HIS117 Southern New Hampshire University China Greece and Mayans Paper

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“Humans created societies, states, and empires from prehistory to 1500 in order to…”

This paper must be 6-8 pages double spaced, cited in Turabian format, it MUST include both primary and secondary sources.

The three ancient civilizations to be used are China, Greece, and the Mayans. From the late Neolithic period to 1500 CE.

Attached is the grading rubric and outline for what should be in the paper. The following topics must be covered: Environment and structures, class and gender, intellectual and religion, economic and political, historical perspective.

The grading rubric is very specific and precise in how this paper will be graded.

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HIS 117 Final Project Guidelines and Rubric Overview Throughout this course, you examined the development of human civilization from the late Neolithic Era to about 1500 CE. You should now be acquainted with major trends and developments in world history from the many perspectives with which historians view the past. The course began with the emergence of the earliest civilizations at approximately 5000 BCE and proceeded through a survey of key societies and states around the globe, both in Afro-Eurasia and in the Americas. It devoted attention not only to the characteristics of individual civilizations, but also to the interactions among civilizations and the ways they can be compared and contrasted. As you examine the ancient, classical, and medieval periods, you will offer your ideas about the development of connections between peoples and the trend toward larger political states and empires. For the final project, you will examine three separate states or empires in Africa, Asia, Europe, or the Americas to finish the statement, “Humans created societies, states, and empires from the late Neolithic period to 1500 CE in order to…” You will critically analyze ideas and information from both primary and secondary sources, develop arguments based on those materials, and communicate your ideas and arguments in a thesis-driven essay. You will complete milestone assignments that will result in submitting a polished research paper that demonstrates your understanding of the reasons humans created societies, states, and empires. The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Three and Five. The final product will be submitted in Module Seven. This assessment addresses the following course outcomes: • • • • Articulate the origins, development, and participants of major historical civilizations from prehistory to 1500 in terms of continuity, change, and causation Determine the significance of major historical events from prehistory to 1500 and their relationship to prominent historical trends Incorporate relevant evidence from primary and secondary sources to logically support historical claims about civilizations from prehistory to 1500 Draw basic conclusions about the local and global impact of civilizations from prehistory to 1500 by interpreting historical evidence Prompt For the final project, you will write a thesis-driven essay to answer finish the statement, “Humans created societies, states, and empires from the late Neolithic period to 1500 CE in order to…” Choose three specific states or empires from Africa, Asia, Europe, or the Americas to complete this statement. In order to support your thesis and fully complete the statement, you must provide a detailed analysis of social, political, and economic structures that relate to your topic. You will use primary and secondary sources from the collections listed in the Shapiro Library’s Research Guide for HIS 117 (http://libguides.snhu.edu/worldcivilizations) to support your claims. Specifically, the following critical elements must be addressed: I. Introduction In this section, you will provide a general overview of what this essay will accomplish. This section includes your thesis statement, which clearly states your completion of the statement, “Humans created societies, states, and empires from prehistory to 1500 in order to…” and introduces the three states or empires you will use as examples to prove your thesis. This section sets up the argument you will try to prove in the research and analysis section of the essay through the use of research-based examples, specific details, and careful analysis. A. Briefly introduce your topic related to the why humans created societies, states, and empires in the premodern world, including an introduction to the civilizations selected as examples. B. Create a thesis statement that clearly states your argument and your answer to the question posed and that draws on research from primary and secondary sources. II. Research and Analysis In this section you will use both primary and secondary sources to research and analyze the reasons humans created societies, states, and empires and how they did so from the late Neolithic period to 1500 CE. You should use the three societies, states, and empires you have chosen as examples to illustrate your points. This is the body of your essay, and it should be made up of sections that analyze each of the forces listed below. Each section should relate directly back to your thesis statement. A. The Structure of Complex Societies i. Explain the ways that environment drove humans to organize themselves into complex societies. ii. What structures did humans create to facilitate this organization into societies? iii. What benefits did the societies derive from this organization and these structures? iv. Incorporate evidence from both primary and secondary sources to support your claims about the ways that the structure of human organization contributed to the rise of societies, states, and empires. B. Class and Gender Structures i. Explain how the states or empires developed and organized class and gender structures. ii. What effect did these class and gender structures have on the states or empires during the period 500 BCE–1500 CE? iii. Analyze how class and gender affected a person’s ability to participate in his or her state or