History 1A_部分1.pdf

Editor's Notes The New World History Express series is written in accordance with the History Curriculum Guide (Secondary 1-3) (effective since 2019) that is prepared by the Curriculum Development Council. The New World History Express series is designed for Hong Kong Secondary 1-3 students and con...

Editor's Notes The New World History Express series is written in accordance with the History Curriculum Guide (Secondary 1-3) (effective since 2019) that is prepared by the Curriculum Development Council. The New World History Express series is designed for Hong Kong Secondary 1-3 students and consists of six books: Book Level Topics (1) Human needs: past and present 1A S1 (2) The development of European civilisation (3) The rise of Islamic civilisation and cultural interactions between 1B S1 Europe and Asia in Medieval Times (4) History, culture and heritage of early Hong Kong region (5) The rise of modern Europe 2A S2 (6) European colonial expansion (7) The founding and development of the United States 2B S2 (8) Growth and development of Hong Kong up to the late 19th century (9) International conflicts and crises in the 20th century (I)—the two World Wars 3A S3 (10) International conflicts and crises in the 20th century (II)—the Cold War and the post-Cold War period (11) International co-operation since the 20th century 3B S3 (12) The growth and transformation of Hong Kong in the 20th century The main characteristics of the New World History Express series include: (I) Strict adherence to the revised curriculum guide The New World History Express series is completely in line with the latest requirements of the revised curriculum framework. In addition to including new topics such as ‘The rise of Islamic civilisation and cultural interactions between Europe and Asia in Medieval Times’ and ‘The founding and development of the United States’, the existing topics from the past curriculum is also rewritten. Learning outcomes are listed in each topic in order to equip students with essential knowledge, historical skills, and attitudes and values. (II) ‘Enquiry Learning’ approach The New World History Express series continues to adopt the ‘Enquiry Learning’ approach in order to guide students to analyse and evaluate historical sources. Students can develop their generic skills, such as knowledge construction, problem-solving, critical thinking, creativity and independent thinking, while enhancing their ability to evaluate historical events. Besides, in accordance with the curriculum framework, ‘Enquiry Questions’ and ‘Guiding Questions’ are also included in each topic so that teachers can guide students to learn history using the ‘Enquiry Learning’ approach during lessons. (III) Emphasis on skill training Historical concepts and skills are necessary tools for learning history. By acquiring these concepts and skills, students are able to understand historical knowledge, as well as explain, analyse and criticise various historical phenomena and viewpoints. In the New World History Express series, ‘Skill Training Corner’ is featured to explain basic concepts and skills in historical study. Exercises at appropriate level of difficulty are also provided for students to consolidate the knowledge learnt. (IV) Interface with the Senior Secondary History curriculum The Junior Secondary History curriculum and the Senior Secondary History curriculum should be viewed as a coherent whole. Therefore, the New World History Express series is written in order to tie in with the Senior Secondary History curriculum and assessment format. ‘Data-based Questions’ and ‘Essay-type Questions’ are provided in each topic. When doing these exercises, student can acquire essential skills and basic knowledge after completion of the Junior Secondary History curriculum. This helps them smoothly adapt to the Senior Secondary History curriculum. (V) Flexible and diversified features The New World History Express series has incorporated the following unique features into each topic: Before class They are listed in the beginning of each topic to give the overall direction for studying. A brief introduction is provided in the beginning of each topic to outline the historical background and the main content of the topic. They are listed under three categories (knowledge, historical skills, attitudes and values) according to the curriculum framework. They are provided to help students acquire historical knowledge using the enquiry approach. It is featured prior to the main text of each topic to show the major historical events covered in the topic and the years of their occurrences. Interesting knowledge is provided to show the connection between the content of the topic and modern human life. This enables students to understand the present in the context of the past.  Pre-class video clips are provided in the format of QR code with simple questions to familiarise students with the background of the topic and basic knowledge. Reading materials and related exercises are provided as pre- class preparation to arouse students’ interest in studying history. In class Simple questions designed with reference to a wide range of historical sources, such as cartoons, charts, maps, photos and texts, are provided with to improve students’ ability to understand and analyse historical sources. Historical sources, mostly primary text, are provided to deepen students’ historical knowledge. Explanations of keywords are provided to enhance students’ understanding of relatively difficult and unfamiliar historical terms or concepts. Websites relevant to the content are provided in the format of QR code. Video clips relevant to the content are provided in the format of QR code. Historical development of other regions in the same period is introduced to develop students’ global historical perspectives. Data-based questions corresponding to relevant content are provided in order to help students consolidate what they have learnt. This feature consists of two parts. ‘Study Section’ explains historical concepts and skills in detail. ‘Practice Section’ provides exercises based on different historical sources. Reading materials and related exercises are provided to encourage students to reflect on individual historical issues and develop appropriate attitudes and values.  