Ancient Civilizations, Grade 6 (Period 4) Assignments

Now that you’ve learned about different Greek myths and a bit of the history of Ancient Greece, your task is to create your own illustrated Greek myth. Or you may instead choose to write a Mesopotamian, Egyptian, Indian, Chinese, or Roman myth utilizing the knowledge that you've gained this year.  Whichever civilization from the ancient world you choose, in your story you will need to incorporate the “GRAPES” (Geography, Religion, Achievements, Politics, Economics, and Social Structure) of the culture you choose.  The project and rubric are attached below.  

6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
6.7.1 Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.
6.7.3 Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.
6.7.4 Discuss the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire.







Roman conquest of Italian peninsula
Hannibal’s defense of Carthage
Death of Caesar
Octavian’s defeat of Antony and Cleopatra
Death of Augustus

6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
6.7.2 Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty).







Etruscan rule of Rome
Overthrow of Etruscans by patricians
Revolt of plebeians against patrician rule
The Twelve Tables
Victory of plebeians in fight for equality

No homework during this school week!  Good luck with CSTs!

6.4.2 Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles’ Funeral Oration).
6.4.4 Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer’s Iliad and Odyssey, and from Aesop’s Fables.
6.4.8 Describe the enduring contributions of important Greek figures in the arts and sciences (e.g., Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides).






Beginning of Golden Age of Greece
End of Golden Age of Greece
Trial of Socrates


At the beginning of Chapter 29, you read about Pericles. He was the Athenian leader who helped to rebuild Athens after the Persian Wars. Under his leadership, Athens entered its Golden Age. It was a peaceful and prosperous time for the city-state.

Pericles was also dedicated to building Athenian democracy. Below is a biography of Pericles. It includes an excerpt from a speech given by Pericles at the funeral of Athenians killed in battle. As you read, think about these questions: What did Pericles believe to be the responsibilities of a citizen in a democracy? How did Pericles model this expectation?

Pericles was born around the year 490 b.c.e. His father was actively involved in Athenian politics and served as a commander during the Persian Wars. His mother was the niece of a well-known Athenian political reformer. Pericles was educated in many subjects, including music, debate, and philosophy. When he entered public life, he quickly rose to leadership because of his knowledge and skill.

Pericles was only a teenager when he had to evacuate Athens during the Persian Wars. After a tragic Greek defeat, the Persians burned Athens to the ground. The Greeks eventually defeated the Persians, but Pericles' home was in ruins. Pericles vowed to rebuild Athens. He pushed for the expansion of the Delian League. The league was organized to prepare for any future Persian threat. He also built up the Athenian military.

Not only did Pericles ensure the security of Athens, he also beautified the city. He promoted the creation of many public and religious buildings. The most famous is the Parthenon, the temple to the goddess Athena. Pericles encouraged the growth of music and drama. One of his closest friends was the playwright Sophocles. Industry and commerce also flourished under Pericles' leadership.

Pericles believed that Athens led all the Greeks in culture. He called Athens the "school of Greece." He also thought that Athens should lead the Greeks in government. He was a strong supporter of democracy and made reforms to encourage its growth. He believed that all citizens (native Athenian men over age 18) had an equal right to participate in government. Under his leadership, Athens paid the salaries of men who held public office. Poor men who could not afford to leave their jobs and farms to serve in public office could now do so.

Pericles believed that it was not just a privilege to serve in government, but also a responsibility. Citizens had certain duties to perform, including voting and holding public office. In a speech honoring Athenians who died in one of the first battles of the Peloponnesian War, Pericles praised Athenian democracy. He also reminded Athens of the responsibilities of its citizens.

[Our government] favours the many instead of the few; this is why it is called a democracy. If we look to the laws, they afford [give] equal justice to all in their private differences [differences based on social class].. The freedom which we enjoy in our government extends also to our ordinary life.. But all this ease [freedom]. does not make us lawless as citizens.. [We are taught] to obey the magistrates and the laws, particularly. the protection of the injured, whether they are actually on the statute book [written down as law], or belong to that code which, although unwritten, yet cannot be broken without acknowledged disgrace [laws based on morality].

Our public men have, besides politics, their private affairs to attend to, and our ordinary citizens, though occupied with the pursuits of industry, are still fair judges of public matters; for unlike any other nation, [we believe that the man] who takes no part in these duties [of the citizen] not as unambitious but as useless.