empire. iv. Incorporate evidence from both primary and secondary sources to support your claims about the ways that class and gender structures contributed to the rise of states and empires. C. Intellectual and Religious Structures i. Explain what forces spurred the development of intellectual and religious structures in these states or empires. ii. What factors caused these intellectual and religious structures to differ across states and empires? What commonalities and differences did intellectual and religious structures share across states and empires? iii. iv. Explain what tools and machines developed in these different societies, states, and empires. How were these different according to the needs of the given society, state, or empire? Incorporate evidence from both primary and secondary sources to support your claims about the ways that intellectual and religious structures contributed to the rise of societies, states, and empires. D. Economic and Political Structures i. Explain how the economies of the emerging states or empires interacted with their neighbors and the broader world. ii. Analyze at least three political events or trends in neighboring areas or other world regions that may have affected the development of these interactions. iii. How might the development of these interactions in turn have affected both neighboring and distant societies? iv. Incorporate evidence from both primary and secondary sources to support your claims about the ways that economic and political structures contributed to the rise of societies, states, and empires. E. Historical Perspective i. Summarize the role played by increasing global networks in the development of states and empires between 3000 BCE and 1500 CE. F. Primary and Secondary Sources i. Ensure that you have utilized primary sources purposefully and effectively throughout your paper to support your argument and claims. ii. Ensure that you have utilized secondary sources purposefully and effectively throughout your paper to support your argument and claims. III. Conclusion In this section, you will restate your thesis statement and reference the broader significance of your topic. A. Provide a conclusion for your essay in which you restate your thesis statement and summarize the overall historical significance of the rise of states and empires as a global form of individual and group identity during the period from the late Neolithic Era to 1500 CE. Milestones Milestone One: Introduction and Thesis Statement In Module Three, you will submit a general overview of your topic related to why humans created societies, states, and empires. You will also include a thesis statement, the three states, empires, or societies you chose as examples to illustrate your main points, and a bibliography. This milestone will be graded with the Milestone One Rubric. Milestone Two: Rough Draft In Module Five, you will submit a rough draft of the body of your final paper, covering the key points regarding the social, political, and economic structures that relate to your topic as well a conclusion. This milestone will be graded with the Milestone Two Rubric. Final Submission: Historical Analysis Essay In Module Seven, you will submit your final project. It should be a complete, polished artifact that demonstrates your understanding of the reasons humans created societies, states, and empires. It should contain all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Rubric. Final Project Rubric Guidelines for Submission: Your historical analysis essay should be 6 to 8 pages in length (plus a cover page and references) and must be written in Chicago/Turabian format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Include at least six references cited in Chicago/Turabian format. If you choose to use endnotes instead of footnotes, those do not count toward your page total. Critical Elements Introduction: Topic Exemplary (100%) Meets “Proficient” criteria and introduction is exceptionally clear and concise Proficient (85%) Introduces the topic related to why humans created societies, states, and empires, including an introduction to the examples that will be used Introduction: Thesis Statement Meets “Proficient” criteria and thesis statement exceptionally articulates the argument and main points of the essay Creates a thesis statement that clearly states the argument and answers to the question posed and draws on research from outside sources The Structure of Complex Societies: Environment Meets “Proficient” criteria and demonstrates a sophisticated understanding of the ways that environment drove humans to organize themselves into complex societies Meets “Proficient” criteria and demonstrates a sophisticated understanding of structures humans created to facilitate the organization into societies Explains the ways that environment drove humans to organize themselves into complex societies The Structure of Complex Societies: Structures Determines what structures humans created to facilitate the organization into societies Needs Improvement (55%) Introduces the topic related to why humans created societies, states, and empires, including an introduction to the examples that will be used, but introduction is too wordy or contains inaccuracies Creates a thesis statement but thesis statement is too wordy or does not clearly state the argument and answer to the question posed or draw on research from outside sources Explains the ways that environment drove humans to organize themselves into complex societies but explanation is illogical or contains inaccuracies Determines what structures humans created to facilitate the organization into societies but determination contains inaccuracies Not Evident (0%) Does not introduce the topic related to why humans created societies, states, and empires Value 4.75 Does not create a thesis statement 4.75 Does not explain the ways that environment drove humans to organize themselves into complex societies 4.75 Does not determine what structures humans created to facilitate the organization into societies 4.75 The Structure of Complex Societies: Benefits The Structure of Complex Societies: Support Claims Class and Gender