Supplementary historical knowledge related to the content of each topic is provided. This helps students develop a deep and comprehensive understanding towards history. The recent development of important historical events is introduced for students to grasp a complete historical context. Intriguing historical knowledge related to the content is featured in order to stimulate students’ interest in learning history. Brief knowledge of the Basic Law corresponding to relevant content is introduced in topics of non-Hong Kong history. Reading materials and exercises related to the Basic Law are provided in topics of Hong Kong history. This helps students understand the relationship between the Basic Law and Hong Kong history. After class The key points of each topic are illustrated by various types of flowchart to facilitate students’ revision. Data-based questions and essay-type questions covering the whole topic are provided at the end of each topic. Suggested reference resources including films and books are provided to encourage students’ self- learning. The New World History Express series is accompanied by a full range of workbooks. The workbooks comprise a wide variety of diversified and instructive exercises, such as data-based questions and essay-type questions, to consolidate students’ knowledge. In addition, the New World History Express series is supplemented with adequate multi-media materials as revision support for the students in order that they can attain better learning results. The authors and editors are indebted to all the teachers and scholars who have given their valuable advice on the New World History Express series. Any comments and suggestions for further improvements will be greatly appreciated. Contents Topic 1 Human needs: past and present 1 I Division of periods and development of the Stone Age: from nomadism to agriculture 6 A Division of periods and development of the Stone Age 10 B Survival and livelihood of ancient humans 15 C Case Study—evolution of the early Hong Kong human livelihood in the Stone Age 23 D End of the Stone Age 26 II Rise of ancient civilisations, and the distribution of the major world civilisations 28 A What is civilisation? 28 B Main centres of ancient civilisation 29 III Case study in the civilisations of the Fertile Crescent, the Nile Valley, the Indus Valley and the Huanghe Valley (choose one out of four) Study one more case for the extended part 35 A Fertile Crescent civilisation 35 B Nile Valley civilisation 49 C Indus Valley civilisation 65 D Huanghe Valley civilisation 72 Summary 81 Evaluation 87 Self-learning Activities 90 Topic 2 The development of European civilisation 91 I Classical civilisation: overview of ancient Greek and ancient Roman civilisations 96 A Introduction of classical civilisation 96 B Legacy of classical civilisation and its meaning for today 121 II Medieval Europe and the making of Christendom  147 A Feudal Society in medieval Europe 147 B Making of Christendom and the Church in the Medieval Times 162 C Civilisation and living: life in the European Medieval Times Extended part 171 Summary 179 Evaluation 185 Self-learning Activities 189  Glossary 190 Time chart 196 Modern World map 198 Secondary 1 Theme Overview The ancient world (from pre-historic period to the 14th century): the birth and interactions of regional civilisations Nowadays, we are living in a very advanced world: prospering commerce, colourful urban life, and ever-improving technology. Yet, we should not forget the fact that these fruits in our life were actually grown from the seeds planted by our ancestors. The Fertile Crescent, the Nile Valley in Egypt, the Indus Valley, and the Huanghe Valley in China were the centres of the four great civilisations of the ancient world. Their achievements laid the foundations for modern civilised society: development in the cities, invention of writings, establishment of laws, creation of calendars, improvement of medicine, etc. All these are important elements of modern society. Human civilisation took a step forward in the age of classical civilisation and the Medieval Times: ancient Greek and ancient Roman civilisations did not only lead to developments in culture, science and architecture, but also various modes of governance. Magna Carta, signed in the Medieval Times, became the basis for modern constitutions. Essential institutions of modern society, such as banks and universities, can be traced back to the Medieval Times as well. Besides, the treasures of Islamic civilisation on the Arabian Peninsula in the Medieval Times were significant. At the same time, Muslims brought about interactions and crashes between civilisations, despite having caused some violent scenes. On one hand, Islam and Islamic civilisation were brought to Europe through wars, such as the expansion of Islamic Empire and the Crusades. On the other hand, trade and commerce also enhanced the exchanges between Europe and Asia. While ancient Greek and ancient Roman civilisations spread to Asia, Islamic and Chinese civilisations also spread to Europe. Back to our place, Hong Kong, the four major groups, having moved to Hong Kong from the mainland, have made up the majority of Hong Kong population. Walled villages, traditional religious customs and festivals have become parts of local culture. Traditions of different groups, such as the Cheung Chau Jiao Festival, the Tai Hang Fire Dragon Dance, the Chiu Chow Yu Lan Ghost Festival and the Tai O Dragon Boat Water Parade, are invaluable intangible cultural heritage of Hong Kong. Only by learning from the merits of past civilisations and the lessons of their history, and by paying attention and care to local cultural heritage, are we able to understand the world today and progress to the future.  Topic 1 Human needs: past and present What basic human needs led to the emergence of early civilisations? What are the main characteristics of early civilisations? Full subject Suggested teaching periods: 14 I 4 II 3 III 7 (study one more case for the extended part) When we talk about history, it usually reminds us of the past events, as well as many monuments and artifacts. In fact, everything from the birth of the universe to the latest news, whenever time passes, things become history. Human history can be traced back to 2.5 million years ago from the ‘Stone Age’. People in the Stone Age mainly used stones to make different tools and weapons. Since writing had not yet been invented at that time, we can only understand human life of that period from the ancient sites and artifacts discovered by archaeologists. After a long walk in the Stone Age, people became cleverer and reached a higher level of advancement. In about 4000 BC, people entered the era of civilisation. The term ‘civilisation’ carries the meaning of cultural prosperity. In other words, civilisation means the new stage of cultural development following the Stone Age. In human history, the four main centres of ancient civilisation were generally known as the four great civilisations of the ancient world. They were the Fertile Crescent between the River Euphrates and the River Tigris in West Asia (began in about 4000 BC), the Egyptian Nile Valley (began in North Africa in about 3500 BC), the Indus Valley in South Asia (began in about 3000 BC), and the Chinese Huanghe Valley in East Asia (began in about 3000 BC). Explaining the division of periods of Through studying the achievements of the Stone Age and introducing the individual ancient civilisation, explain the characteristics and achievements of impact of their legacies. each period. In case of insufficient teaching hour, the Introducing the basic methods of Elaborating the definition of civilisation, evolution of human in the Stone Age learning history. compare the common characteristics (pp.12-13) and the evolution of the early of the four main centres of ancient Hong Kong human livelihood in Stone civilisation. Age (pp.23-25) can be taught in brief. 