Pericles died in 429 b.c.e. of a disease that also killed one quarter of the population of Athens. At the time of his death, Athens faced defeat in the Peloponnesian War at the hands of its rival, Sparta. Though Athenian democracy never quite recovered from the war, Pericles' contributions were long lasting. Even today, his ideas on citizenship influence modern democratic governments around the world.

Philosophy was one part of Greek culture you visited in Chapter 29. You learned how Athenians liked to discuss the world around them. One of the greatest philosophers was an Athenian named Socrates. You read how he taught others and how he was executed. We are able to learn a lot about Socrates through his student, Plato.

Plato made many of his own contributions to philosophy. Below is a biography of Plato. In it, you will read about his life experiences as well as his major contributions to philosophy and science. As you read, think about how his life experiences influenced his beliefs.

Plato was born to a family of aristocrats around 427 b.c.e. His father was supposedly descended from the early kings of Athens. Plato took an interest in politics as a young man. As he learned more about Athenian democracy, Plato was increasingly disappointed in this type of government. He became a student of Socrates so he could learn to think more critically about his world.

Plato witnessed the death of his teacher Socrates. Plato kept his mentor's teaching alive by recording his conversations with Athenians from memory. At the age of 40, Plato became a teacher himself by opening a school. Plato's school, the Academy, taught many subjects. Students learned about astronomy, biology, mathematics, political theory, and philosophy. Plato hoped to train young Athenians to be competent statesmen. The Academy's most famous student was Aristotle, who became another great philosopher. Plato's school remained open long past his death, until 529 c.e.

Plato wrote many works about his beliefs. One of the most well known is The Republic. It is one of the earliest and most influential books on political theory. In it, Plato presented a plan for the ideal society and government. Plato disliked Athenian democracy. It was the leaders of the Athenian democracy that had sentenced his teacher to die for seeking truth and wisdom. Plato preferred Sparta's model of government. In Sparta, the needs of the state (country) were put above the individual. Serving the government was more important than achieving personal goals. Plato believed that too much personal freedom led to disorder and chaos. Athens was a primary example of this disorder.

Plato wanted only the most intelligent and best-educated citizens to participate in government. He divided people into three classes: workers to produce life's necessities, soldiers to defend the people, and specially trained leaders to govern the state (country). The specially trained leaders would be an elite class that included both men and women. The wisest of all would be a philosopher-king with ultimate authority. The philosopher-king would be well educated to make decisions for the good of all the people. Plato tried to create a philosopher-king as a real life experiment. In 361 b.c.e, he tutored the new ruler of Syracuse, Dionysius the Younger. Plato's experiment did not work. His student never became the philosopher-king that Plato envisioned.

Plato made contributions beyond political philosophy. He wrote about mathematics, science, and art. It was Plato who believed that astronomy should be viewed as a science. He thought that observing the sky should be more than just stargazing. Instead, astronomers should try to apply mathematical theories in order to understand the universe. Plato said that the planets do not randomly wander through the sky, but move in a circular pattern. This type of thinking used geometry. Plato's beliefs paved the way for other astronomers to make significant discoveries about the workings of the universe.

Plato's beliefs continue to influence even modern thinkers. Many students of politics and government still read his book, The Republic. Plato died in 347 b.c.e. at the age of 80.


Plato once said, "There will be no end to the troubles of states, or indeed of humanity itself, until philosophers become kings in this world, or until those we now call kings and rulers really and truly become philosophers." Based on this idea and on those described in Plato's biography, do you think that people would really be better off under philosopher-kings?  Why or why not?

6.4.5 Outline the founding, expansion, and political organization of the Persian Empire.
6.4.6 Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.








Ionian Revolt
Defeat of Ionians by Persian army
Xerxes’ march across the Hellespont
Battle of Plataea

6.4.1 Discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean regions.
6.4.6 Compare and contrast life in Athens and Sparta, with emphasis on their roles in the Persian and Peloponnesian Wars.








Introduction of democracy to Athens
Spartan conquest of neighboring Messenia (725 B.C.E.)

