Make sure you have the EP Notebook worksheets that you partially filled out earlier in the era.

This is a continuation of the EP Notebook activity that you started in this era. As part of WHP, you are asked to revisit the Era Problems in order to maintain a connection to the core themes of the course. Because this is the second time you’re working with this era’s problems, you are asked to explain how your understanding of the era’s core concepts has changed over the unit. Make sure you use evidence from this era and sound reasoning in your answers.

Answer the last two questions of the After Learning table on your partially completed Era 3 worksheet. Be prepared to talk about your ideas with your class.

World history can sometimes feel like it’s one empire after another for thousands of years. Empires have been one of the most common features of human societies through history. But what are they? This article gives a basic definition and highlights several important features common to empires. It covers some of the earliest empires and asks, why did people form empires? Hint: It was all about inequality and control.

This article introduces the concept of empire to help you respond to the Era 3 Problem: How did new complex societies develop and what was their impact on humans both inside and outside these communities? In particular, this article provides the necessary background to help you understand articles later in this lesson, which explore different ancient empires around the world. As you read this article, keep track of how the author defines empire so you can evaluate whether the empires covered in those later articles match this article’s definitions.

Preview—Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas—Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. How does this author define empire?
2. Does the author think ancient Egypt was an empire? Why or why not?
3. What reasons does the author give for early states forming empires? What advantages did those early states have?
4. How does the author explain the power dynamic of the core’s control over the periphery?
5. What challenges did early empires face?

Evaluating and Corroborating

At the end of the third close read, respond to the following question:

1. Write down a list of the major characteristics that the author thinks are common to empires. Are any or all of these characteristics present in the political communities of which you are a part? Do you live in an empire?

Once empires are conquered, the new emperors and empresses need to figure out how to control them and how to maintain their authority and the authority of their descendants. This article lays out three typical methods of ensuring control and generating authority in ancient empires: gods, family, and taxes. Most ancient emperors claimed support from the gods, and they weren’t shy about telling people. Most emperors also tried to claim they had authority to rule because they came from an ancient family. Finally, to ensure they had enough money to crush rebellions, emperors taxed their peripheral subjects.

This article builds on the previous article’s definitions and explains some of the common methods that emperors used to maintain control and build their authority over the empire. By exploring the methods of imperial rule, this article will help you respond to the Era 3 Problem: How did new complex societies develop and what was their impact on humans both inside and outside these communities? This article will prepare you to see commonalities and differences in the rule of the many different ancient empires you will encounter later in this lesson.

Preview—Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas—Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. Why did Ashoka build and inscribe his pillars?
2. How did ancient emperors use family as a method of control?
3. What challenges does the author say women faced when they ruled empires?
4. How did emperors use religion to increase their authority? Give one example.
5. According to the author, how are rebellions like burps?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. The author gives only three methods for how empires increased control and authority. Can you think of some other methods they might have used?
2. This article argues that one result of empire formation was that women (empresses) became subordinate to men (emperors). How does this support or challenge patterns of gender equality or inequality in earlier periods or other types of states?

In this word relay activity, you’ll practice matching definitions to words. This is a fun, active way to reinforce era vocabulary, and it will help you become even more familiar with the words you need to know to engage with the content in Era 3.

You’re going to play a word relay game with the vocab from Era 3. You’ll get one vocab card and two blank index cards. Here’s how you’ll play the two-part game:

Part 1

1. On one of the blank cards, write the definition of the word on your vocab card
2. Once everyone is ready, swap words with another student.
3. Write a definition for your new word on your remaining blank card.

Part 2

1. Your teacher will split you into teams of four or five. Once you’re in your team, line up single file.
2. Now, you’re going to have a relay race to see which team can match the most cards to the most definitions. Your teacher will have set up vocab cards in one part of the room and definitions cards in another.
3. The first student in line will pick up a vocab card, then move as quickly as possible to find the definition of that word. Remember, there are two definitions for each word, but you only need one.
4. The first team that has a word and definition matched for each team member wins!

The river valleys of Mesopotamia were much more violent places than the Egyptian Nile. Unlike Egypt, Mesopotamia was a disunified land of competing city-states. That is, until outside conquerors started showing up. First the Akkadians, then the Assyrians conquered the many different Mesopotamian cities and overthrew their kings. These empires built trade routes, monuments, and armies. They asserted control of their peripheries, often through violence. But both empires, just like later empires, would be conquered and replaced.

