Matthew



=Assignment 4.0=

= **After completing your** __** Understanding How Ashoka's Edicts Helped Unify India **__ sheet answer the following comprehension questions: = == 1. What are the main ideas expressed in Ashoka's edicts? His main ideas were explaining people that he made benefits, teachings, and relief to the citizens. == == 2. What are some of the ways in which Ashoka's leadership promoted unity in India? He made everyone a Buddhist, and that way, if people believe the same religion, then they can be more friendly. This is part of UNITY. == == 3. In what ways did Ashoka's Buddhist beliefs contribute to the unification of India? Ashoka gave people time and religion. He didn't fight any more. == == 4. In addition to the edicts, what else might have contributed to the unification of India during this time period? Welfare for people. == ==5. Explain how one of the edicts you examined could be catagorized another way == == (i.e. instead of Buddhist Values it could also concern Justice) I, it can be Buddhist values(after life), Justice(fairness) , or maybe General welfare(giving people benefits of being ready, or being saved). ==
 * =Assignment 4-6=

=__Assignment 4-7__=
 * Source:** Online Textbook pages 162-171


 * Directions:** You are a sage and you will teach your classmates a part of ancient India's history. The four parts (groups) are...
 * Group 1: The Mauryan Empire (page 162-163, 166)
 * Group 2: The Gupta Empire (page 164-165)
 * Group 3: Indian Achievements- Religious Art & Sanskrit Literature (page 167-169)
 * Group 4: Indian Achievements- Scientific Advances (page 170-171)

Each part has (or might have) pictures, illustrations, maps, dates, vocabulary words, and important people. Your job as a sage is to become an expert on your part so you will be able to comfortably and confidently teach others. Remember that if you don't understand the information, you won't be able to teach others properly. Follow these steps to become a great sage:

__**Steps**__ = = none **Save**PreviewText Editor ||  || Assignment 4-5 __** Website: [|India-Government]
 * 1) Read all the information on the pages you are responsible for. Don't just read the main parts, look at the other information such as maps or diagrams or pictures.
 * 2) Take notes in your notebook and answer the **//Reading Check//** question after each section to make sure you understand the information. You also have to answer the questions about your section from **page 176** (section 4 or 5).
 * 3) Decide how you are going to present the information to your students. Will you just talk about the information (this can be boring) or will you use visuals or give a slideshow presentation (this can be more interesting)? Remember that your students have not read the information and are counting on you to teach them in an interesting and educational way.
 * 4) How will you check if your students understood the information? Will you make up questions to ask them? What else will you do? Will you ask your students to create something that shows their understanding? Think about how you are taught at school and the activities you do in your classes.
 * 5) Your students must do the work you give them and they must do the following:
 * add at least three important events to their timelines (you choose the events)
 * __
 * __

Use the website above and what you have learned in class so far to answer these questions about the early Indus River Governments.

1. Why would having a central government help in planning and organizing a city? If there is a government that is in charge, then there would be laws and people wouldn't do anything foolish. 2. Who were Rajahs? rulers of the cities 3. What is a Guru? a type of teacher. 4. What subjects were taught in school? religion 5. Who was in charge of the government? Indus Priests. 6. Why did people look up to the priests? they were the highest in the caste, and they made prayers and rituals for the gods.



**Answer the following questions clearly and with details on your wiki page.** 1. What varna were you in during the caste system simulation? I was one of the laborer. 2. What was your favorite part about the caste system simulation? Why? When people were ordering me to pick things up, it was very funny and that was my favorite part. 3. What part of the simulation made you angry, upset, or frustrated? Why? When I had to look down, I felt sort of insulted, and I didn't want to be serious about it. 4. Do you think this system is fair? Why or why not? Yes, because for them, there is Karna, and if someone is high, that probably meant that they had lived a good life in the past. 5. Do you think a society should organize people into social classes? Why or Why not? No, because high people can be stupid and low people can be smart. Also, the society is probably doing that to get benefits for the country, but if people get put down from a varna, they would lose hope of living and won't help the country. Assignment 4-1 __** **Source: [|IndiaSubcontinentMapTrans.jpg]**
 * __ Assignment 4-4 __**
 * __