Please read this biography.  It will help you complete Study Guide 23 and help you learn more about Emperor Wu!  :)

History Alive! The Ancient World
Investigating Biographies

Unit 4: Ancient China
Chapter 23: The Han Dynasty

The Life of an Emperor During the Han Dynasty Chapter 23 highlights the advancements and achievements made during the time of the Han dynasty. One of the most famous emperors of the Han dynasty was Emperor Wu. Under his leadership, China experienced a time of reform and expansion. Only 16 years old when he became emperor, Wu ruled from 141 to 87 b.c.e. He was a talented and capable ruler. Below is a biography of Emperor Wu. As you read, think about this question: What is most important to remember about the life of this skilled ruler? Emperor Wu made many political and economic reforms. He brought back the ideas of Confucius by setting up the civil service. This system gave government positions to those with the best ability. Before this system, government jobs were given to people based on their social class. Now individuals would recommend talented candidates to the emperor. The candidates would take a long and challenging test. Once the test was graded, Emperor Wu appointed those candidates with the highest scores to be his officials. Emperor Wu also set up a university for the training and education of government officials. Emperor Wu also made advancements to China's economy. He improved canals and roads. He set up a system to prevent food shortages. He took over the iron and salt businesses in the China so that the government would have a regular income. In this way, he would not have to rely on taxes alone to fund his programs. Emperor Wu did have to raise taxes many times to pay for all of his projects. One of Emperor Wu's main projects was to protect and expand China's borders. He added to the Great Wall. He was also known for the strength of his army. This army was charged with defeating the many nomadic groups that lay beyond the Great Wall. Sometimes the emperor would use diplomacy instead of warfare. He arranged marriages between nomadic leaders and noble Chinese women. This helped China gain friends instead of having to fight enemies. Still, it was difficult for women to leave their families when they had no part in the decision. Emperor Wu is most remembered for his expansion along the Silk Road. He sent military general and explorer Zhang Qian on an expedition in 138 b.c.e. The mission was to form an alliance with western peoples against China's northern enemy, the Huns. After 13 years, Zhang Qian returned with news of what wonders lay beyond China. There were other cities and countries as advanced as the Han. This information allowed Emperor Wu to promote the expansion of trade routes in the west. These routes later became known as the Silk Road, which you will learn about in Chapter 24. Emperor Wu also supported the development of China's culture. As Confucius had taught, Emperor Wu believed that a strong culture encouraged proper behavior. He collected the books that were not burned under the Qin dynasty. They were preserved in the Han capital of Chang'an. He promoted the development of literature, and many historians recorded information about China's past. Historical Record by Sima Qian, written during the reign of Emperor Wu, is one of China's first accurate historical accounts. Emperor Wu even set up a government agency to support music education in China. Emperor Wu died in 87 b.c.e. After his reign, the power of the Han dynasty declined. Peasants revolted against heavy taxes. Invaders came in over the Great Wall. The Han emperor was eventually overthrown in 220 c.e. However, the achievements of the Han dynasty under Emperor Wu were lasting.

Your Study Guide for Chapter 23, "The Han Dynasty" is due by this day.

CONTENT STANDARDS

6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.

6.6.6  Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire.

Name: Date: Period:

Three Chinese Philosophies: Confucianism, Daoism and Legalism (Part 2)

   Take these questions home. Ask a member of your family how and why they would respond to your choice of two of these questions. Write down your responses in complete sentences. Thank your family for their help. Privately, try to determine if their response and their reason for that response would best fit the expected behavior of a Buddhist, a Daoist, a Confucianist, or a Legalist.

1.     A student knows that they are failing a class. Students from each of these doctrines know they will be in trouble when their parents find out. How do they handle this situation? 

2.     A student's friends smoke and are trying to get them to start. How do they handle this situation?

3.     A student has just found $20 in the hall. What should they do?

4.     A student's parents have just spent a lot of money on a new laptop computer. The student has been playing around and has dropped it.  Now it will not turn on.  What should they tell their parents, or should they?

5.     A student really likes a new student in school, but all the other students are making fun of the new student's clothes. How should the first student act?

I. Response to question number            (fill in the blank with your choice and use complete sentences please):

                        

                        

                        

                             

Which philosophy do you believe the response fits with best:

Confucianism                          Daoism      Legalism

 

II. Response to question number            (fill in the blank with your choice and use complete sentences please):

                        

                        

                        

                             

Which philosophy do you believe the response fits with best:

Confucianism                          Daoism      Legalism

Beginning of Shang dynasty
Discovery of Shang oracle bones
Excavation of the ruins at Anyang
Defeat of Shang by Zhou armies 

No Study Guide this week!  Study your Review Packet for the test today.  This test will focus on the key ideas from the year.  

Finals this week!  Our final is an in class group project on Hinduism.  

6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
6.5.1 Locate and describe the major river system and discuss the physical setting that supported the rise of this civilization.




Label and illustrate your timeline with the events listed below. For each event, draw a creative and appropriate symbol near its proper place on the timeline. Write the date the event occurred and an appropriate headline for each event.