1  Knowledge Historical skills ‹‹Division of periods and development of ‹‹Basic concept of history (pp.6-7) the Stone Age: from nomadism (遊 牧) to ‹‹Measuring agriculture (農耕) (pp.6-28) time (pp.7-10) ‹‹Division of ‹‹Rise of anc ient civilisations, and the historical periods (pp.10-11) distribution and characteristics of the ‹‹Methods of learning history (p.18) major world civilisations (pp.28-34) ‹‹Describing the characteristics (特徵) (pp.22-23) ‹‹Characteri stics of early major ‹‹Distinguish ing (分辨) the types of sources in civilisations ─ case study in the studying history (pp.26-28) civilisation of the Fertile Crescent, the ‹‹Connecting the past with the present, comparing Nile Valley, the Indus Valley and the similarities and differences (pp.32-33 Huanghe Valley (choose one out of ) four) Study one more case for the extende d part Attitudes and values (pp.35-80) ‹‹Tracing (p.25) the origins of ancient culture in Hon g Kong ‹‹Reflecting on the importance of heritage conservation (p.43)  The New Stone History Corridor Age began About 10000 BC ‹‹Minoan  Human civilisation began beings first in Greece (Topic 2) emerged About About 7000000 3000 BC BC Pre-historic times About 15000 BC About  The Middle Stone 2500000 Age began About BC 4000 BC  The  People learnt how to write Old Stone  The Fertile Crescent Age began civilisation began  Nile Valley civilisation began 2  Page 6 What is history? How do we study history? Page 10 When did the Stone Age start? How do we divide the Stone Age into different periods? Page 15 How did human beings in the Stone Age improve their livelihood step by step? Page 28 What standards do we use to judge whether a region is a civilised society? Page 29 What are common in the origins of ancient civilisation of different regions? Page 32 What are the similarities and differences of human needs between the past and the present?  The Indus Valley civilisation began About  Fall of the New 2600 BC Babylon Kingdom  The Fertile Crescent civilisation ended About 600 BC Historic times About About About 332 BC 1600 BC 1500 BC  Huanghe Valley civilisation  Greece conquered  The Indus Valley began Egypt civilisation  Nile Valley ‹‹Mycenaean civilisation ended civilisation ended began in Greece (Topic 2) 3  Pre-lesson Preparation common elements of ancient and modern entertainments to Ask students to think about arouse their learning interest. Ancient board games Playing board games is a popular activity among modern people. As early as 3500 BC, the ancient people began playing board games for fun. Archaeologists found the oldest board game in the world, senet ( 塞尼特 ), among other ancient Egyptian artifacts ( 歷史文物 ). It was a game played by two players. One of them won the game by moving the chess pieces. The game was similar to the Sumerian's Royal Game of Ur in 2600 BC. Modern board games, such as Chess and Go, evolved from ancient board games in India and China.  A wall painting showing an ancient Egpytian queen playing senet Students may scan the QR code to watch the video and answer the following questions: 1 Which period of human life does the video reflect? A. Stone Age B. Bronze Age Make use of Video 'How stone tools C. Iron Age D. Silver Age were made' to introduce ancient A humans' ways of making stone tools and their different functions. 2 Around when did people start making stone tools? A. 3 million years ago B. 2.5 million years ago C. 2 million years ago D. 1.5 million years ago B 3 Which of the following was not a purpose for the Old Stone Age humans to make stone tools? A. Cutting woods B. Building houses C. Killing animals D. Hunting animals B 4 Which of the following was not used by the ancient humans to polish (磨製) stone tools? A. Wood B. Ivory (象牙) C. Antler (鹿角) D. Rubber D 4  sets questions around a picture of the Old Stone Age. It provides students with Historical skill: Describing the basic understanding of human life in the characteristics Old Stone Age and urges them to think Teaching suggestion: This exercise about the differences between human lives in ancient and modern times. Answer the questions according to the following source. Source A 1 What are the characteristics of human life in Source A? ( the right boxes) Identify source Living environment: ✓ Cave Wood hut Tree Use of tools: ✓ Stone tools Bronze tools Iron tools Use of fire: ✓ Yes No 2 Do you prefer the life in Source A or the modern life? Why? Express opinion Life in Source A    Modern life Reasons: Any reasonable answer. Suggested answer: Modern life. Since modern humans live in solid buildings, their lives are safer and more comfortable. Moreover, they have invented many advanced tools, making their daily lives convenient. 5  S1 The ancient world (from pre-historic period to the 14th century): the birth and interactions of regional civilisations Teacher can make use of the Skill Training Corner on pp.6- I Division of periods and 10 to teach the basic concept of history and the way of development of the Stone Age: from nomadism to agriculture measuring time. Guide students to understand the importance of learning history, including gaining knowledge, learning from the failure of predecessors, distinguishing right and wrong, nurturing virtues, etc. What is histor y? How do we study histor y? History: Refer to p.A1. Teaching Suggestion: Teacher can illustrate Basic concept of history What are historical events? through examples that all events happened in the past are history Study Section regardless of their distance from the present. Both students being late for class today and the Olympics took place in 2016 are history. History means the past events. From the birth of the universe to the latest news, everything belongs to history. Human history refers to the events from the human birth to present, as well as records of human activities. In daily usage, the term 'history' has three different meanings: Events occurred in the past: Whether they happened just now or a long time ago, they became historical events. They are all history. Records of past events: Events that existed and occurred in the past, as long as they could be passed down, would become records of history. These records include various historical writings and pictures. Studies of records of past events: Historians ( 歷史學家 ) study historical records to examine their validity ( 真實性 ). Practice Section Answer the questions according to the following sources. Source A In 1969, humans first landed on Source B Two tribes fought for the throne the moon. ( 皇位 ) in a film. American astronaut, became the first man to set foot on the moon. As he climbed out The first landing of human being on the onto the moon, he said, 'that's one small moon: On 20 July 1969, Neil Armstrong, an step for a man, one giant leap for mankind.' 6  Topic 1 Human needs: past and present 2003, a SARS-infected professor from Sun Yat-sen University came to Hong Kong and spread the disease to seven other travellers. Severe Acute Respiratory SARS later broke out in Hong Kong with 2016 US presidential election: Entrepreneur Donald Syndrome (SARS): In February 1,755 cases. 