 * Directions: Look at the map above, read the text below, and answer the following questions on your wiki page:**

Early Indian agricultural settlements arose in the Indus-Sarasvati river region at least as far back as 6500 B.C.E. Like many other ancient peoples, the early Indians settled by rivers. They settled primarily on the banks of the Sarasvati River as well as along the banks of the Indus River. These rivers provided the ancient Indians with plenty of water, and the land near the rivers was fertile and excellent for growing crops. The rivers also provided the Indians with a convenient way to travel and trade among themselves and with other civilizations. Archeologists have found artifacts from the Indus-Sarasvati civilization - such as carved seals - in Mesopotamia's Sumer. These discoveries have led scholars to believe that the early Indians traded with Mesopotamia, possibly by traveling in ships down the Indus and Sarasvati rivers to the Arabian Sea and then west to Sumer and other locations. After the Sarasvati River dried up around 1900 B.C.E., the Indus-Sarasvati Indians moved to more habitable areas, such as the fertile banks of the Ganga river further east. Archeological evidence shows, however, that people settled by the Ganga River as far back as 5000 B.C.E.
 * I**n the 1990's, satellite pictures revealed an ancient, dried riverbed located in India's present-day Thar Desert. Geologists have identified this riverbed as the route of the ancient **Sarasvati River**. The Sarasvati lay east of the Indus River and generally followed the same course, originating in the Himalaya mountains and emptying into the Arabian Sea. Geologists believe that the Sarasvati River dried up around 1900 B.C.E. Over time, the once fertile area around the Sarasvati River dried up around 1900 B.C.E. Over time, the once fertile area around the Sarasvati evolved into the dry, hot desert that exists today.

1. In what ways is your map similar to the one that you see in the map above? My map is similar because it has all the geographical features that the map above has. 2. What physiographic features can you identify on this map that are not on your map? Sarasvati river and the Kush mountains. 3. Why do you think settlements developed along the Indus and Sarasvati rivers? Explain with clear and complete details. Because the Indus and Sarasvati rivers are fertile areas where you can grow crops. 4. Accurately draw and label the ancient Sarasvati River on your map. 5. Why did ancient Indian people eventually migrate to the Ganga River? maybe because it dried up. Ganga had fertile soil too.
 * Questions:**

__** Website: [|Indus Valley] Use the website above to answer these questions. Write your answers in **complete sentences** with **clear details** on your wiki page. 1. What was discovered during the excavations of Mohenjo-Daro? necklace, seal, model cart, weights, figurine. 2. How is Mohenjo-Daro similar to our cities today? They had seals and statues. 3. What can we learn from archaeological discoveries (such as artifacts and city construction) in Mohenjo-Daro? 4. Give clear and specific information about how people lived in Mohenjo-Daro. In your answer, you have to talk about the artifacts that you discovered and put into the museum. People had statues. They had jewelry to decorate themselves. They had seals to represent themselves, for example, in letters, the seals tells them who they are. Some statues were to tell people how they farmed. 5. What do we know about the Priest-King? 6. What was the Great Bath and how was it used? It was used as a public bath. It might have been used for rituals.
 * __ Assignment 4-2

Think about the activity we did in class as archeologists in Mohenjo-Daro. Using the source above, your ideas, and the notes you took about archeologists ideas, answer the following questions __clearly__ and __completely__ on your wiki page. **Each answer should be at least two sentences long with specific information.**
 * __ Assignment 4-3 __**
 * Source:** [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" caption="external image pdf.png" link="http://kis6ss.wikispaces.com/file/view/Archeologists+Ideas+Mohenjo-Daro.pdf"]] [|Archeologists Ideas Mohenjo-Daro.pdf]