Structures: Class and Gender Structures Class and Gender Structures: Effect Class and Gender Structures: Ability to Participate Class and Gender Structures: Support Claims Meets “Proficient” criteria and provides unique insight into benefits the societies derived from this organization and these structures Meets “Proficient” criteria and usage of primary and secondary sources is executed purposefully and consistently throughout the section Meets “Proficient” criteria and demonstrates a sophisticated understanding of how the states or empires developed and organized class and gender structures Meets “Proficient” criteria and demonstrates a sophisticated understanding of the effect these class and gender structures had on the states or empires Meets “Proficient” criteria and provides unique insight into how class and gender affected a person’s ability to participate in his or her state or empire Meets “Proficient” criteria and usage of primary and secondary sources is executed purposefully and consistently throughout the section Analyzes what benefits the societies derived from this organization and these structures Analyzes what benefits the societies derived from this organization and these structures but analysis is cursory or contains inaccuracies Supports claims about the ways that the structure of human organization contributed to the rise of societies, states, and empires but primary and secondary sources are not used consistently throughout the section Explains how the states or empires developed and organized class and gender structures but explanation is illogical or contains inaccuracies Does not analyze what benefits the societies derived from this organization and these structures 3.96 Does not incorporate evidence from primary and secondary sources to support claims about the ways in which the structure of human organization contributed to the rise of societies, states, and empires 3.96 Does not explain how the states or empires developed and organized class and gender structures 4.75 Determines what effect these class and gender structures had on the states or empires Determines what effect these class and gender structures had on the states or empires but determination contains inaccuracies Does not determine what effect these class and gender structures had on the states or empires 4.75 Analyzes how class and gender affected a person’s ability to participate in his or her state or empire Analyzes how class and gender affected a person’s ability to participate in his or her state or empire but analysis is cursory or contains inaccuracies Supports claims about the ways that class and gender structures contributed to the rise of states and empires but primary and secondary sources are not used consistently throughout the section Does not analyze how class and gender affected a person’s ability to participate in his or her state or empire 3.96 Does not incorporate evidence from primary and secondary sources to support claims about the ways that class and gender structures contributed to the rise of states and empires 4.75 Incorporates logical and relevant evidence from both primary and secondary sources to support claims about the ways that the structure of human organization contributed to the rise of societies, states, and empires Explains how the states or empires developed and organized class and gender structures Incorporates logical and relevant evidence from both primary and secondary sources to support claims about the ways that class and gender structures contributed to the rise of states and empires Intellectual and Religious Structures: Intellectual and Religious Structures Meets “Proficient” criteria and demonstrates sophisticated understanding of what forces spurred the development of intellectual and religious structures in these states or empires Meets “Proficient” criteria and provides unique insight into the commonalities and differences shared in intellectual and religious structures Explains what forces spurred the development of intellectual and religious structures in these states or empires Explains what forces spurred the development of intellectual and religious structures in these states or empires but explanation is illogical or contains inaccuracies Does not explain what forces spurred the development of intellectual and religious structures in these states or empires 4.75 Analyzes the factors that caused intellectual and religious structures to differ across states and empires and the commonalities and differences shared Does not analyze the factors that caused intellectual and religious structures to differ across states and empires or the commonalities and differences shared 4.75 Intellectual and Religious Structures: Tools and Machines Meets “Proficient” criteria and demonstrates sophisticated understanding of why tools and machines developed differently according to the needs of the given society, state, or empire Explains what tools and machines developed and how they were different according to the needs of the given society, state, or empire Does not explain what tools and machines developed or how they were different according to the needs of the given society, state, or empire 3.96 Intellectual and Religious Structures: Support Claims Meets “Proficient” criteria and usage of primary and secondary sources is executed purposefully and consistently throughout the section Meets “Proficient” criteria and demonstrates sophisticated understanding of how the economies of the emerging states or empires interacted with their neighbors and the broader world Does not incorporate evidence from both primary and secondary sources to support claims about the ways that intellectual and religious structures contributed to the rise of societies, states, and empires Does not explain how the economies of the emerging states or empires interacted with their neighbors and the broader world 3.96 Economic and Political Structures: Economies Incorporates logical and relevant evidence from both primary and secondary sources to support claims about the ways that intellectual and religious structures contributed to the rise of societies, states, and empires