299 of the patients died. Trump campaigned as a Republican candidate. He defeated Hilary Clinton, the candidate of Democratic Source C In 2003, an outbreak of atypical Source D In 2016, Donald Trump ( 特朗普 ) pneumonia ( 非典型肺炎 ) took was elected President of the place in Hong Kong. United States. Party, and got 1 Which events shown in the above pictures were history? ( the right boxes) elected as the US President with 302 Identify sources Express reasons electoral votes. History Non-history Reason Source A ✓ It happened in 1969. Source B ✓ It was a fictional event in a film. Source C ✓ It happened in 2003. Source D ✓ It happened in 2016. Teaching Suggestion: Ask students to think about the limitations of each of the three calendars. (Answer: The reign Measuring time How to measure time? title calendar changes according to dynasty and emperor; both the Study Section Gregorian and the Islamic calendars have religious connotations.) To study history, we must know how to measure time and understand the chronological order ( 按年代排列的次序 ) of the past events. We usually use 'year' as the time unit to measure the past. Different countries use different calendars according to their own traditions. 1 Gregorian calendar Most countries today use the Gregorian calendar ( 格里曆或公曆 ). It began with the birth of Jesus Christ ( 耶穌基督 ) in AD 1. This year divided time into BC ( 公元前 ) and AD ( 公元 ). BC is short for 'Before Christ'. AD is short for Anno Domini in Latin, meaning 'in the year of the lord'. Birth of Jesus Christ BC (Before Christ) AD (Anno Domini ) 1000 BC AD 1 AD 1000 AD 2000 7  S1 The ancient world (from pre-historic period to the 14th century): the birth and interactions of regional civilisations 2 Reign title calendar and Ganzhi calendar In the history of ancient China, the reign titles of emperors ( 帝王年號 ) were used to count the years. For example, the reign title of Emperor Han Pingdi ( 漢平帝 ) was called Yuan Shi ( 元始 ). The year he became emperor was called Yuan Shi 1 ( 元始元年 ), which was also AD 1. Han Wudi Jian Yuan 1 Tang Gaozu Song Zhenzong （漢武帝建元元年） Wu De 5 Xian Ping 3 Han Pingdi Yuan Shi 1 (唐高祖 (宋真宗 （漢平帝元始元年） 武德五年) 咸平三年) AD 1 AD 622 AD 1000 140 BC Besides, the Chinese also used the Ganzhi ( 干支 ) calendar. They combined one character from Tiangan ( 天干 ) with another character from Dizhi ( 地支 ) to create different two-character terms to record the years. Some historical events were named in this way, such as the Xinhai Geming (also known as the 1911 Revolution) ( 辛亥革命 ) in AD 1911. 3 Islamic calendar Muslim countries use the Islamic calendar ( 伊斯蘭曆 ). It started in the year of the Hegira ( 黑嗤喇 ) as AH 1 when Muhammad ( 穆罕默德 ) moved from Mecca ( 麥加 ) to Medina ( 麥地那 ). AH is short for Anno Hegira in Latin, meaning 'in the year of the Hegira'. AH 1 was also AD 622. Muhammad went to Medina AH 1 AH 390 AH 905 AH 1421 AD 622 AD 1000 AD 1500 AD 2000 According to the Gregorian calendar we now use, a year has twelve months in around 365 days. Every ten years is a decade ( 年代 ), and every ten decades is a century ( 世紀 ). A century is 100 years. For the year AD 2010, it was the two thousand and tenth year after the birth of Jesus Christ, which also marked the end of the first decade in AD 21st century. Counting decades AD 20th century (100 years) AD 21st century (100 years) AD 1901 2000 AD 2001~2100 AD 1981-1990 (10 years) (The ninth decade of AD 20th century) Gregorian calendar is year 109 in the Naruhito. He ascended to the throne Republic of China calendar. Meanwhile, in 2019, which became Reiwa 1. 2020 Japan uses a similar system as the reign became Reiwa 2. North Korea also has Other calendars: Some countries or title calendar in imperial China, the reign its own calendar, Junche calendar (主體曆). regions have their special calendar. For title of emperor is used to count the year To commemorate Kim Il-sung, the former example, Taiwan uses the Republic and the year of its coronation is set as the leader of North Korea, the North Korean of China calendar, which set 1912 as first year. For instance, Reiwa is the reign government set his birth year 1912 as the first year. For instance, 2020 in the title of the current Japanese Emperor Junche 1. 2020 is therefore Junche 109. 8  Topic 1 Human needs: past and present 1 BC as 1st century BC; AD 1-100 as the 1st century; 101-1900 as the 2nd to 19th Century: There are different opinions centuries; 1901-2000 as the 20th century; way of counting: 99-1 BC as 1st century concerning the counting of century, the 21st century began in 2001. Another BC; AD 1- 99 as the 1st century; 100- teacher can explain them to students. The 1899 as the 2nd to 19th centuries; most accepted way of counting: 100- Counting centuries 1900-1999 as the 20th; the 21st century BC AD began in 2000. 200~101 BC 100~1 BC AD 1~100 AD 101 2000 AD 2001~2100 2nd century BC 1st century BC AD 1st century AD 2nd to 20th century AD 21st century After learning how to count years and centuries, we can put the past events in chronological order and record them. Practice Section Answer the questions according to the following sources. Source A In 776 BC, the first Olympic Source B In AD 1997, Tung Chee-hwa ( 董 Games ( 奧林匹克運動會 ) was 建華 ) served as the first Hong held in Greece. Kong Chief Executive. Source C In 27 BC, Augustus ( 奧古斯都 ) Source D In AD 1941, Governor Mark became the first emperor of the Young ( 楊慕琦 ) surrendered to the Roman Empire. Japanese. was the focus of ancient Olympic Games. Later, wrestling, boxing, apene Ancient Olympic Games: It was a (chariot race), kalpe (horse racing), etc. large scale athletic competition held in were introduced. The ancient Olympic Olympia, Greece. After the first game Games had been held for 293 times was held in 776 BC, it was held every before being banned by Roman emperor four years. Athletics, especially running, Theodosius I in AD 394. 9  S1 The ancient world (from pre-historic period to the 14th century): the birth and interactions of regional civilisations 1 Put the above historical events in chronological order. Arrange event sequence 1. Note the years in BC. The bigger the year number is, the further it is from the present. A C D B 2 Which calendar was adopted in recording Sources A to D? Analyse sources The Gregorian calendar. Briefly introduce the three periods of the Stone Age: (1) A Division of periods and development of Old Stone Age; (2) Middle Stone Age; (3) New Stone Age. the Stone Age Explain the major achievements of early humans: making stone Show students stone tools from different tools, starting fire, keeping animals, farming, weaving and i. What is the Stone Age? periods and guide them to think about the logic behind the division of Stone Age periods. making pottery. When did the Stone Age start? How do Teaching suggestion: Stress on the importance of invention of we divide the Stone Age into different writing in the history of mankind, and state that the historic times is periods? much shorter than the pre-historic times. While the pre-historic times accounted for more than 99 percent of human history. Division of historical periods How to identify pre-historic times and historic times? Study Section Historians divide the human history into several periods according to the levels or stages of the development of the human society. For a long period of 2 to 3 million years, there were no written records. In such case, human history was divided into two main periods by the invention ( 發明 ) of writing, which took place in about 4000 BC. The invention of writing was a watershed ( 分水嶺 ) in human history. About 4000 BC Pre-historic times Historic times (Pre-historic history) (History of civilisation) Invention of writing Pre-historic history: It refers to the period archaeology, artifacts and ancient legends. before the invention of writing. The only Since the birth of mankind, pre-history has sources of evidence about early societies are been an inalienable part of human history. 