1. What have you learned about daily life in Mohenjo-Daro from this activity? These were used in the Mohenjo Daro and 2. Which characteristics of civilization do you see represented in the artifacts you looked at? Explain. On these artifacts I saw the specialization of labor. 3. In what ways do you think Mohenjo-Daro was like a modern city? I think that the vast plumbing made mohenjo daro like a modern city. 4. Why do you think it is difficult for us to know exactly what life was like in ancient civilizations like those in the Indus-Sarasvati region? 5. What do you think might have contributed to the decline of Mohenjo-Daro? Invasions from another city might have contributed to the decline of Mohenjo-Daro.

= **Background** = =Mohenjo-Daro, which scholars believe means "hill of the dead," was an ancient Indian city located on the west bank of the Indus River in the Indus-Sarasvati region. The ruins of Mohenjo-Daro were discovered in 1922. The other Indus-Sarasvati city that was known of at that time was Harappa, discovered in 1826. Over time, thousands of ancient settlements have been discovered along the banks of the Indus River and the now-dried-up Sarasvati River. Most of these settlements are clustered around the Sarasvati River and include cities as large as Mohenjo-Daro, such as Ganweriwala, Kalibangan, and Rakhigarhi. The people of Mohenjo-Daro and the Indus-Sarasvati region belonged to what many scholars refer to as the Harappan civilization. This civilization was the late stage of a cultural tradition that dates back to at least 6500 B.C.E. The Harappan civilization included a variety of ethnic groups and flourished for 800 years, from approximately 2700 B.C.E. until 1900 B.C.E. Many archeologists and scholars focus on Mohenjo-Daro and Harappa when studying Harappan - or Indus-Sarasvati - civilization because they were the earliest discovered and thus most thoroughly excavated sites. Mohenjo-Daro was an extremely well-planned city that was similar in design to Harappa in the north. Both cities were approximately 3 miles in diameter, laid out in a gridlike formation, and were built primarily of burnt and unfired mud bricks. Like Harappa, Mohenjo-Daro was divided roughly into two areas: a fortress-type area, or citadel, to the west and a lower city to the east. The citadel was approximately 400 yards long and 200 yards wide, and it was built on a mud and brick platform that raised it 50 feet above the lower city. A wall surrounded the citadel and contained notches from which people could look out and defend the area. The lower city primarily consisted of houses. Archeologists have also discovered what they believe to be craft workshops in both parts of the city. Today, archeologists continue to excavate various areas of Mohenjo-Daro, and their finding help build our understanding of this great Indian civilization.=

=Day 1 =

= = = For __each__ geographic area of the classroom archeological site (A-H) on the map, locate the site, look at the //placard//  and //picture// of each artifact(s) and answer the question printed on the placard by filling out the ** "My Ideas" ** section of the handout: **Notes About Ancient Artifacts and Ruins.** You should have this completed from your last class. =

=Day 2 =

**Step 1:** **Use the following** [|Guide to the Mohenjo Daro Artifacts .pdf] **to fill out the** ** " Archeologists' Ideas " ** **on your handout: Notes About Ancient Artifacts and Ruins.**

=__//Do not use more than 35 words in the "Archeologists' Ideas" box! This means you can not copy all of the text from the notes. You must summarize.//__=

= = = Step 2: **Look at the picture of an artist's rendition of what Mohenjo-Daro might have looked like and answer the following Comprehension Questions on your wiki page (answers should be fully thought out and worthy of upper school).** = = = **1. What have you learned about daily life in Mohenjo-Daro from this activity?** I learned that the citadel was in a organized but random shape and the lower India was in a shape of a grid. = =
 * 2. Which aspects of daily life do you see represented in the picture that the artist drew?** Different social levels. I think I see slaves, I see soldiers, a noble, and many more.
 * 3. In what ways do you think Mohenjo-Daro was like a modern city?** It had houses on the sides of roads and there is a market.
 * 4. Why do you think it is difficult for us to know exactly what life was like in ancient civilizations like those in the Indus-Sarasvati region?** Maybe there were wars and enemies destroyed their artifacts.
 * 5. What do you think might have contributed to the decline of Mohenjo-Daro?**