Explains how the economies of the emerging states or empires interacted with their neighbors and the broader world Analyzes the factors that caused intellectual and religious structures to differ across states and empires and the commonalities and differences shared but analysis is cursory or contains inaccuracies Explains what tools and machines developed and how they were different according to the needs of the given society, state, or empire, but explanation is illogical or contains inaccuracies Supports claims about the ways that intellectual and religious structures contributed to the rise of societies, states, and empires, but primary and secondary sources are not consistently used throughout the section Explains how the economies of the emerging states or empires interacted with their neighbors and the broader world but explanation is illogical or contains inaccuracies Intellectual and Religious Structures: Commonalities and Differences 4.75 Economic and Political Structures: Political Events or Trends in Neighboring Areas Economic and Political Structures: Development of These Interactions Economic and Political Structures: Support Claims Historical Perspective: Increasing Global Networks Primary and Secondary Sources: Primary Sources Primary and Secondary Sources: Secondary Sources Meets “Proficient” criteria and provides unique insight into political events or trends in neighboring areas or other world regions that may have affected the development of these interactions Meets “Proficient” criteria and provides unique insight into how the development of these interactions might in turn have affected both neighboring and distant societies, states, and empires Meets “Proficient” criteria and usage of primary and secondary sources is executed purposefully and consistently throughout the section Meets “Proficient” criteria and demonstrates sophisticated understanding of the role played by increasing global networks in the development of states and empires Meets “Proficient” criteria and demonstrates an astute ability to integrate germane citations from primary and secondary sources Meets “Proficient” criteria and demonstrates an astute ability to integrate germane citations from primary and secondary sources Analyzes political events or trends in neighboring areas or other world regions that may have affected the development of these interactions Analyzes how the development of these interactions might in turn have affected both neighboring and distant societies, states, and empires Incorporates logical and relevant evidence from both primary and secondary sources to support claims about the ways that economic and political structures contributed to the rise of societies, states, and empires Summarizes the role played by increasing global networks in the development of states and empires Ensures that primary sources were utilized purposefully and effectively throughout the paper to support argument and claims Ensures that secondary sources were utilized purposefully and effectively throughout the paper to support argument and claims Analyzes political events or trends in neighboring areas or other world regions that may have affected the development of these interactions but analysis is cursory or contains inaccuracies Analyzes how the development of these interactions might in turn have affected both neighboring and distant societies, states, and empires, but analysis is cursory or contains inaccuracies Supports claims about the ways that economic and political structures contributed to the rise of societies, states, and empires, but primary and secondary sources are not used consistently throughout the section Summarizes the role played by increasing global networks in the development of states and empires but summary is unclear, contains inaccuracies, or is missing key elements Primary sources were used throughout the paper in an attempt to support argument and claims, but not all sources were applied or utilized successfully Secondary sources were used throughout the paper in an attempt to support argument and claims, but not all sources were applied or utilized successfully Does not analyze political events or trends in neighboring areas or other world regions that may have affected the development of these interactions 4.75 Does not analyze how the development of these interactions might in turn have affected both neighboring and distant societies, states, and empires 3.96 Does not incorporate evidence from both primary and secondary sources to support claims about the ways that economic and political structures contributed to the rise of societies, states, and empires Does not summarize the role played by increasing global networks in the development of states and empires 3.96 Did not ensure that all primary sources were utilized purposefully and effectively throughout the paper 3.96 Did not ensure that all secondary sources were utilized purposefully and effectively throughout the paper 3.96 3.96 Conclusion Meets “Proficient” criteria and demonstrates nuanced understanding of the overall historical significance of the rise of states and empires as a global form of individual and group identity Provides a conclusion that restates the thesis statement and summarizes the overall historical significance of the rise of states and empires as a global form of individual and group identity Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format Submission has no major errors related to citations, grammar, spelling, syntax, or organization Provides a conclusion that restates the thesis statement and summarizes the overall historical significance of the rise of states and empires as a global form of individual and group identity but conclusion is illogical or contains inaccuracies Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Does not provide a conclusion that restates the thesis statement or summarizes the overall historical significance of the rise of states and empires as a global form of individual and group identity 3.96 Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas 4.19 Total 100%
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Explanation & Answer