Indus-Sarasvati civilization
Discovery of ruins of Mohenjodaro
Disappearance of great cities of Indus River valley

(Also see the short biographies of Naomi and Ruth, which is attached below.  This will help you answer Question 2 of your Essential Questions.)

6.2.6 Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley.
6.2.7 Understand the significance of Queen Hatshepsut and Ramses the Great.
6.2.8 Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt.


TERMS
Locate the following terms in your reading or in the glossary.  For each term, define and explain its significance using complete sentences.

1. Nubia (p. 96)
2. King Piye (p. 97)
3. dynasty (p. 97)
4. the black pharaohs (p. 97)
5. Meroë (p. 98)
6. Meroitic (p. 99)
7. kandake (p. 99)
8. Queen Amanirenas (p. 99)
9. treaty (p. 99)


ESSENTIAL QUESTIONS
Fully answer each question below in complete sentences.  Make sure you answer each part of each question completely.

1. Where was Kush located? Why was Kush an important trading center? (6.2.6, 6.2.8)
2. In what ways was Kush “Egyptianized” under Egypt’s control? What happened to these aspects of Egyptian culture when Kush regained its independence? (6.2.8)
3. Describe the Kush capital of Meroë. (6.2.8)
4. What aspects of its African roots did Kush return to after its split with Egypt? (6.2.8)
5. What eventually happened to the kingdom of Kush? (6.2)


TIMELINE
Label and illustrate your timeline with the events listed below. For each event, draw a creative and appropriate symbol near its proper place on the timeline. Write the date the event occurred and an appropriate headline for each event.

Collapse of Egypt’s New Kingdom
Surrender of northern Egypt to King Piye
Assyrian invasion of Egypt
Return of last Kushite pharaohs to Kush
Peace treaty between Rome and Kush
Ethiopian invasion of Kush

1. pharaoh (p. 73)
2. pyramid (p. 74)
3. Khufu (p. 75)
4. Senusret I (p. 76)
5. White Chapel (p. 76)
6. Hatshepsut (p. 77)
7. Ramses II (p. 78)


ESSENTIAL QUESTIONS
Fully answer each question below in complete sentences.  Make sure you answer each part of each question completely.

1. What were the major accomplishments of the Old, Middle, and New Kingdoms of ancient Egypt?
2. What features made the Great Pyramid an amazing accomplishment? (6.2.5)
3. In what ways did Egyptian art and architecture flourish during the rule of pharaoh Senusret I? (6.2.5)
4. Who was Hatshepsut? How did she strengthen her position and her kingdom? (6.2.6, 6.2.7)
5. Who was Ramses II? What were his most impressive achievements? (6.2.5, 6.2.7)


TIMELINE
Label and illustrate your timeline with the events listed below. For each event, draw a creative and appropriate symbol near its proper place on the timeline. Write the date the event occurred and an appropriate headline for each event.

Reign of Khufu (Old Kingdom)
Reign of Senusret (Middle Kingdom)
Reign of Hatshepsut (New Kingdom)
Reign of Ramses the Great

Your Study Guide for Chapter 7, "Geography and the Early Settlement
of Egypt, Kush, and Canaan" is due this day (you can use the following information, or a PDF form is available below).  Please make sure to complete the vocabulary Terms, Essential Questions, and Timeline on a sheet of lined paper by today. 


CONTENT STANDARDS
6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
6.2.1 Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.
6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.


TERMS
Locate the following terms in your reading or in the glossary.  For each term, define and explain its significance using complete sentences.

Egyptians (p. 65)
Kushites (p. 65)
Hebrews (p. 65)
geography (p. 65)
topography (p. 66)
vegetation (p. 66)
fertilization (p. 69)
papyrus (p. 69)
nomad (p. 71)


ESSENTIAL QUESTIONS
Fully answer each question below in complete sentences.  Make sure you answer each part of each question completely.

1. How did the environmental factors of water, topography, and vegetation affect where people choose to settle in ancient times? (6.2.1)
2. Why was the Nile River valley a favorable place to settle? In what ways did environmental factors influence daily life in the Nile River valley?
(6.2.1)
3. Describe the geography of Canaan. In what ways did environmental factors influence daily life in this region?


TIMELINE
Label and illustrate your timeline with the events listed below. For
each event, draw a creative and appropriate symbol near its proper place on
the timeline. Write the date the event occurred and an appropriate headline
for each event.

Beginning of Egyptian civilization
Beginning of Kush civilization
Hebrew settlement of Canaan
Destruction of Hebrews’ capital city

Mesopotamia Project

In the development of civilizations, Mesopotamia is known for its "firsts": first writing system, first wheels, first sailboats, first city-states, first written laws. The ancient inhabitants of this area between the Tigris and Euphrates Rivers have left us many clues about their contributions to civilization as well as their everyday lives.