=Assignment 3.0=


 * media type="custom" key="5191937" ||

=__Assignment 3-7__= __Ancient Egypt Topic Peer Assessment__ Go to our YouTube Channel and login using the username and password given in class. You will assess your classmates' videos using the rubric for the ancient Egypt project and by answering the questions below. Each answer must be at least **two** sentences long. Post your assessment in the comments section under each classmate's video. Please make sure you include your first name only or your comment will be deleted. You must comment on **four** classmates' videos: (Note: YouTube has a 500 word limit on comments. You might have to divide your assessment comments into two posts.)
 * classmate above your name
 * classmate below your name
 * two other classmates of your choice

1. How did your classmate make the video interesting and creative?

2. Was it easy to understand your classmates presentation including his/her voice? Why or why not?

3. Clearly explain two things you learned from your classmate's video.

4. How could your classmate improve his/her video?

=__Assignment 3-8__= Now that we are finished with the ancient Egypt unit, I would like you to reflect on what you have learned about ancient Egypt. Please complete these sentences **clearly and with specific details**. Write the answers on your wiki page. If you need reminders of what we did, just scroll through the assignments on this page or look through your notes.

1. The single most important thing I learned was... that Upper Egypt is the south and Lower Egypt is the North 2. Something that confused me or that I didn't understand was... why pharaohs had Pyramids instead of, like a castle, or a burial. 3. What surprised me the most was... when Mr. Hurst explained that the double crown meant a ruler of united Egypt. 4. I would like to know more about... the Hittites and others. 5. The part that I think I will always remember was... that the nile river was necessary for the Egyptians. =__Assignment 3-5__= Read the information here about the three kingdoms in ancient Egypt. The problem with these three paragraphs is that each paragraph does not have specific details or evidence. Your task is to find specific details and evidence from our textbook for the information presented in each paragraph about each kingdom. Then re-write the paragraph adding the new specific details and evidence you found. Write the new paragraph on your wiki page.

The Old Kingdom (2700 BCE - 2200 BCE) Specific details and evidence about this kingdom can be found on pages 98-100 in our textbook. Your specific details and evidence should give more information about...**
 * __Part 1__
 * Pyramids (definition, examples, construction details)
 * Workers
 * Importance of the pyramids

Pharaohs had absolute power and were considered gods on earth. The "god" came to Earth in order to manage the Egyptians for the other Gods. If there is a famine, people blamed the pharaoh.The Old Kingdom is nicknamed "The Pyramid Age". Pharaohs were buried in pyramids //**only**// during this time period in history. Pyramids are huge, stone tombs with four triangleshaped sides that met in a point on top. Khufu's Great Pyramid, is an example. One theory of building a pyramid is building ramps in a swirl and constructing by going up.After building a few pyramids, at great expense to the state, it occurred to pharaohs that pyramids were rather easy to spot, and thus, much easier to rob than a hidden tomb. Things changed during the middle kingdom. 3+ Specific details and evidence about this kingdom can be found on pages 101-102 in our textbook. Your specific details and evidence should give more information about...**
 * __Part 2__**
 * The Middle Kingdom (2100 BCE - 1800 BCE)
 * the difference with the Old Kingdom
 * what life was like during this time
 * wars or battles and who was involved

