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Slide1
Mesopatamia, the beginning of civilization
World HistorySlide2
Today’s DateMesopotamia, the beginning of civilization
Page # (Your next available page)
Interactive Notebook
Table of ContentsSlide3
Given instructional resources, the student will demonstrate understanding of ancient Mesopotamia by creating drawings of key elements of this early civilization
ObjectiveSlide4
Location, location, location
See this island? Plenty of fruit, all the fish you can eat, no taxes, no nosy neighbors, the whole island is your backyard
How about this? Average temperature is 130 degrees in the shade. No water, no trees, no stone, no metals, just scorpions, dust and scorching heatSlide5
Main Ideas:
Key Words:
Heading:
Mesopotamia-geographySlide6
Civilization depends on large permanent settlements – fertile river valleys that can support large populations are ideal locationsThe valley between the Tigris and Euphrates Rivers is known as Mesopotamia –
the land between two rivers
Mesopotamia was at the eastern end of the Fertile Crescent – an arc of land from the Mediterranean to the Persian Gulf
Rich soil and abundant crops allowed the land to sustain an early civilization
Mesopotamia--GeographySlide7
Fertile CrescentSlide8
Mesopotamia gets very little rain but over the years the soil had been enriched by silt deposited by the two rivers
Every year in late spring, the two rivers swelled from snowmelt in the highlands and overflowed their banks, depositing the rich soil
The flooding was not unpredictable – they didn’t know when or how much
Consequently, the Mesopotamians learned to control the flow of the rivers
By using irrigation, reservoirs, dams and canals, they were able to grow crops regularly
The abundance of food allowed many people to live together in cities and civilization emerged
Living in a desertSlide9
Copy this design then create
a drawing that defines what each of these words
mean under
each label
.
Use pages
27 – 33 of your text
empire
polytheistic
patriarchal
theocracy
Do not include this box in your design.Slide10
Civilization Begins in Mesopotamia”
(the video)
B
egin a new page titled:Slide11
Video AssignmentAs you watch the video
“Civilization begins in Mesopotamia
”
respond to thes
e prompts
:
Five/5 things
I
learned:
Three/3 things the video left me
wondering
about are:
Three/3
things that you saw in the video that reminded you of something you
learned
in the past Slide12
On a half-slip of paper, answer the following question:What advantage from the Neolithic Revolution did the people of Mesopotamia likely have that allowed them to develop a civilization?
ClosureSlide13
Main Ideas:
Key Words:
Heading:
The Growth of ReligionSlide14
The physical environment affected how Mesopotamians viewed the worldA harsh climate and frequent famines convinced them that unreliable supernatural forces controlled the world – they felt helpless
People looked to religion to answer their questions about life
To them, powerful spiritual beings permeated all aspects of the universe
The Mesopotamians identified 3,000 gods and goddesses – their religion was therefore polytheistic
According to their beliefs, humans were supposed to obey and serve the gods, they were inferior to the gods
They could never be sure what the gods might do to them or for them
Growth of ReligionSlide15
The most prominent building in a Sumerian city was the temple dedicated to the chief god or goddess of the cityThis temple was often atop an enormous stepped tower called a ziggurat
The Sumerians believed that the gods owned the city and as such they spent a great deal of time and treasure to build suitable temples and houses for the priests
The temples served as centers of the city physically, economically and politically – excess product was stored there for trade or use
Priests and priestesses held a great deal of power as the links to the gods, who really ruled the cities.
Even when power passed to the kings, Sumerians believed the kings derived their power from the gods and were agents of the gods
Still, kings wielded great power as commanders of the army, supervisor of public works, organizer of irrigation projects upon which survival depended
Religion and Rulers, p.29Slide16
Who wrote this document?What is the author’s point of view?Why was it written?
When was it written?
Is this source believable?
What else was going on at the time this was written?
What was it like to be alive at this time?
What would it be like to see this event through the eyes of someone who lived back then?
What do other sources say?
Am I finding the same information everywhere?
Am I finding different versions of the story?
Where else could I look to find out about this?
Analyzing a Primary Source
Need how-to-analyze a visual document instructions hereSlide17
Primary Source 1Document Based Questions
Why do you think priests were the only people permitted to enter the temples?
Why do you suppose Sumerians built temples on top of ziggurats?
What does the position and function of the ziggurat tell us about the relationship of religion to the city-state?