As we read and study History Alive!, Chapters 4-6, your task is to research and recreate an aspect of the life and times of Mesopotamians. Choose ONE topic from the list below and begin the research cycle:

·       Write a letter to the editor of the Babylonian Times in response to one of Hammurabi's laws. In the letter, clearly state the code number you wish to discuss, your opinion of the code, and why you feel the way you do. If you disagree with the code, you should offer suggestions for Hammurabi to consider. Generally, it is recommended that people sign a letter to the editor. However, when dealing with Hammurabi, that may not always be advisable. He may add code 283 to his list, which could possibly be aimed at disrespectful citizens who disagree with his divinely inspired judgments.

·       Create a display on the development of writing. Make sure your display is labeled.

·       Construct a model of what a typical Sumerian house might have looked like. Leave one wall open so we can see inside. On a 5" by 7" index card, discuss the architectural style.

·       Create your own standard, in the style of Ur. Your standard should reflect your family, school, and hometown. Use paints, colored pencils, bits of colored paper, etc., to simulate mosaics.

·       Create a model of a Sumerian irrigation system. 

·       Make a model of Babylon

·       Make a detailed, labeled chart of inventions from Mesopotamia.

·       Make an alphabet book of Mesopotamia.

·       Create a detailed, illustrated brochure for a scribe school. Include daily life activities and accommodations so potential students would know how to prepare for their educational experience.

·       Research the foods that were available to the Mesopotamians. Prepare some samples to bring to class. You may work by yourself or with a partner. Extra credit for appropriate Mesopotamian meal-time music!

·       Create a picture book/story book to explain the roles of men and women in Mesopotamia.

·       Create a PowerPoint presentation about one aspect of Mesopotamia.

·       Create a costume that a Mesopotamian would have worn.

·       Another project of your choice.  Please discuss with and get it approved by Ms. Vizas.

*NOTE: You may team up with up to two classmates for this project.

Useful Sources You May Wish to Use:

1.     Our History textbook: History Alive!, especially chapters 4-6

2.     Scan the books from Ms. Vizas’ classroom Mesopotamia library

3.     Explore our school library and/or your local library

4.     Internet sites.  A few useful sites to get you started are:

• The SCORE web site. Always a great starting point for research! From the 6th grade page, click on Mesopotamia: http://score.rims.k12.ca.us/resources/grades/?u=76
• The British Museum: http://www.mesopotamia.co.uk/menu.html
• University of Chicago Museum http://oi.uchicago.edu/museum/highlights/meso.html
• Women in Mesopotamia: http://www.womeninworldhistory.com/lesson2.html
• Hammurabi's Code of Law: http://www.fordham.edu/halsall/ancient/asbook03.html
• Ancient Mesopotamia: http://hypermedia.educ.psu.edu/k-12/edpgs/su96/meso/mesopotamia.html#terms
• Ancient Irrigation: http://mygeologypage.ucdavis.edu/cowen/~GEL115/115CH17oldirrigation.html
• The Standard of Ur: http://www.britishmuseum.org/explore/highlights/highlight_objects/me/t/the_standard_of_ur.aspx
• Ziggurats: http://www.mesopotamia.co.uk/ziggurats/explore/exp_set.html

Don't Forget your Bibliography!:

BIBLIOGRAPHY PAGE

( Please create a bibliography that includes any of the resources that you read/cite/learn from while working on your project.)

 

Each type of reference has a specific format to display the information.  Below are the patterns and examples of each of the various reference types. The part in bold simply identifies the type and is NOT to be included on the actual bibliography page.  See sample page given at bottom.

 

Books:   Author(s).  Title of Book. Place of publication: Publisher’s name, year.

 

Example:  Horton, Casey. Endangered Dolphins. Los Angeles, CA: Johnston Press, 1991.

 

Encyclopedias:  Author. “Title of Article.” Title of Encyclopedia. Volume number. Place of publication: Publisher’s name, year.

 

Example:  Danson, Charles. “Dolphins.” Encyclopedia Britannica. Volume 6. Hawthorne, NY: Children’s Press, 1999. 

 

Magazines:  Author. “Title of Article.”  Title of Magazine.  Date: Page(s).

 

Example:  Smith, John F. “Dolphins are our Friends.” National Geographic. Nov. 2002: 25-29.