The middle kingdom was Egypt's Golden Age. The kings gained much more power than the Old Kingdom. Trade flourished, arts and literature flourished. Egypt built strong armies to defend herself against her neighbors. During the time period of the middle kingdom, pharaohs were expected to be good kings and wise rulers. And pharaohs were buried in hidden tombs, all over the place. Most probably, there are tombs yet to be discovered because they were hidden so well. The Hyksos invaded Egypt. The had horses, chariots, and much more developed weapons. 3 Specific details and evidence about this kingdom can be found on pages 101-103 in our textbook. Your specific details and evidence should give more information about...** The new kingdom was Egypt's expansion period. Egypt expanded her borders through military conquest and became a world power. Conquest was the reason of trading and trading made Egypt and her people powerful. The empire was not much different from before. There was a pharaoh, scribes, artisans, artists, architects, peasants, slaves, and many more. Egyptians defeated their enemy, the Hyksos. Others were feared of Egypt and many sent goods to make good relationship. During the time period of the new kingdom, pharaohs were all powerful, and pharaohs were all buried in the same geographic area called the Valley of the Kings.
 * __Part 3__**
 * The New Kingdom (1500 BCE - 1000 BCE)
 * the causes of the growth of trade
 * what life was like in an empire
 * wars or battles (invasions) and who was involved

=__Assignment 3-4__= = = = =
 * Part 1:** Go to this [|site] and read about the different Egyptian gods and goddesses . Choose one of these that you would like to be and explain why you would like to be that god or goddess . Then choose one that you would __**not**__ want to be and explain why. Make sure your explanations are **middle school quality explanations**. I would like to be Ra, the sun god. Egyptians believed that Ra was swallowed by Nut, and revived again the next morning. I would like to revive too. Also, the sun was one of the most important thing for the Egyptians. I would like to be a god of that kind. I wouldn't like to be Seth, the god of Chaos. Seth killed some of his family members. That doesn't sound too good...
 * Part 2:** Compare these Egyptian gods and goddesses with the [|Mesopotamian gods and goddesses]. Did you find similar gods? Name the gods/goddesses and clearly explain the similarities? Why do you think they are similar even though Egypt and the Mesopotamian civilizations were different? Yes. Ra and Shamash. They are the gods of the sun. I think everyone had the similar feeling that the sun is so important that they made a god of it.

=__Assignment 3-2__=
 * Source: Pages 93 & 94 in your online textbook and refer to your river boat tour notes**
 * Directions: Answer the following questions clearly and with details on your wiki page.**

1. Read the //If YOU were there section//. How do you feel about working for the pharaoh? I would be nervous, thrilled, and grateful. 2. Eventually the Third Dynasty began in ancient Egypt. The Third Dynasty was the beginning of what historians call ............. . When did it start and end? Old Kingdom, 2700 BCE to 2200 BCE. 3. Explain how ancient Egyptians felt about their country and their pharaoh. They thought Egypt belonged to gods and the pharaoh ruled egypt for the gods. 4. What were the responsibilities of the pharaoh? He had to make people get a lot of crops and make no diseases strike. 5. What is best known about the famous pharaoh, Khufu? Can you name a specific monument built for him? His monuments. The Great Pyramid. 6.a Clearly explain the structure of society in the Old Kingdom. (Note: This should be a long answer.) At the very top was the Pharaoh. Then there was the priests and nobles, then scribes and craftsmen people, then farmers and peasants, and the very lowest, were slaves. 6.b. What may be some advantages and disadvantages of such a large segment of the population being farmers, servants, and slaves? 6.c. What did farmers do during flood season? they worked for the pharaohs building project. 7. Clearly explain trading in ancient Egypt (what was traded and who they traded with). 8. Define the word //**acquire**//. Use //**acquire**// in an original sentence. 9. Using the drawing of Egyptian society on page 94, explain where Viziers would be placed? nobles.