10  Topic 1 Human needs: past and present History before the invention of writing is called pre-historic times ( 史前時代 ), pre-historic history ( 史前史 ) or the Stone Age. History with written records is called historic times ( 信史時 代 ), or known as history of civilisation ( 文明史 ). Historians further divide historic times into four shorter periods: ancient times ( 古代 ), Medieval Times ( 中古時代 ), modern times ( 近代 ) and contemporary times ( 現代 ). Each period lasts several centuries. Practice Section Answer the questions according to the following view of a historian. Bone writing ( 甲骨文 ): It is an early Chinese writing system with the largest number of characters found. People from the Shang dynasty used tortoise shells and animal bones for fortune-telling and would carve the results on them. Some people would also mark down the fortune-telling results that had come true on the tortoise shells or animal bones. The bone writing was the writing system used for the recording. 1. Note the key terms in the historian's statement—'animal bone', 'pre-historic times'. 2. Observe the details of the picture and note the content carved on the animal bone. 1 Do you agree with the above historian? Why? Analyse source Explain opinion Disagree. Since writings were carved on the animal bones and writing was invented in historic times, animal bones with writings belonged to the historic times. The archaeologists divided the ancient human history into the Stone History of civilisation (p.10): Age, the Bronze Age and the Iron Age according to the materials used for It is also known as the historic times, meaning history that is making tools and weapons. From the period from 2500000 BC to 4000 BC, based on reliable evidence such as written records. Therefore, the ancient humans mainly used stones to make tools and weapons. Thus, the invention of writing is regarded as the beginning of the historic times. Knotted strings in primitive this period is called the Stone Age. societies are regarded as the predecessor of writing system. Later, the pictogram emerged. Already-discovered ancient writing systems include the cuneiform from the Fertile Crescent, Egyptian hieroglyph and bone writing found in China. Humans have around 6,000 years of recorded history. Stone Age 石器時代   Bronze Age 銅器時代（青銅時代）   Iron Age 鐵器時代 11  S1 The ancient world (from pre-historic period to the 14th century): the birth and interactions of regional civilisations ii. Division of periods in the Stone Age With reference to the quality of tools made by the ancient human beings and the respective modes of human livelihood, the Stone Age was further divided by historians into the following three different periods: the Old Stone Division of the Stone Age: Age (about 2500000 BC to about 15000 BC), the Middle Stone Age (about Teacher can make use of this timeline to help students 15000 BC to about 10000 BC) and the New Stone Age (about 10000 BC to understand the time of each period and the characteristics of about 4000 BC). human lives in different periods, such as the evolution of stone tools, living environment, etc. Division of the Stone Age Old Stone Age Middle Stone Age New Stone Age About 2500000 BC About 15000 BC About 10000 BC About 4000 BC On the origin of human beings, teacher should point out that the iii. Human beings in the Stone Age theory of evolution is only one of the theories, different religions Suggested by the human remains discovered by archaeologists, the have different views on the matter. For example, Christians believe ancient human beings first emerged on the earth as early as about 7 million that humans were created by God, with Adam and Eve as the years ago. The figure and appearance of our ancient ancestors were very ancestors. different from us. The earliest human beings are called Australopithecus who looked Human Evolution very much like apes. Then, they became Homo habilis, Homo erectus and Neanderthals one by one. These human beings were able to walk on their feet. About 300,000 years ago, there were Homo sapiens. Slowly, they became modern people. and Allan Wilson published humans originated in Africa a thesis on their analysis of caused debates in the academia Neanderthal (p.13): Remains Recent African origin of human DNA from archaeological and among the general public. of Neanderthal were first found modern humans: Archaeology discoveries. They pointed out In addition, recent researches in German village Neanderthal can reconstruct the life of pre- that all modern human races show that humans might have in 1856. They were thus named historic humans as well as find are descendants of an African begun moving out from Africa Neanderthals. Humans at that out the origin of humans. In 1987, female from 200,000 years as early as 120,000 years ago. time could start fire and had the US archaeologists Rebecca Cann ago. The hypothesis of modern ritual of burying the dead. Old Stone Age 舊石器時代   Middle Stone Age 中石器時代   New Stone Age 新石器時代   archaeologist 考古學家 Australopithecus 南方古猿   Homo habilis 能人   Homo erectus 直立人   Neanderthals 尼安德塔人   Homo sapiens 智人 12  Topic 1 Human needs: past and present complete skull and bone fossils in no less than 500,000 years were found, along with more ago. They were a kind of Homo Peking Man: In 1927, than 100,000 stone tools and erectus with the height of about archaeologists discovered polished stone pieces, as well as 1.5 metres. They lived in groups in human teeth in the cave in evidence of the use of fire. After caves and survived by hunting. (1) The height kept increasing, Zhoukoudian in Beijing. Later, examination, from 1.2 metres of Peking Australopithecus to 1.7 Man were metres of Homo sapiens. confirmed (2) The appearance gradually to have lived evolved from that of apes to that similar to modern humans. (3) During the evolution from Australopithecus to Homo erectus, humans used simple tools. Later, they began to use more refined tools such as spears. In the process of human evolution ( 演進 ), what changes did humans have in the following  A reconstruction of Peking Man ( 北  Neanderthal remains dug up in France aspects? 京人 ). Peking Man is an example of (1) Height Homo erectus. (2) Appearance Human evolution (3) Tools Height (metre) Brain size: 2.0 440-530 Brain size: Brain size: Brain size: Brain size: cubic centimetres (cm3) 550-680cm3 800-1,300cm3 1,200-1,750cm3 1,200-1,450cm3 1.7m 1.6m 1.6m Group discussion question: In the process 1.5 of human evolution, how did the changes in human body affect their way of living? 