 

Internet (online article):  Author. “Title of Article.”  Journal Title.  Volume. Issue number (date). Date Accessed. <Network address.>

 

Example:  Reed, Bruce. “Loveable Sea Creatures.”  Oceanography Today.  January 1996.  October 4, 2005.  <http://www.oceanography.com/html.>

 

 

The correct format for a bibliography is to list all reference materials used (i.e. book, magazine, internet, etc.) in alphabetical order, by author’s last name.  Below is a sample:

 

 

 

 

Content Standards
6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
6.2.3 Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.
6.2.4 Know the significance of Hammurabi’s Code.
6.2.9 Trace the evolution of language and its written forms.


TERMS
Locate the following terms in your reading or in the glossary.  For each term, define and explain its significance using complete sentences.

empire (p. 51)
Akkadian Empire (p. 52)
Sargon (p. 52)
Babylonian Empire (p. 54)
Assyrian Empire (p. 56)
Nineveh (p. 57)
Neo-Babylonian Empire (p. 58)
Nebuchadrezzar* (p. 58)
Persian Empire (p. 59)

* alternative spelling of Nebuchadnezzar


ESSENTIAL QUESTIONS
Fully answer each question below in complete sentences (it often takes at least a few sentences to sufficiently answer each question).  Make sure you answer each part of each question completely.

1. What strategies did Sargon use to conquer the independent city-states of
Sumer? What strategies did he use to control and maintain his empire?
(6.2.3)
2. Did the Akkadians adopt Sumerian writing and language? Explain.
(6.2.9)
3. Who was Hammurabi? What was the significance of his code of laws?
(See also Online Resources, Primary Sources 1.) (6.2.3, 6.2.4)
4. What was life like in Mesopotamia under Assyrian rule? (6.2.3)
5. What were Nebuchadrezzar’s accomplishments?
6. Hypothesize as to why so much conquest took place in Mesopotamia.
Explain your hypothesis.
Timeline Label and illustrate a timeline with the events listed below. For
each event, draw a creative and appropriate symbol near its proper place on
the timeline. Write the date the event occurred and an appropriate headline
for each event.

TIMELINE
Label and illustrate your timeline with the events listed below. For
each event, draw a creative and appropriate symbol near its proper place on
the timeline. Write the date the event occurred and an appropriate headline
for each event.

Akkadian conquest of Sumer
Hammurabi’s code of laws
Plunder of Nineveh
Nebuchadrezzar’s reign
Persian conquest of Mesopotamia 

Chapter 5 Test today!  Make sure you can identify the seven elements of  a civilization, and understand why they are important:

-Government
-Social Structure
-Stable Food Supply
-The Arts
-Religion
-Writing
-Technology

Your Sumerian City-State poster is due by today.  Make sure to include at least three problem/solutions and three illustrations.

Your Study Guide for Chapter 4, "The Rise of Sumerian City-States" is due today (you can use the following information, or a PDF form is available below).  Please make sure to complete the vocabulary Terms, Essential Questions, and Timeline  on a sheet of lined paper by today. 


Content Standards
6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
6.1.2 Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments.
6.1.3 Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter.
6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
6.2.1 Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.
6.2.2 Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.


TERMS
Locate the following terms in your reading or in the glossary.  For each term, define and explain its significance using complete sentences.

Mesopotamia (p. 33)
Sumer (p. 33)
city-state (p. 33)
Tigris River (p. 34)
Euphrates River (p. 34)
irrigation system (p. 34)
Sumerians (p. 35)
Zagros Mountains (p. 35)
levee (p. 36)

ESSENTIAL QUESTIONS
Fully answer each question below in complete sentences.  Make sure you answer each part of each question completely.

1. Where was Mesopotamia located? Briefly describe its main physical features and climate. (6.1.2, 6.2.1)
2. Did the geography of Mesopotamia make it an easy or difficult place to live? Explain.(6.2.1)
3. What were the four key problems faced by Mesopotamians? How did Mesopotamians attempt to meet each challenge? (6.1.2, 6.1.3, 6.2.2)
4. How did the Mesopotamians’ attempt to meet their challenges result in the formation of Sumerian city-states? (6.2.2)


TIMELINE
Label and illustrate your timeline with the events listed below. For
each event, draw a creative and appropriate symbol near its proper place on
the timeline. Write the date the event occurred and an appropriate headline
for each event.