=__Assignment 3-3__= == = = =COMIC LIFE- ORGANIZED ARMIES=
 * Source:** How to Mummify Nefermaat
 * Directions:** Go to the link above to mummify a body. As you work to mummify the body, answer the following questions __**clearly and with details**__ on your wiki page.
 * 1) Why did Egyptians want to [|preserve] dead bodies? they wanted the mummy's soul to recognize it.
 * 2) How did they [|preserve] bodies? What is this process of preservation called? they wrapped the body with bandages, took the insides out, took out the brain, put amulets on, and put salt inside the body. This is called mummification.
 * 3) Explain how the brain was removed from the dead body. Why was the brain removed? With a metal hook, you put the hook through the nose to the brain and pull it out. Egyptians thought it wasn't very important.
 * 4) Name the four internal organs that were removed from the body. What was done with these organs? Intestines, stomach, liver, lungs. They were put in jars and put jar lids on each one.
 * 5) What did they do with the heart? Why? They leave it. they thought the heart was the center of intelligence, emotions and feelings.
 * 6) What is natron and why was it used? Using your scribble map of Egypt, name the area where natron came from. It is something like salt and absorbs a lot of moisture.
 * 7) How was [|linen] used during mummification? It was put inside the cut to make the mummy to stuff him.
 * 8) What are [|amulets] and how were they used? Give two examples of amulets that were used and explain why they were used. They were put in between the linens and 1. the scarab, 2. heart.
 * 9) What happens to the body after it was mummified? it was ready for the after life.

= =

=__**Assignment 3-1**__=


 * Source: Carefully read your online textbook pages 88 and 89.** **(Note: Make sure you scroll down on page 89 to see more information.)**

(Note: //Mark// means use a marker, //label// means use a text label, //represent// means draw a symbol to show the item.)
 * Your task is to label a map of the Nile River and ancient Egypt on your current Scribble Map. You must mark, label, or represent famous sites, cities, and other objects. //Label everything carefully//.**

1. Represent and label the Nile’s Sixth Cataract to the First Cataract. **(Use the textbook to help you with this part.)** 2. Label the Red Sea. 3. Represent three mines and three quarries. Provide an image and a description for each mine and quarry 4. Represent and label these historic sites: the Valley of the Kings, the Great Pyramid, the Sphinx, Abu Simbel, the Pharos (lighthouse in the port of Alexandria), and the oasis of Faiyum-Include dates, palm trees, and crocodiles. Provide an image and a description for each historic site 5. Mark these cities: Abydos, Thebes, Hermopolis, Akhetaten, Memphis, Bubastis. Alexandria, Meroe, Khartoum, and Elephantine 6. Label these geographical features: the Western Desert, the Eastern Desert, the Nile Delta, the Sinai Peninsula, the Wadi el-Natrun, the Mediterranean Sea, the Gulf of Suez, the Nubian Desert. Provide an image and a description for each geographical feature. 7. Label Lower Egypt and Upper Egypt.

=Assignment 1.0=

=__Assignment 1__= 1. Were you born in a BCE year or an CE year? I was born in a CE year. 2. Put the following dates in order: AD 2000, 3100 BC, 15 BCE, AD 476, AD 3, CE 1215. 3. If you read that an event happened c. AD 1000, what would that mean? That event is estimated to AD 1000
 * A** 3100 BC, 15 BCE, AD 3, AD 476, CE 1215, AD 2000

What event happened on the 300 century BC? The building of The Great Wall of China. How many millennium had past since castles built in Europe? 1 millennium What event happen most recently? The invention of the Color TV How many years have past since the Burin was made? 47009 years. How many decades past from Pyramids built in Egypt to the Common Era? 2530 years.
 * HOMEWORK 2**

=__Assignment 3__= Note you will have 3 class periods to prepare your plays. See Resources-1 Answer the following questions on your wiki page. 1. What were your roles in the 'Creation of a Puppet Show' project? I was Tefnut. 2. What Problems did your group run into? First we had a small background so we had to squish in our characters. 3. How did your group deal with these problems? We made a bigger background. 4. Identify two similarities between all of the origin stories. They all tell us how humans were created. 5. Compare and Contrast any of the two origin stories presented in class (at least one paragraph). The similarities of the Egyptian story and the Sumer story was that they told us how humans were created. But in the Egyptian story, Ra made creatures from his tears and Marduk created humans with half of Tiamat's body. Also, in the story of Sumer, it says how Earth and the sky was created. And Ra //was// in Earth but Marduk was in space or something.
 * Human Origins-The Puppet Play Project** **Response**

=**__Assignment 4__**= Please read pages 29 & 30 from your online textbook and answer these questions __**clearly** and in **complete sentences** on your wiki page__.