This article provides examples that link to the previous two articles, which defined empires and explained some methods of control. This article gives you an example of how empires increase complexity within societies and how these changes affect people inside and outside the empire. By introducing the first examples of historical empires, this article is intended to get you ready to compare the six case studies in the upcoming Empire Building activity.

Preview—Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas—Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. Why was ancient Mesopotamia a hard place to live?
2. Why did so many different empires conquer Mesopotamia?
3. What was one innovation that allowed Sargon to conquer the world’s first empire?
4. Give one example of a method that the Assyrian Empire used to establish control and authority over conquered peoples.
5. What was life like for women in ancient Mesopotamia?
6. What are some possible reasons the author gives for the fall of the Akkadian and Assyrian Empires?

Evaluating and Corroborating

At the end of the third close read, respond to the following question:

1. This article talks a little about how the Mesopotamian empires made trade networks over long distances possible. But empire building also requires a lot of wars, which can make trade hard. Do you agree with the author’s reasoning? Do empires create trade networks or do trade networks create empires?

The Greeks were good. The Persians were bad. The democracy-loving Greeks invented Western civilization and philosophy and defeated the power-hungry Persian Empire with just 300 soldiers. Right? Wrong! John Green explains some common misconceptions about the encounters and conflicts between the ancient Greeks and Persians.

This video provides evidence to help you to respond to the Era 3 Problem: How did new complex societies develop and what was their impact on humans both inside and outside these communities? In particular, it compares two very different societies (and empires) that existed at the same time in the same region. This video should help you extend your comparison of different societal structures using the communities frame.

Preview—Skimming for Gist

As a reminder, open and skim the transcript, and read the questions before you watch the video.

Key Ideas—Understanding Content

Think about the following questions as you watch this video:

1. What is one reason why a lot of people today might think poorly of the Persian Empire?
2. Why does John Green suggest it was pretty good to live under Persian rule?
3. Which Greek playwright and comedian popularized poop jokes?
4. What were some injustices in the Greek city-states?
5. John Green asks, “did the right side win the Persian Wars?” What is some evidence he gives for each side of this debate?

Evaluating and Corroborating

1. You have now read a lot of different stuff about ancient empires. John Green suggests that living under an empire was often more stable and just than life under a democracy, at least in the case of ancient Greece. Do you agree? What are some elements of empires that might make them more stable than democracies? Why might they be less stable and just than democracies, at times?
2. John Green ends this video with a few philosophical questions. What do you think is the best measurement of quality of life in the ancient world? What measurement should historians use when they make judgments about past peoples?

In this era of the course, you’re introduced to a variety of empires. In this activity, you’ll analyze various characteristics that made each of these empires a success. By doing so, you’ll begin to understand the ways in which certain empires were successful as well as the qualities that might have led to their failure. In addition, you’ll be able to use these skills to analyze modern governments and possibilities for future collapses.

Reading, comparison, causation, claim testing
In this activity, you’ll have to use your close reading skills to complete the Three Close Reads Worksheet for a set of articles in order to pull out the information necessary to complete the activity. You’ll also have to compare the empires and decide which elements of each empire were the best, and in doing so will get to create your own Frankenstein-type empire. In addition, you’ll have to use causation skills to decide if the combination of elements you’ve chosen will lead to the empire declining or falling. Finally, claim testing will be required as you determine how to create the best type of empire using evidence and logic.

At this point in the course, you’ve read a number of articles about ancient empires. Now, you’ll take what you’ve learned, categorize that information, and then use it to create a new, Frankenstein-style empire using the best or most successful qualities from each of the categories you’ve assessed.

First, your teacher will either hand out or have you download the Empire Building Worksheet, the Three Close Reads Worksheet, and each of the articles listed above. Then, you’ll work in small groups of three or four on one of the following categories your teacher will assign your group: political structure, economic systems, military strength, social hierarchy, and main weakness. Each member of your group will then review the article set to pull out information about each empire for your group’s assigned category and fill in appropriate row of the worksheet table.

Once each group has completed the worksheet for their assigned category, your teacher will put you into new groups. Your new group will have an expert in each of the different categories (remember, you’re now the expert for the category you were assigned in the last part of this activity). Then, each category expert will share their information with the rest of the group and together you’ll complete all the rows of the chart.