PP. 28, 29
On a new page, answer the questions below.Slide18
Stop
Need
addtl
edits from this point onwardSlide19
Main Ideas:
Key Words:
Heading:
EconomicsSlide20
Although the Sumerian city-states had a traditional economy based on farming-- trade and industry became important as well.They made woolen textiles and pottery but they were particularly well-known for their metalwork
Copper, gold and silver were already being used for jewelry and some tools.
The Sumerians discovered that when tin is added to copper, it makes bronze which is harder and corrodes less
The Sumerians imported copper, tin and timber in
exchange
for dried fish, wool, barley, wheat and metal goods.
Traders traveled west to the Mediterranean and to India to the east.
The invention of the wheel (and wheeled carts) around 3000 BC made transport of goods much easier.
EconomicsSlide21
Primary Source – Document Based Question
What events are depicted in these panels?
What does the “War” panel reveal about Sumerian society?
What do these panels reveal about life in
Sumeria
?
See Page 31
You have 3 minutesSlide22
Today’s DateLiteracy and Order in MesopotamiaPage # (Your next available page)
Interactive Notebook
Table of ContentsSlide23
Given instructional sources, the student will demonstrate understanding of Sumerian inventions and innovations by analyzing the Code of Hammurabi
ObjectiveSlide24
Main Ideas:
Key Words:
Heading:
Literacy and OrderSlide25
Around 3000 BC the Sumerians created a cuneiform (wedge-shaped) system of writingUsing a stylus, they made wedge shaped impressions in a clay tablets which were then dried in the sun
Once dried, these tablets lasted a very long time – hundreds of thousands have been found
Mesopotamian peoples used writing primarily for record-keeping but was also used to teach scribes
Being a scribe was a path to success in the army, government or the priesthood
Writing was important because it allowed a society to keep records and to pass along knowledge from person to person and generation to generation
Writing also made it possible to communicate in new ways such as literature (stories and poetry)
Sumerian Writing
and LiteratureSlide26
Mesopotamian writing tabletSlide27
Language of TradeSlide28
What does it look like?Using the alphabet from the previous slide, write your name in cuneiformSlide29
Main Ideas:
Key Words:
Heading:
Code of HammurabiSlide30
While there had been Mesopotamian law codes for centuries, the Code of Hammurabi was the most completeIt was very severe, retaliation for crimes being a central part of the code
It took seriously the duties of public office – judges could be punished for ruling incorrectly
There were also consumer-protection provisions – builder who built a house that collapsed could be put to death
The largest part of the Code dealt with relationships between men and women
Women who failed to fulfill their wifely duties could be divorced or even drowned
Children were also brought under the code – sons who disobeyed their fathers could be disinherited
The Code of HammurabiSlide31
Primary Source – Document Based Questions
Open your book to p. 32
Read the Turning Point story, laws and insets
Answer the following questions in the “Main Ideas” section of your notes.
What similarities do you see between Hammurabi’s Code and the Bible and the Quran?
Why do you think the images were included at the top of the stele with Hammurabi’s Code?Slide32
Read the excerpt of the Code of HammurabiAnswer the following questions in your notebook:
Primary SourceSlide33
117. If any one fails to pay a debt, and sells himself, his wife, his son, or daughter for money or give them away for forced labor: they shall work for three years in the house of the man who bought them and in the fourth year they shall be set free.
138. If a man wishes to separate from his wife who has borne him no children, he shall give her the amount of her purchase money and the
dowry
which she brought from her father's house, and let her go.
196. If a man put out the eye of another man, his eye shall be put out.
198. If he put out the eye of a freed man, or break the bone of a freed man, he shall pay one gold mina.
199. If he put out the eye of a man's slave, or break the bone of a man's slave, he shall pay one-half of its value.
202. If any one strike the body of a man higher in rank than he, he shall receive sixty blows with an ox-whip in public.
203. If a free-born man strike the body of another free-born man or equal rank, he shall pay one gold mina. Slide34
On a half-slip of paper, answer the following questionWhich of the Sumerian inventions was the most important? Explain.