1. On which continent were Lucy and other hominids found? Africa 2. What is the scientific name of Lucy? Australopithecus 3. How long ago did Lucy live? Over 3 million years. 4. What was an important step in human development? 5. Describe and explain how these hominids are different from each other. Use the charts about the hominids on page 30 to help you with the answer. Make sure your answer is **clear and detailed.**
 * Australopithecus- Started to walk upright, brain size 1/3 of Homo Sapiens.
 * Homo habilis- Started to use tools, brain size 1/2 of Homo Sapiens.
 * Homo erectus- learned to control fire
 * Homo sapiens- Modern humans.

6. Which hominid are you? Homo Sapiens.

=__Assignment 5__= Read pages 32-34 from your online textbook and answer these questions __**clearly** and in **complete sentences** on your wiki page__. Prehistory- the period of time before written records tools- a device or implement, esp. one held in the hand, used to carry out a particular function Paleolithic Era- Old stone age. Hunter-gatherer- People who hunted animals or gathered plants in the Paleolithic Era.
 * 1) Why do historians need archaeologists and anthropologists to study **prehistory**?
 * 2) What might have been one advantage of walking completely upright? You can use tools.
 * 3) What kind of **tools** did people use during the **Paleolithic Era**? They used sharp stones.
 * 4) Design a stone and wood tool you could use to help you with your chores. Describe your tool in a sentence or two. My tool would be a humanoid robot that looks exactly like me and talks like me. It has a brain, a toothbrush, toothpaste, and a vacuum cleaning machine. It can also transform into a car like a Batmobile. It is made by stone.
 * 5) What is a **hunter-gatherer**? A hunter-gatherer is a person in the Paleolithic Period who hunted animals and gathered plants from other places.
 * 6) In your opinion, what was the most important change brought by the development of language? People can understand each other and have affects to their heart.
 * 7) Define the boldfaced words above.

=__Assignment 6__= Use your online textbook (p. 40 & p. 41) to answer these questions __**clearly**__ and __**completely**__. Please put your answers on your wiki page.

1. Read the paragraph in the //Beginnings of Agriculture// section on p.40 and answer the question (How could this discovery change your life?).

Read //The First Farmers// and //Plants// section on p.41 and answer these questions: 2. What is another name for the New Stone Age? Neolithic Period. 3. What kinds of tools did people make during this time? What do you think they used these tools for? Hand axe for chopping woods and cutting meat. 4. In the textbook it says that people during the Neolithic period could now __**make**__ fire. Which hominid would this be? Homo Sapiens. 5. When we changed from gathering food to growing food, historians called it the Neolithic Revolution. Why do you think it's called a revolution? It was a big change, population, settlement, food supply... 6. What is the definition for the word 'domestication'? Tame animals and grow plants. 7. Using the map on p.41, which animals were domesticated in Asia? Horse, cattle, sheep, goat. 8. Using the map on p.41, where was corn first domesticated? Mexico. 9. If you were a farmer, how would your life be different than a hunter and gatherer. Give three ways your life would be different. I would be tired but I will have muscles. Or maybe I might not be strong because I might not have enough food.

=__Assignment 7__= Write 3 good test questions covering any of the topics we have studied so far.

Which hominid learned to use fire first? What is the scientific name of Lucy? Which hominid are we?

Answer these questions **clearly** and **completely** on your wiki page.

1. What was the main difference between life in the Paleolithic period and life in the Neolithic period? The main difference of the Paleolithic period and the Neolithic period was that people had agriculture in the Neolithic period but hunter-gatherers in the Paleolithic period. 2. How did people's lives change as they began to domesticate plants and animals during the Neolithic period? People's lives began to change as they had agriculture because they could settle on one place. 3. What are some advantages and disadvantages of the changes in daily life that occurred as a result of the development of agriculture? The advantage of agriculture was that people didn't have to save energy by walking around. The disadvantage was that when the weather was bad, they wouldn't have enough food.