Next, you’ll work together to decide which elements to include in your new, Frankenstein-style empire. Your goal is to create the best, most successful, or most indestructible empire, but you can only use the “best” parts of the historical empires for three of the categories. The other two categories must be constructed based on what your group decides are the second or third best. Your group will now have at least one weakness. The trick is to pick the weakness or weaknesses you can most easily defend when you present their empire to the class. You will have to justify your selections with evidence from the articles you read earlier.

Now, use butcher paper or your computer to create your group’s Frankenstein empire. Your Frankenstein should include an image and a name to represent your newly created empire with labels and descriptions for each of the categories, explaining your choices for why these selections make the “best” empire.

Next, each group will present their Frankenstein empire to the class. As each group presents, take brief notes on any weaknesses you see in each empire. Then you’ll have a class discussion about the similarities between all of the Frankenstein empires. Think about why most groups included these elements in their empires. Finally, you’ll individually answer the following prompt at the end of the worksheet:

What is the most important quality that made these empires successful and what was the most significant weakness that led to the collapse of empires?

Make sure you use evidence from the activity in your answers. Your teacher will collect these answers to assess how well you understood the success and failure of empires in this unit.

Most of what we know about the Persian Empire comes from things written by their enemies. Despite some unflattering accounts, this article argues that although the Persians weren’t the first empire, they were the world’s first great empire. Stretching from India to Egypt, the Persian Empire ruled as much as 50 percent of the global population. They incorporated many diverse peoples and built roads that made possible extensive trade networks. Women in the Persian world had more rights than women in the Greek world. It was the Persian Empire’s encounter with the Greek world that led to its collapse.

This article is one in a series of articles exploring different ancient empires. Together, these articles will provide you evidence to respond to the Era 3 Problem: How did new complex societies develop and what was their impact on humans both inside and outside these communities? Each article examines characteristics of one empire: its origins, administration, trade, religion, and the place of women in society. As you read, pay attention to how these empires compare to each other and to the definitions and characteristics of an empire, presented earlier in this lesson. Be on the lookout for connections linking these different empires.

Preview—Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas—Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. How did the Persians successfully incorporate conquered peoples into their empire?
2. How did the Persian Empire expand regional trade?
3. How would you describe the role of women in Persian society?
4. Where does the Mazda car company get its name?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. You read an article about authority and control in empires. What are some methods of control mentioned in that article that you see reflected in the Persian Empire? Do you see any Persian methods of control that weren’t mentioned in the earlier article?
2. You’ve read some definitions and characteristics of an empire. What aspects of the Persian Empire seem characteristic of all empires? What seems unique to Persia?

Alexander III of Macedon accomplished more by the age of 32 than most humans do in much longer lives. That’s why they call him “the Great.” He conquered Greece, Egypt, and all of the Persian Empire. That last part’s important. Alexander’s empire used the networks and infrastructure the Persians had put into place. His empire would not outlast his untimely death, but rather would be divided by his successors. However, his conquests spread Greek culture throughout the ancient world, and that legacy outlasted him by centuries.

This article is one in a series of articles exploring different ancient empires. Together, these articles will provide you evidence to respond to the Era 3 Problem: How did new complex societies develop and what was their impact on humans both inside and outside these communities? Each article examines characteristics of an empire: its origins, administration, trade, religion, and the place of women in society. As you read, pay attention to how these empires compare to each other and to the definitions and characteristics of an empire, presented earlier in this lesson. Be on the lookout for connections linking these different empires.

Preview—Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas—Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. Looking at the map of Alexander’s empire, what do you notice?
2. What does the author argue was Alexander’s biggest advantage in his conquests?
3. What is the most important legacy of Alexander’s empire?
4. How did Alexander’s conquest affect the ancient economy of this region?
5. The author argues that the Macedonian Empire was “Alexander’s empire.” What does he mean, and what evidence does he provide?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. You read an article about authority and control in empires. What are some methods of control mentioned in that article that you see reflected in the Macedonian Empire? Did Alexander use any methods of control that weren’t mentioned in the earlier article?
2. You’ve read some definitions and characteristics of an empire. What aspects of the Macedonian Empire seem characteristic of all empires? What seems unique?

The Macedonian Empire might have collapsed when Alexander died, but Greeks continued to rule successor kingdoms in places like Egypt. There, the Ptolemaic Dynasty formed an empire that dominated Egypt and the eastern Mediterranean until the rise of Rome. This was a foreign dynasty ruling over Egyptians, so the Ptolemies had to innovate administrative techniques to maintain their rule. As the Greeks influenced Egypt, Egypt also changed the Ptolemies. By the time Julius Caesar came knocking, it was unclear if the Ptolemies were still Greek at all.