ClosureSlide35
EgyptSlide36
Today’s DateEgyptian CivilizationPage # (Your next available page)
Interactive Notebook
Table of ContentsSlide37
Given instructional sources the student will demonstrate understanding of Egyptian geography by creating a map of Ancient EgyptGiven instructional sources, the student will demonstrate understanding of Egyptian kingdoms by creating a layered book
ObjectiveSlide38
The Nile River begins in the heart of Africa and courses northward for more than 4,000 milesBefore it empties into the Mediterranean, it splits in two to form a triangle or delta
The Nile Delta is known as Lower Egypt and the rest is known as Upper Egypt
The major cities developed at the tip of the delta where the river divides
The locals referred to the annual flooding of the Nile as the “Miracle of the Nile”
The river rose in summer from the rains in central African highlands
The flooding reached its peak in autumn and left a rich deposit of black mud on both sides of the river
This area was called the “Black Land” and produced in such abundance as to make Egypt well-fed and prosperous
Egypt and the Nile RiverSlide39
Location, location, location
What do these remind you of?Slide40
Annual FloodingSlide41
Map of Ancient Egypt
Using information from the text and your notes, you will create a map of Ancient Egypt
The map is on one side and the instructions on the other
You will color and label the map according to the instructions
You may use pages 27 and 35, plus the Atlas pp. 28-31 to do your map
You will not do questions 1, 2, 7 and 12-15
This map will go into your Interactive NotebookSlide42
The Nile also served as a unifying forceIn ancient times, the Nile was the fastest way to travel through the land, making communication and transportation easy
Unlike Mesopotamia, which was subject to constant invasion, Egypt was surrounded by barriers
Deserts on both sides of the river, the Red Sea to the east, the cataracts (rapids) on the southern part of the Nile and the Mediterranean to the north
The regularity of the Nile floods and the relative isolation of Egypt gave Egyptians a sense of security and changelessness
Egyptians faced life with a spirit of confidence in the stability of things – Egypt was blessed with remarkable continuity over thousands of years
Unifying forces and barriersSlide43
Religion too provided Egyptians with a sense of security and timelessnessThere was no separate word for religion – religious ideas represented an inseparable part of the entire world order
The Egyptians were polytheistic – they had a number of gods associated with heavenly bodies and natural forces
They had two groups of gods, sun gods and land gods (including river gods), had special significance given the importance of the sun and the fertile land for Egypt’s well-being
The sun, the source of life, was worthy of worship
The sun god took on different forms and names based on his role
The Egyptian ruler took the title “Son of Re” – the rulers were seen as the earthly form of Re, one of the sun god’s names
The Growth of ReligionSlide44
Egyptian Land gods
Osiris
IsisSlide45
Important Egyptian deities
Horus – god of the sky, sun, moon
and war
Anubis – god of the underworld,
afterlifeSlide46
Egyptian Afterlife
A pyramid provided the stairway to heaven,
The Sphinx kept watch
Mummification prepared one for the
afterlifeSlide47
Primary SourceDocument Based Question
Look on page 36 at the pyramids of Giza
The pyramids contained items needed in the afterlife. Each of the three pyramids shown is part of a complex, which included temples, smaller pyramids,
mastabas
, and a causeway. Five large pits for boats border the pyramids of Khufu and
Khafre
What do the five large pits for boats suggest?
Why might boats have been buried near the pharaohs’ pyramids?
How does the pyramid of
Khafre
compare to his father’s pyramid?Slide48
Pyramids at Giza
The Great Pyramids are the sole remaining Wonder of the Ancient World
The Sphinx is supposed to keep watch over the tombs of the Pharaohs but we don’t know what it really looked like – man or beast?Slide49
Video AssignmentAs you watch the Video Lost Civilizations: Egypt, answer these questions
5 Things I learned
? Questions?
Three things the video left you wondering about
Reminds me of . . .
Three things that you saw in the video that reminded you of something you had learned in the past Slide50
Humiliation then Rebirth
Hyksos
successfully conquered Egypt
using chariots – a great humiliation for
Egypt
Hatshepsut a woman pharaoh helped
restore Egypt to glory and empireSlide51
Upheaval and Mystery
Akhenaten
turned Egyptian religion
upside down, rejecting the old gods
Tutankhamen returned to the old ways
but died suddenly and mysteriously
at 19.Slide52
Trying to find the old magic
Ramses tried to restore Egypt to greatness but could not fend off invasions and domination by Libyans, Greeks, Romans
Cleopatra VII used her wiles to try to regain independence but failed and ended up committing suicideSlide53Slide54
Old Kingdom pp. 37-38
Middle Kingdom pp. 38-39
New Kingdom pp. 39-40Slide55
Old Kingdom 2700-2200 BC
Government – who ruled, how did the rulers relate to the people? What religious role did the ruler take?
Religion – how did people relate to the gods? How did Egyptians prepare for the afterlife?
Public Works/Construction – what sort of stuff was built during this Kingdom?
Foreign Relations – How did Egypt get along with its neighbors? Did they expand and conquer
? Slide56
On a half-slip of paper, answer the following questionWhy was the Nile so important to Ancient Egypt? Explain.