Food shortages in foothills of Zagros Mountains
Sumerian villages
Sumerian walled city-states

Your Study Guide for Chapter 3, "From Hunters and Gatherers to Farmers" is due today (you can use the following information, or a PDF form is available below).  Please make sure to complete the vocabulary Terms, Essential Questions, and Timeline  on a sheet of lined paper by today.  Also, You will need the Enrichment Essay to help you with questions #2 and #5.  You should have received it in class by Friday, October 14.  It is also attached below.  :)

Content Standards
6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
6.1.2 Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments.
6.1.3 Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter.
6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
6.2.2 Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.


TERMS
Locate the following terms in your reading or in the glossary.  For each term, define and explain its significance using complete sentences.
Stone Age (p. 25)
Paleolithic Age, Old Stone Age (p. 25)
Neolithic Age, New Stone Age (p. 25)
domesticate (p. 27)
agriculture (p. 27)
trade (p. 31)
ore (p. 31)


ESSENTIAL QUESTIONS
Fully answer each question below in complete sentences.  Make sure you answer each part of each question completely.

1. How did people obtain food during the Paleolithic Age? What problems resulted from this method?
2. What significant change in the climate happened between the Paleolithic and Neolithic Age? In what ways did that change affect human life? (See Online Resources, Essay 4, Neolithic Societies Around the World) (6.1.3)
3. Even though it did not happen all at once, what discovery signified the beginning of the Neolithic Age? How did this discovery come about? (6.1.3, 6.2.2)
4. What significant changes came about as a result of agriculture? (6.1.3, 6.2.2)
5. In what regions of the world were pre-Neolithic societies located? List two ways these hunter-gatherers adapted to their environment. (See Online Resources, Essay 4, Neolithic Societies Around the World) (6.1.2)
6. In what regions of the world were Neolithic societies located? List two ways these people adapted to their environment. (6.1.2)


TIMELINE
Label and illustrate your timeline with the events listed below. For
each event, draw a creative and appropriate symbol near its proper place on
the timeline. Write the date the event occurred and an appropriate headline
for each event.

Beginning of Paleolithic Age
Beginning of Neolithic Age

You have a multiple choice test on Chapter 3,  "From Hunters and Gatherers to Farmers" today!  Please review your Textbook, Study Guides, Reading Notes, and Journal to help you review.  Make sure you know the key vocabulary (from your Study Guide and Chapter 3) and why these terms are important!

Key Vocabulary
Stone Age
Paleolithic Age (Old Stone Age) (p. 25)
Neolithic Age (New Stone Age) (p. 25)
domesticate (p. 27)
agriculture (p. 27)
trade (p. 31)
ore (p. 31)

also be able to identify the terms we discussed in class:
"hunter-gatherers"
nomads/nomadic

Be sure you can explain and identify:
1. How did people obtain food during the Paleolithic Age? What problems resulted from this method?
2. What significant change in the climate happened between the Paleolithic and Neolithic Age? In what ways did that change affect human life?
3. Even though it did not happen all at once, what discovery signified the beginning of the Neolithic Age? How did this discovery come about?
4. What significant changes came about as a result of agriculture (farming)?
5. In what regions of the world were pre-Neolithic societies located? In what ways did hunter-gatherers adapt to their environment?
6. How did forming permanent settlements (as opposed to being nomadic) change people's lives?  What kinds of homes did people live in?

Thank you to all the families who came to Back to School Night!  Parents--Thank you for all the support you give your children, LACES and me!  :)

Students, for today:

1) Please have your Chapter 2 assignments complete (Preview, Reading Notes, and Processing). 
2)  Please have your "Superhero Hominid" poster complete and ready to turn in.
3)  Make sure you've gotten your grade sheet signed and returned to me.

Please have your parents sign your grade sheet and return it to me.  Thank you for all your hard work! :)  

There is no new homework for today.  Please make sure you've completed your Geography Challenge 1, and Reading Notes 1 in your workbook (or that you've completed and turned in your packets if you've not gotten a workbook yet.)  Because the school district just started a new textbook processing system, they are a little slow in getting us what we need.  Don't worry!  We are supposed to get the rest of the workbooks soon.  :)

Today you will be getting back your test on Chapter 1, "Investigating the Past."  Your homework for next class will be to go over any questions you missed, and:

1) Figure out the correct answer utilizing your History Alive! textbook, "Reading Notes 1", and your Journal.

2) Most importantly, write a sentence or two explaining why the correct answer is correct.  You will receive no credit without this explanation.  I want to know that you've taken the time to really understand the information and can explain it!  We will go over how to do this in class.  :)

Your score on this will be added with your original test score.  For example, if you scored a 15 out of 25 on the test (which is a "D" grade at 60%), but then fully correct and explain the 10 missed questions, you will earn .5 points for each missed question.  This means your score could go up to 20 out of 25 (80%, which is a "B" grade).