1.3m 1.2m 1.0 0.5 Australopithecus Australopithecus Homo habilis Homo erectus Neanderthals Homo sapiens Appeared 4 million Appeared 2.4 Appeared 1.9 Appeared 450,000 Appeared 300,000 years ago at the million years ago million years ago years ago at the years ago at the earliest at the earliest at the earliest earliest earliest Homo sapiens. Teacher can make use of it to explain to students the Human evolution: The graph changes in the height, appearance Australopithecus: Refer to p.A1. illustrates the process of human and brain size of humans, as well Homo erectus: Refer to p.A1. evolution from Australopithecus to as that in the tools used by them. Homo sapiens: Refer to p.A1. 13  S1 The ancient world (from pre-historic period to the 14th century): the birth and interactions of regional civilisations pre-historic times, a new discipline was required to reconstruct the pre- historic history. Archaeology thus Archaeology: First appeared in gained attention and developed in to the 19th century, it is the subject of systematic theories. Archaeologists conducting historical research with focus on exploring historical sites (such artifacts. As the discipline of history as houses, villages, temples, tombs, could not provide written record of workshops and traces of activities) and excavating material remains Work of archaeologists (such as production tools, weapons, Archaeology is the study of artifacts ( 歷史文物 ) and historical sites ( 遺蹟 ) of past human life. Artifacts include fossils ( 化石 ), as well as tools, weapons and artworks that people made or used in the past. Historical sites, on the other hand, include ancient buildings such as castles ( 城堡 ), houses and tombs. Archaeology is the only way to understand human life in pre-historic time. Archaeologists are people who study archaeology. They go to sites and dig up artifacts. This is called an excavation ( 挖掘 ). Archaeologists first decide the location and scale of excavation. They also do various investigations ( 調查 ) on the excavation site. After excavation, archaeologists try to find out the ages of those artifacts and of the site. Then, they can tell us what happened in the past. In general speaking, the deeper they find an object, the older it is. daily utensils, decorations). They use specialised methods to examine and date the artifacts for classification, organisation and recording. Archaeology is particularity important for reconstruction of the pre-historic times with no written record. Plastics Iron tools Bronze tools Pottery Polished ( 磨製 ) stone tools Simple stone tools could be found in faeces. Archaeologists For instance, they found fish bones, seeds, conduct microscopic analysis of fossilised parasites, etc. in ancient Vikings toilet in Toilet archaeology: This subjected has human faeces found in ancient toilets at York, Britain. Some British archaeologists gained popularity overseas in recent years. historical sites to learn about the diet and conducted excavation at the toilet in the Substances such as remains of food intake, living habits of ancient humans, their way former residence of Shakespeare, in order eggs of parasite worms, insects and pollen, of using toilet, as well as ancient pathology. to conduct further studies on his daily life. 14  Topic 1 Human needs: past and present iv. History of early Hong Kong since the New Teacher can ask the students to imagine that they are on a desert island and need to solve the problems of food, clothing, Stone Age transport and so on. By doing so, they are able to understand the life of primitive Archaeologists found many Stone Age human sites on Hong Kong people. Through discussion on the Island and Kowloon Peninsula, in the New Territories, and on the outer Stone age, teacher can further explain the pre-historic times and islands. This shows that there have been people living in Hong Kong since introduce the major developments of human during the period. In- 6,000 years ago (about 4000 BC) (see pp.23-25). depth exploration on the major achievements made by people in the Stone Age (starting fire, keeping animals, and agriculture) B Survival and livelihood of ancient can help remind students that although humans progressed humans slowly during the Stone Age, they laid the foundation for later Briefly introduce the characteristics of each period civilisations. The Stone Age of the Stone Age and help students understand played the role of childhood in the i. Life in the Stone Age the process of humans improving their lives. history of mankind. Therefore, the achievements of early humans Nurture a proper attitude of students in appreciating the achievements of early human. should be appreciated. How did human beings in the Stone Age improve their livelihood step by step? Human Origins 1 Old Stone Age (about 2500000 BC to about 15000 BC) Humans were able to make and use different kinds of tools. Their very first tools were made from stones, wood and bones. People in the Old Stone Age made two major achievements: What are the characteristics of the old stone tools below? 1.1 Making stone tools With rough The simple stone tools made by hitting two surfaces. stones together are called the old stone tools. Chipping is the main characteristic of the old stone tools. 1.2 Starting fire At first, people kept natural fire for lighting, heating, cooking and driving away wild animals. Later, they learnt how to start a fire by rubbing stones or wood sticks. This improved people's life and health.  Old stone tools Starting fire by friction: Refer to p.A1. Impact of mastering fire making: Refer to p.A1. chipping 打製 15  S1 The ancient world (from pre-historic period to the 14th century): the birth and interactions of regional civilisations make use of this exercise to trigger the imagination of students on how Historical skill: Analysing changes could fire improve human life, so to and continuity understand the importance of fire. Teaching suggestion: Teacher can Difficulty What was the impact of fire discovery on human life? Study the sources below and answer the following questions. Source A The use of fire by ancient humans The earliest ancient humans ate raw food as they did not know how to use fire. After a long period of time, people discovered that drilling a hard wood with another one could make sparks of fire. Since then, people could eat cooked food, and the variety of food increased. Provenance: http://big5.huaxia.com/ Source B An artist's idea of ancient humans using fire 1 According to Source A, which of the following materials were used by ancient humans to make fire? ( the right boxes) Understand source ✓ Wood    Leaf    Iron    ✓ Stone 2 According to Sources A and B, how did fire improve the standard of living of ancient humans? Analyse sources They changed from eating raw food to cooking with fire. The variety of food Method of handling food: increased. Health of ancient humans was improved. Living environment: They used fire for lighting at night and keeping themselves warm. Self-defence ability: They used fire to frighten animals away. They could protect themselves better. late Old Stone Age, humans began to needles with punched eyeholes and wear clothes to keep themselves warm. awl, both were made of bone or flint. In the historical sites of this period, This means that stitching clothes was Earliest human clothing (p.17): In the people found large amount of bone a common practice. Animal skin was 16  Topic 1 Human needs: past and present humans; draw the first tool they will make and explain its usage. Role Play: Ask