This article is one in a series of articles exploring different ancient empires. Together, these articles will provide you evidence to respond to the Era 3 Problem: How did new complex societies develop and what was their impact on humans both inside and outside these communities? Each article examines characteristics of an empire: its origins, administration, trade, religion, and the place of women in society. As you read, pay attention to how these empires compare to each other and to the definitions and characteristics of an empire, presented earlier in this lesson. Be on the lookout for connections linking these different empires.

Preview—Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas—Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. Looking at the map of Alexander’s Empire, what do you notice?
2. How did the Ptolemies organize the hierarchy of Egyptian society?
3. How did the Ptolemies use religion to assert authority?
4. Earlier articles pointed out that Persian women had a greater role in society than Greek women. How would you characterize the role of women in this blended Greek-Egyptian society (which had once been ruled by Persia)?
5. Why did Rome invade Egypt?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. You read an article about authority and control in empires. What are some methods of control mentioned in that article that you see reflected in the Ptolemaic empire? Did the Ptolemies use any methods of control that weren’t mentioned in the earlier article?
2. You’ve read some definitions and characteristics of empires. What aspects of the Ptolemaic empire seem characteristic of all empires? What seems unique?

After Alexander the Great’s armies retreated from the edge of India, one Indian kingdom was able to conquer the regions still reeling from his invasion. Soon, a powerful empire formed and began its expansion. The Mauryan Empire ruled from 322 BCE to 185 BCE and waged war against Alexander’s former generals with an elephant cavalry. This empire began the spread of Buddhism into a world religion. Several centuries later, another empire rose in India. The Gupta Empire ushered in a golden age of Indian arts and science.

This article is one in a series of articles exploring different ancient empires. Together, these articles will provide you evidence to respond to the Era 3 Problem: How did new complex societies develop and what was their impact on humans both inside and outside these communities? Each article examines the characteristics of one empire: its origins, administration, trade, religion, and the place of women in society. As you read, pay attention to how these empires compare to each other and to the definitions and characteristics of an empire, presented earlier in this lesson. Be on the lookout for connections linking these different empires.

Preview—Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas—Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. What event allowed a large, centralized empire to form on the Indian subcontinent?
2. What does the author say is one of Ashoka’s most lasting legacies?
3. This article mentions Ashoka’s pillars, which you read about earlier in this lesson. Here, you have a full quote from the pillars. Is this quote an attempt by Ashoka to use religion to increase his authority as ruler? Why or why not?
4. Why did trade improve under the Mauryan Empire?
5. What type of women had higher status in these empires? What system governed this hierarchy?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. You read an article about authority and control in empires. What are some methods of control mentioned in that article that you see reflected in the Mauryan and Gupta Empires? Did these empires use any methods of control that weren’t mentioned in the earlier article?
2. You’ve read some definitions and characteristics of empires. What aspects of these empires seems characteristic of all empires? What seems unique?

The Zhou king defeated the Shang Dynasty in 1046 BCE and declared himself emperor through the Mandate of Heaven. The Zhou ruled a disunified empire with lot of smaller kingdoms that fought against one another. The Zhou ruled for over 700 years, but their rule was relatively weak. One of the smaller kingdoms eventually defeated enough of the others that it became strong enough to overthrow the Zhou. The Qin Empire ruled for only 15 years, but its authority was much stronger during that time. Zhou and Qin rule would have a lasting impact on Chinese society and philosophy.

This article is one in a series of articles exploring different ancient empires. Together, these articles will provide you evidence to respond to the Era 3 Problem: How did new complex societies develop and what was their impact on humans both inside and outside these communities? Each article examines characteristics of each empire: their origins, administration, trade, religion, and the place of women in society. As you read, pay attention to how these empires compare to each other and to the definitions and characteristics of empire presented earlier in this lesson. Be on the lookout for connections linking these different empires.

Preview—Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas—Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. What was the Mandate of Heaven?
2. Who was more powerful, the Zhou or the Qin?
3. What was legalism? Who was responsible for spreading this concept?
4. Why did merchants do worse under the Qin?
5. How did Chinese philosophy and moral codes restrict women?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. You read an article about authority and control in empires. What are some methods of control mentioned in that article that you see reflected in the Zhou and Qin Dynasties? Did these empires use any methods of control that weren’t mentioned in the earlier article?
2. You’ve read some definitions and characteristics of empires. What about these empires seems characteristic of all empires? What seems unique?

