where fields were too high to receive water from the canals, water was drawn from the canals or the Nile directly by a swape or a shaduf. These consisted of a bucket on the end of a cord that hung from the long end of a pivoted boom, counterweighted at the short end. The building of canals continued in Egypt throughout the centuries.…

This frieze, or architectural adornment, on an ancient temple portrays Egyptians using shadufs​, devices that enabled them to transfer water from the Nile to their fields.

Source: ​Larry W. Mays, “Irrigation Systems, Ancient,” Water Encyclopedia online (adapted) from the NYS Global History and Geography Regents Exam, January 2014; James Barter, The Nile, Lucent Books

from the NYS Global History and Geography Regents Exam, January 2014.

Document 4

UNIT 2 | The First Civilizations | ​End of Unit Assessment

How did plantings seeds change in the 1700s?

The Agricultural Revolution was a change in the way people farmed that started in Great Britain in the 1700s. The advances in agricultural technology and methods led to the production of more food and eventually a rise in population.

BEFORE the Agricultural Revolution

Hand Sowing Seeds

Medieval Farmers plowing a field and sowing seeds by hand.

Before the Agricultural Revolution, ​farmers used a plow to create furrows (ditches)​ then scattered seeds into them and covered them back up with dirt. This method was ineffective because birds and other animals could easily eat the seeds and they were planted with little accuracy.

INNOVATIO N During the Agricultural Revolution

Jethro Tull’s Seed Drill

Components of Jethro Tull’s Seed Drill.

Jethro Tull​ Invented his horse-drawn ​seed drill​ in 1701. The machine​ drilled holes for three rows of seed at a time​ to the correct depth, planted the seeds, and covered them in dirt in one action.

EFFECTS of the

Innovation

Tull’s seed drill ​increased crop yields ​[the amount of food grown] five times. In addition, planting with the seed drill was much quicker than hand planting and required fewer workers. As a result, ​farmers could plant and grow more crops​. The workers who were no longer needed on the farm had to find work elsewhere, usually in a nearby town or city where factories employed many people.

Document 5

UNIT 2 | The First Civilizations | ​End of Unit Assessment

After World War II (1939-1945), population increased greatly around the world, especially in areas outside of Europe and North America. There was concern that the agricultural techniques used in the regions with the greatest population increase would not produce enough crops to keep up with the demand.

The ​Green Revolution ​was a period from the 1940s to the late 1960s when the production of crops increased drastically as a result of new technological advances such as mechanical equipment, new farming techniques, and chemical fertilizers.

Source: James Killoran et al., ​The Key to Understanding Global History,​ Jarrett Publishing Co. (adapted) from the NYS Global History and Geography Regents Exam.

This planning page appears on the NYS Global History and Geography II Regents Exam OPTIONAL You may use the Planning Page organizer to plan your response if you wish, but do NOT write your essay response on this page. Writing on this Planning Page will ​NOT​ count toward your final score.

Enduring Issue Pre-Planning Page

Refer back to review the task.

UNIT 2 | The First Civilizations | ​End of Unit Assessment

My Enduring Issue is:

Essay Requirements Yes Circle/highlight documents that apply

One or two possible ideas for outside info

Is this an issue supported by ​at least ​three documents? Which documents support this issue?

Which documents can be used to develop the definition for this issue?

Has this issue significantly affected people or been affected by people? In which document or documents do you see this?

Has this issue endured across time or changed over time? In which document or documents do you see this?

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