Attached.

Running head: WORLD CIVILIZATIONS

1

Milestone 2
Ancient Civilizations and Contributions to Science and Math

Name
HIS 117
World Civilizations
6/7/19

WORLD CIVILIZATIONS

2

Introduction
Human being have existed as a society since the ancient period as tribes, families,
elementary society, or colonies. The existence of human beings in groups is motivated by a
number of reasons, right from the first period when humanity was civilized, leading to the
evolution of societies into the numerous social groupings witnessed in the present world.
Through a careful study of the early forms of human civilizations, it is easy to underhand how
modern societies grew up to become distinct from each other. However, these communities
groups and societies have foundational characteristics which defiance there existence to the
present date. This essay will explore the various reasons that led to the existence of such groups
of human being, with a focus on the Tung dynasty, Qin Dynasty, and Song dynasty. The essay
argues that human have created societies for various reasons over the past 1500 years as
evidenced by the Tung dynasty, Qin Dynasty, and Song dynasty that has some similarity given
that they were all established as human societies by humans to defend the community, serve to
religious beliefs, and to entrench the common law.
The Structure of Complex Societies
Going by the history of the societies that existed in the 1500 era, the landscape and
environment played a significant role during human organizations into complex societies.
Environmentally, many prehistoric complex societies were established around areas that were
considered fertile for farming, animal raring, and other agricultural activities. Many societies
were formed within the close proximity of geographical regions capable sustaining the members
of the society through sufficient food production as depicted in figure 1 illustrating a Spring

WORLD CIVILIZATIONS

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Outing of the Tang society.1 In addition, societies created structures of land division, food
storage, irrigation, and farming practices to facilitate their organization into societies. For
instance, the Song society whose members were largely drawn from the nomadic and Neolithic
culture settled in the lower pars of Wei River valley.
This society went ahead to displace the Tung dynasty whose nobles controlled farming
land and divided it among community farmers for food production that was later shared between
the farmers and the government.2 The government would store its share and distribute it to the
community members during poor harvest or famine. The Song dynasty managed to provide
sufficient food to its growing population using the nine-square system by giving purpose to
farming, just as it was the case with the Qin period of Korea who relied on innovative
agricultural practices.
Consequently, the Qin Dynasty settled in areas that facilitated large-scale irrigation to
help them realize their dream of making agriculture their national foundation. Qin Dynasty
emphasized the construction of irrigation canals, reservoirs, cisterns, and terraces as witnessed in
the Andes located along the foot of hills. Thus, these complex societies settled in areas that could
facilitate agricultural activities to sustain the growing population and justify the need to protect

1

Bentley, Jerry H., and Herbert F. Ziegler. Traditions & Encounters: A Global Perspective on
the Past. New York: McGraw-Hill, 2011.

2

Adhikari, Saugat. "Top 10 Inventions And Discoveries Of Ancient Greece". Ancienthistorylists.
https://www.ancienthistorylists.com/greek-history/top-10-inventions-discoveries-ancientgreece-remarkably-used-today/.

WORLD CIVILIZATIONS

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their territory, thereby creating a class system. This organized structure benefited the members of
the society through the sustainable food supply.

Figure 1: Tang Spring Outing
Source: Chilean Museum of Pre-Columbian Art, Santiago, Chile

Class and Gender Structures
Many ancient societies implemented class and gender structures to instill order and
discipline among different members ...


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