3x5 note cards or cut up paper

This sourcing collection, along with the Quick-Sourcing Tool, gives you an opportunity to practice a quicker kind of sourcing than you do in the sourcing practice progression. The tool and the process for using it—specifically designed for unpacking document collections—will help you be successful when responding to document-based questions (DBQs).

If you are unfamiliar with the Quick-Sourcing Tool or the process for using it, we recommend reviewing the Quick-Sourcing Introduction activity in Lesson 3.5.

The Quick-Sourcing Tool can be used any time you encounter a set of sources and are trying to respond to a prompt or question, as opposed to the deeper analysis you do when using the HAPPY tool that is part of the sourcing progression.

First, take out or download the sourcing collection and review the guiding question that appears on the first page. Then, take out or download the Quick- Sourcing Tool and review the directions. For Part 1, you’ll write a quick summary of each source in terms of how it relates to the guiding question (we recommend using one note card or scrap of paper for each source).

For Part 2, which uses the first four letters of the acronym from the HAPPY tool, you only have to respond to one of these four questions. You should always include the historical significance or “why” (the “Y” in “HAPPY”) for any of the four questions you choose to respond to.

In Part 3, you’ll gather the evidence you found in each document and add it to your note cards so you can include it in a response later. Once each document is analyzed, look at your note cards and try to categorize the cards. There might be a group of documents that support the claim you want to make in your response, and another group that will help you consider counterclaims, for example.

To wrap up, try to respond to the guiding question.

The primary source excerpts in this collection explore ancient complex societies starting with the first states and empires that existed from c. 6000 BCE to c. 700 CE. These sources provide information about how governments maintained power and about how different societies interacted with each other through networks of exchange.

The primary source excerpts in this collection will help you assess how rulers maintained control of their states and interacted with other societies. In addition, you will work on your sourcing skills using the Quick-Sourcing Tool.

We recommend using the accompanying Quick Sourcing activity (above) to help you analyze these sources.

You have been introduced to the CCOT Tool, and in this activity you will use your continuity and change over time skills to analyze a historical topic. This process will help you make claims in response to questions about how things have stayed the same or changed in history.

Comparison, causation, claim testing
In this activity, you will use both your comparison and causation skills and apply them to analyzing changes and continuities that took place as agricultural communities became empires from c. 10,000 BCE to c. 550 CE. Additionally, you will be making claims in this activity by determining which changes and continuities are most historically significant.

You’ve read a lot about the formation and characteristics of agrarian societies and empires. Now we’re going to take that information and analyze the changes and continuities that took place as agrarian societies expanded to become empires. We’ll look at the time period from about 10,000 BCE, when many communities were transitioning from foraging to farming, to about 550 CE, as large empires were collapsing and restructuring.

Your teacher will either hand out or have you download the CCOT – Early Humans to Empires worksheet and divide the class into small groups of three to four students. You’ll follow the directions on the CCOT Tool, included in the worksheet, and start by adding the timeframe you’ll be investigating (c. 10,000 BCE to c. 550 CE). Then, you’ll work with your group members to identify and write down on sticky notes as many continuities and changes (one continuity or change per sticky note) you can find for this time period. Remember that you can review any of the articles or videos in these units to jog your memory—looking over the Eras 2 and 3 overview articles is a good place to start!

Once your group has written your changes and continuities on sticky notes, you’ll determine if each change or continuity was positive or negative. You’ll share your changes and continuities with the class by placing your sticky notes on the graph on the board. Be sure to share your reasons for categorizing your changes and continuities as positive or negative. You are allowed to move any sticky notes that you think were placed incorrectly by the prior group, but you must provide justification for doing that. After your group has moved any of the previous group’s sticky notes, you can place any of your changes or continuities that are not already up on the graph and explain your reasoning to the class.

Finally, return to your groups to answer the remaining questions on the tool. Remember that you can use the acronym ADE to determine historical significance. Consider if most people’s lives were affected by these changes and continuities (amount); if people living in this time period were deeply affected by these changes and continuities (depth); or if these changes and continuities were long lasting (endurance). Be prepared to share your most significant change and continuity with the class along with your reasoning for your selections.

Your teacher will collect these worksheets to review your understanding of these historical processes and to assess your CCOT skills.