We do this because our goal is to keep learning from what goes right and what goes wrong!  Don't give up, and keep trying!  That is the secret to success. ;)

1) Please make sure you've given your parents the donation letter.

2) Your Study Guide for Chapter 2, "Early Hominids" is due today (a PDF form is available below).  Please make sure to complete the vocabulary Terms, Essential Questions, and Timeline  on a sheet of lined paper by today.

Content Standards
6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
6.1.1 Describe the hunter-gatherer societies, including the development of tools and the use of fire.
.

TERMS
Locate the following terms in your reading or in the glossary.  For each term, define and explain its significance using complete sentences.

hominid (p. 13)
Australopithecus afarensis, Lucy (p. 14)
anthropologist (p. 14)
biped (p. 14)
Homo habilis, Handy Man (p. 16)
Homo erectus, Upright Man (p. 18)
migrate (p. 18)
Homo sapiens neanderthalensis, Neanderthal Man (p. 20)
Homo sapiens sapiens, Doubly Wise Man (p. 22)
land bridge (p. 22)


ESSENTIAL QUESTIONS
Fully answer each question below in complete sentences.  Make sure you answer each part of each question completely.

1. How was Lucy similar to modern humans? In what ways was Lucy different?
2. What significant advancements did Handy Man and Upright Man make? (6.1.1)
3. In what ways did Neanderthals have a sense of community? (6.1.1)
4. Describe the first modern humans. Discuss what they looked like, how they lived, and how they expressed themselves. (6.1.1)


TIMELINE
Label and illustrate your timeline with the events listed below. For
each event, draw a creative and appropriate symbol near its proper place on
the timeline. Write the date the event occurred and an appropriate headline
for each event.

Australopithecus afarensis living in Africa
Homo habilis living in Africa
Migration of Homo erectus
Spread of Homo sapiens neanderthalensis
Migration of Homo sapiens sapiens

There is a test today on Chapter 1, "Investigating the Past".  This test will be multiple choice.  Make sure you can identify these terms and their meanings:
1) ancient history
2) archeologist
3) historian
4) geographer
5) social scientist
6) artifact
7) prehistoric 
8) ritual 

Make sure you can answer:
1. What is the role of an archeologist? A historian? A geographer? How do
these social scientists work together to learn about the past?
2. In what ways have caves provided important clues about the past?  Be specific; give examples.

When do social scientists think that these artifacts were made?
Lascaux cave painting
Spear thrower made of reindeer antler
Ancient clay sculptures of bison

Continents quiz today! :)

TASK: Choose one of the following formats (or another one, if approved by the teacher) to express something about your life, your family, or your culture.  Historians use artifacts, newspapers, diaries, photographs, maps, and many other resources to do their work.  Pretend that historians in the future are trying to find out more about 6^th grade students at LACES back in 2011.  Your work should tell or show us something about what life was like for those students.

FORMAT CHOICES:

Timeline – including at least 5 events

Photograph – with accompanying paragraph explaining significance

Newspaper Article – headline and paragraphs

Journal/Diary Entry – date and narrative

Map – including at least 3 places labeled

 

RUBRIC

All required parts are included, and directions were followed.

            1           2          3          4         5

Presentation is neat, colorful, and shows effort.

            2          4         6          8          10

Document shows and/or tells something important about your life or culture.          2          4         6          8          10

 

**TURN IN THE ATTACHED PAPER WITH YOUR ASSIGNMENT!

Students: You have two assignment for today!

1. First, please complete your letter of introduction to me.  Answer the questions I have asked you, writing your letter in six (6) unified paragraphs exactly as I have structured it on your handout (see "Dear Students" attachment below.)  Please make your answers as long and involved as you can, telling me as much about yourself as possible.  The more you say, the better I'll know you, and the more I'll be able to understand and help you in Ancient World History class this year!  Thank you for your time and thoughtfulness.

2. Second, please try to have your supplies by today (see "Required Materials" handout below!)  If you are having difficulty getting supplies, please talk with me as soon as possible. :)

Students and parents: please turn in your signed contract today.  It is located on the last page of the syllabus that students received on the first day of class.  Students: for the rest of the year, please keep the other pages of your syllabus in your Ancient Civilizations binder as a reference.  You will especially want to utilize your list of "Study Buddies" that you compiled throughout the year when you have questions, need help, or just want to discuss the material! :)