ClosureSlide57
Today’s DateEgyptian LifePage # (Your next available page)
Interactive Notebook
Table of ContentsSlide58
Given instructional sources, the student will demonstrate understanding of Egyptian society by analyzing a primary source
ObjectiveSlide59
Egyptian society was highly structured yet very simpleOver thousands of years it had evolved into a pyramid.The vast majority of the people were peasants and their labor allowed the small upper class of the pharaoh and nobles to live in splendor, building pyramids, temples and palaces
At the top were the pharaoh, his family, the nobles and priests
Below them were the merchants and artisans
The vast majority were the farmers
At the very bottom were the slaves
Egyptian SocietySlide60
Pharaoh and his family
Priests and Nobility, holders of vast tracts of land
Artisans, Merchants and Scribes. Artisans made incredible furniture. Merchants traded all up and down the Nile, in Crete and Syria
Farmers, farmed the land of the nobility and priests, paid taxes in the form of crops. Served in the army, worked public works
SlavesSlide61
Egyptian AccomplishmentsWriting
Although hieroglyphics is the best-known form of Egyptian writing, it was not the form most commonly used.
Hieroglyphics is literally “priest carvings” or “sacred writing” and was used in temples and tombs
Hieroglyphics was a complex system of writing, consisting of pictures and more abstract forms – it took a long time and a lot of practice to learn
A highly simplified form of hieroglyphics, known as hieratic, it used the same principles as hieroglyphics but the drawings were simplified
Hieratic script was used for record keeping, business transactions, and for the general needs of daily life
Hieroglyphics was first written on stone, later hieratic was written on paper made from papyrusSlide62
HieroglyphicsSlide63
Egyptian HieraticSlide64
Primary SourceDocument Based Questions
Look at the History & Art Visual on p. 42
Answer the following questions
Using hieroglyphics, ancient Egyptians recorded daily activities and the reigns of their pharaohs. Through these works we have increased our knowledge of the Egyptian way of life
Why might scribes have been respected in Egyptian culture?
How might hieratic symbols be used in trade?
How did ancient Egyptians paint the human form?Slide65
Pyramids, temples and other monuments bear witness to the artistic and architectural accomplishments of the EgyptiansArtists and sculptors were supposed to follow particular formulas in style, which made Egyptian art distinctive for thousands of years
Egyptians made advances in mathematics
Mathematics helped them in building their monuments, calculate area and volume and use geometry to survey flooded land
The Egyptians developed an accurate 365-day calendar based on the moon and the star Sirius
The practice of embalming the dead led to medical expertise in human anatomy
Scholars have recovered directions for splints, bandages, and compresses for treating fractures, wounds and disease
Art and ScienceSlide66
Time Travel Brochure
You have been hired by a Time Traveling Agency to design a brochure that will encourage travelers to travel back to Ancient Egypt. The purpose of the trip back in time will be to experience an early civilization first hand. The Time Travel Agency has some requirements that they want the brochure to have.
On the front of the brochure
The Brochure needs to have a slogan that would grab the attention of a potential time traveler and picture on the front panel
On the inside of the brochure
Describe and explain how this ancient civilization exhibits at least 3 of the six characteristics of civilization
A Must Visit Location: Describe one place within the ancient civilization that the time traveler should visit. Explain to them why they can’t miss the opportunity to visit this specific place!
One map of the ancient civilization or a picture of your choosing can be on the inside of your brochure, as well.
On the back of the brochure
On the very back panel you need to have 2 paragraphs about how Ancient Egypt influenced us today!Slide67
Front of Brochure
Back of Brochure
Inside of Brochure
Slogan
Picture
2 paragraphs about how Ancient
Egypt
influenced us today
Place of Interest
Map or pictureSlide68
Inside of Brochure
Inside of Brochure
Inside of Brochure
1 Trait of Civilization explained/
examples
1 Trait of Civilization explained/
examples
1 Trait of Civilization explained/
examplesSlide69
Assignment – Essay
Using your book as a resource, you will write an essay which compares and contrasts aspects of Mesopotamian and Egyptian society
You should cite specific examples
You may wish to focus on social structure, religion, government, economy, and culture
This should be around 2 pages (5-7 paragraphs) long
They will be graded by your peers using
a rubricSlide70
On a half-slip of paper, answer the following question:Of all the innovations of the Egyptians, which was the most important? ExplainThat’s it for ancient civilizations – ready for
the quiz?
Closure