students to Group discussion question: are the other uses of fire for modern humans beside imagine themselves as ancient Compared to ancient human, what cooking, keeping warm and self-protection? What Life in the Old Stone Age was hard. People made and used simple would life be like if there were no fire? tools. They hunted and collected plants for food. They kept warm by wearing clothes made from animal skins. They also lived on tree branches or in caves. An artist's idea of human life They drew pictures on cave walls. Primary religious concepts also began to in the Old Stone Age: Teacher can make use of this graph to take shape. summarise the characteristics of human life in the Old Stone Age An artist's idea of human life in the Old Stone Age with students, such as knowing how to start fire, make stone tools Living on tree and clothes, living in cave, etc. branches or in caves Pre-historic religion: According to archaeological discoveries, pre-historic religion could be Wearing clothes traced back to the Stone Age. made of animal It was usually expressed in skins forms of nature worship such as Lascaux Cave Paintings Starting fire by rubbing stones Making simple stone or wood sticks tools by chipping plant, animal and celestial object worships. There were also forms of worship related to primitive clan society such as the worships of reproductive organs, totem, or ancestors. Returning to the Old Stone Age—the Lascaux Cave Paintings In 1940, four boys in France discovered the Lascaux Cave Paintings ( 拉斯科洞窟壁畫 ) when they were playing. These paintings reflect human life in the Old Stone Age. They became the symbol of pre-historic art. According to archaeologists, the Lascaux Cave Paintings were created between 17000 BC and 15000 BC in the late Old Stone Age. There were nearly 1,500 rock carvings ( 石刻 ) and more than 500 wall paintings in the cave. More than 100 of these paintings were mostly about animals, including cows, horses, bears, wolves and birds. Through these paintings, we can see that people at that time learnt to use simple tools to  A wall painting in the Lascaux Cave draw scenes of hunting on cave walls. the earliest kind of clothing, humans used to put on a whole piece of animal skin. Later, they learnt to cut and stitch, making the clothes warmer and lighter. Then, they started to produce fabric with plant fibre and to make clothes with it. 17  S1 The ancient world (from pre-historic period to the 14th century): the birth and interactions of regional civilisations with the '6W' method; make sure they can master the methods of Teaching suggestion: Ask event description. students to describe a recent event Methods of learning history '6W' methods Study Section History is something that appeared somewhere at some time, or something done by someone with causes ( 原因 ) and consequences ( 後果 ). As long as you pay attention to the key elements, such as time, places, people, issues, things, causes and consequences, and use the following '6W' method, you should be able to study history better. (1) When: Knowing the time of historical events and how to measure time; (2) Where: Knowing the locations of historical events and the geographic changes from ancient to modern times; (3) Who: Analysing the merits ( 功績 ) and flaws ( 過失 ) of past people; (4) What happened: Knowing the details of historical events; (5) Why: Tracing the origins of historical events; (6) How: Noting the developments of historical events and their connections between each other. Keeping animals: With improved hunting methods, people could 2 Middle Stone Age (about 15000 BC to about catch more animals than they needed for food. Thus, they 10000 BC) began to keep some for later consumption. At the same The Middle Stone Age was a very short stage between the Old Stone time, they started to tame wild animals such as dogs, oxen, Age and the New Stone Age. The stone tools people used were still mainly goats, sheep, pigs, etc. Some suggested that dogs could have made by chipping, while been the first to be kept as they could help humans hunt animals some of them were partly and guard houses. polished. With better Reasons for the emergence of pre-historic religion (p.17): First weapons, people hunted of all, when humans began to fight against the nature with primitive a lot better. Bows and tools, they gradually realised that their production activities had arrows, as well as fishing connection to natural phenomena; On the other hand, since they hooks and small wood had to endure the harsh natural environment, they could not boats, were also invented develop a proper understanding of natural phenomena. Therefore, during the Middle Stone  A Middle Stone Age rock carving showing people using bows they began to interpret the natural phenomena as actions Age. and arrows of gods. Secondly, humans began to live together in groups. Besides, people started using wood, stone and animal skins to build Collective worshipping of nature or totem could help build tighter huts. They also started keeping animals like goats and dogs. connections within the group. It Lascaux Cave Paintings (p.17): closed to the public in 1963. In In 2016, the new International cultivated the sense of loyalty by The cave complex was opened order to satisfy people's curiosity Center for Cave Art, Lascaux forming certain kind of taboo and to the public in 1948. Yet, the about the pre-historic lives, the was opened. Artists attempted rules. This led to the formation of large number of visitors had French government had made to reproduce the wall paintings pre-historic religion. visibly damaged the paintings. copies of the wall paintings with the tools and techniques of Consequently, the cave was without harming the originals. the Stone Age. 18  Topic 1 Human needs: past and present An artist's idea of human life in the Middle Stone Age Living in houses built An artist's idea of human life with wood, rocks, Fishing and in the Middle Stone Age: Ask and animal skins collecting students to identify humans' Better hunting food as ways way of survival in the Middle with finer tools Stone Age and to compare to survive the stone tools used in Old and Middle Stone Ages, using also the graph 'An artist's idea of human life in the Old Stone Age' on p.17. Identify two tools invented by human during the Middle Stone Age from the artist's idea on the left. Bow and arrow, small wood boat. 3 New Stone Age (about 10000 BC to about 4000 BC) Comparison of human When people started keeping animals and farming, the New Stone Age life in the New Stone began. This period was short but people's life became more interesting. Age & Old Stone Age The achievements of the New Stone Age include: 3.1 Making better stone tools In the New Stone Age, the new stone tools were widely made and used. Polishing is the main characteristic of the new stone tools. People Ground stone (polished stone tool): It refers to stone made sharp stone knives, axes, hoes, shovels, etc. These stone tools tool with polished surface. A stone would first be chipped improved people's productivity. into a suitable shape, then rubbed on an abrasive ( 礪 石 ) to polish. Tools with sharp At a New edges could thus be made. Stone tools with parts of the Stone Age site surface polished appeared in in Orkney of the Middle Stone Age. Later, ground stone was widely used Scotland, village in the New Stone Age with a large variety. Axe, adze, knife, sites were found. spear and arrowhead were common types of ground stones. A New Stone Age site in  Orkney of Scotland polishing 磨製   Orkney 奧克尼   Scotland 蘇格蘭 19  S1 The ancient world (from pre-historic period to the 14th century): the birth and interactions of regional civilisations Formation of primitive village: Villages were formed gradually 3.2 Living in villages along agricultural development. Since the farming of rice and In the New Stone Age, as tools and weapons became better, keeping wheat, as well as keeping animal became the main ways animals and farming were invented. People started building huts along of production, humans stopped rivers and lakes, and forming villages to live together in groups. They helped moving all the time as when surviving on hunting. They needed one another during hunting, fishing, keeping animals and farming. They to build long-term residence for settling down. Meanwhile, the also exchanged products with people from other villages. This was how increase in production resulted in the rise in population. Larger commerce began. primitive villages began to appear in Asia, Africa and America. For instance, in the Banpo archaeological site in Xian, China, 3.3 Keeping animals the residential area was enclosed Because of improvements in weapons, people caught more animals by a wide trench to keep away attacks from wild animals. 40 to than they needed. They tried to keep those animals, including cows, goats, 50 square or round huts were built in the area. Each hut was pigs, chickens, etc. around ten square metres in size. A larger rectangular hut found in the centre of the area might be a Animal remains in the New Stone Age were found in different places, place for public events. Besides, lake dwellings could be found in such as chicken remains in the Indus Valley. the area of today's Switzerland. Longhouses were also common in Europe in the New Stone Age. 3.4 Farming Primitive agriculture: The earliest origin of farming is unknown. People invented farming. They found that new plants would grow after Traces of crop planting by ancient humans could be found putting seeds in the soil. Then, they started keeping seeds. They also learnt all over the world. Agricultural how to loosen and fertilise the soil along with other farming skills. Rice and development was closely related to the settling down of humans wheat were the main crops they grew at that time. and the emergence of villages. America, West and East Asia were centres of early agricultural Archaeologists discovered farming remains of early people in many development. The earliest traces of barley and wheat cultivation New Stone Age sites. For example, burnt rice and wheat were found in Bihar were found in the Fertile Crescent and Asia Minor. Millet and rice State of India. were discovered in Banpo and Hemudu archaeological sites in 3.5 Making pottery and weaving To store food and water, people How did the invented pottery. They also made achievements by clothes by weaving with stone spinning humans in the New Stone Age helped wheels. This not only kept them warm improve their life? but also allowed them to dress up. The improvement of making China. American Indians began growing corns and wheats stone tools, invention of in the early days. Primitive farming made humans less reliant farming and keeping animals, on the giving of nature. They could increase production by led to the improvement of labouring. As they shifted from being gatherers to producers, productivity. Meanwhile, people their survival was better secured. started to live in villages and Ways of farming in the Stone Age: Primitive farming was  A Chinese clay pot ( 陶罐 ) in the New invented making pottery and simple, only simple stone tools (such as hoes and shovels) Stone Age weaving, these also improved and wooden tools were used. Humans farmed on shallow their life. soil and used the ashes of burnt leafs and wood branches as fertilisers. This was known as the slash-and-burn agriculture. A lot of manpower was needed as the yield was not high. commerce 商業   Bihar State 比哈爾邦   pottery 陶器 20  Topic 1 Human needs: past and present clay in to a rounded shape or coiling Age. The patterns strips of clay, then firing them when and designs on Making pottery: Primitive potteries dried. Pottery containers became major the pottery containers showed the artistic were containers made by kneading life tools of humans in the New Stone achievement of ancient humans. Pieces of cloth and silk, as well as black pottery, were also excavated at the Liangzhu site of China. These artifacts show that people in the New An artist's idea of human life Stone Age already developed skills in weaving and making pottery. in the New Stone Age: Teacher can ask students to describe An artist's idea of human life in the New Stone Age the human activities and living environment in the image, such as making pottery, growing crops Building huts with wood, stones and stocking food. Teacher can and straw, forming villages also point out that humans were Keeping animals living together and sharing duties, such as cows, which are characteristics of group living. goats and pigs Humans in the Old Stone Age would only live on tree branches or in caves. In the New Stone Age, humans knew how to build huts and would live in groups along rivers and lakes. Compared to the Old Weaving clothes Stone Age, how had Making polished to keep warm human life improved stone tools and Growing crops such in terms of living pottery as rice and wheat with environment? various farming tools Comparison of the Old, Middle and New Stone Ages Old Stone Age Middle Stone Age New Stone Age Period About 2500000 BC to about About 15000 BC to about About 10000 BC to about 15000 BC 10000 BC 4000 BC Ways of Collecting wild plants, Keeping animals such as Keeping more animals and Survival hunting, making fire to cook goats and dogs besides developing farming, with rice hunting and wheat being the main crops Living Living on tree branches or in Building huts with wood, Building huts along rivers environment caves stone and animal skins and lakes, forming villages to live together Clothes Making clothes with animal Making clothes with animal Weaving clothes with stone skins skins spinning wheels Tools Making simple stone tools by Making partly polished stone Making better stone tools by chipping tools, inventing bows and polishing, inventing pottery arrows, as well as fishing hooks and small wood boats table as a summary to help students understand how humans in the Stone Comparison of the Old, Middle and Age gradually improved their life as a New Stone Ages: Teacher can use this respond to the Guiding Question on p.15. Liangzhu site 良渚文化遺址 21  S1 The ancient world (from pre-historic period to the 14th century): the birth and interactions of regional civilisations characteristics of artifacts can be identified from different angles. Teacher can ask Teaching suggestion: This exercise students to describe objects in classroom aims to familiarise students with common to train thei