=__**Hominids and their Characteristics**__= =__**Aspects of Daily life effects notes**__=
 * Australopithecus- Southern ape- Lucy, started walking on two legs.
 * Homo Habilis- Handy Man- Started using stone tools.
 * Homo Erectus- Upright man- Learned to control fire.
 * Homo Sapiens- Wise Man- Started communicating by Language and made fire (us!).

Neolithic- houses, settled. = = Only had to work for food because lack of food in Paleo =__**Vocabulary**__= =__**Other notes**__=
 * **Shelter**- Paleolithic- tents, move around
 * Occupation- people had more jobs to do in Neo
 * irrigation- (of a river or stream) supply (land) with water.
 * Australopithecus- Southern ape
 * Homo Habilis- Handy Man
 * Homo Erectus- Upright man
 * Homo Sapiens- Wise Man
 * domestication- tame (an animal) and keep it as a pet or for farm produce
 * Agriculture- farming

=__Assignment 8__= Use these two videos about Catal Huyuk to answer these questions __**clearly**__ and __**completely**__ on your wiki page. 1. What are three things about daily life in Catal Huyuk that surprised you? Why did they surprise you? **One thing was surgery. The stitching is too freaky and dangerous. Another was that the people didn't know agriculture. It looked very modern but everyone were hunter-gatherers. Also, I didn't know cats were in use. I thought only animals useful for farming was in use.** 2. What are three things about daily life in Catal Huyuk you knew already from class? **I knew that people lived in cities. I also knew that people lived in square houses. Another thing was that people started eating rice.** 3. Jookie is a 12 year old living in Catal Huyuk. __**Explain**__ three ways her life is different than yours. (Note: Simply saying you have cell phones and she doesn't is an unacceptable answer.) **I sleep in a bed but she sleeps on a mat. I buy things, but she trade things. I use cars to move around long distances but she walks or rides horses.**
 * Catal Huyuk video 1
 * Catal Huyuk video 2

=Assignment 9= Now that we are finished with the Early Humans unit, I would like you to reflect on what you have learned about Early Humans. Please complete these sentences clearly and with specific details. Write the answers on your wiki page.

1. The single most important thing I learned was... the effects and changes from the Paleolithic period to the Neolithic Period. 2. Something that confused me or that I didn't understand was... when it asks you about the millennium in B.C. 3. What surprised me the most was... the surgery that punctured a hole in your skull. 4. I would like to know more about... the hominds and their species. 5. The part that I think I will always remember was... that (example) 1789 is the 18th century, not the 17th.

=Assignments-2.0=

= =

=**__Assignment 2-1__**= Answer the following questions and define the vocabulary (if any) clearly and with details on your wiki page.** **Use the links above from the Class Activity** **//to// help you answer the questions.**

1. What helped the human population to grow in //Mesopotamia//? The people in the village started farming and food supply became resourceful. 2. What does //cultivate// mean? Cultivated means grew. 3. By 5000 B.C.E. what major problem did the farmers in the Zagros hills have?They did not have enough land on which to grow food for the increasing population. 4. Using the choices in the critical thinking section of the activity, what is the best way to deal with the food shortage? Why? B was our answer. We gave the reasons to Mr. Hurst.
 * //Event A: Food Shortage//**

1. What two major problems did farmers have as they tried to grow their crops on the Mesopotamian river //plains//? One was that the soil was almost always hard, and the other problem was the river when it flooded. 2. How did they solve these problems? They struggled to grow the crops. 3. Where did the melted snow that caused flooding come from? They came from the mountains.
 * Event B: Uncontrolled Water Supply**

=__**Assignment 2-2**__=


 * Answer the following questions and define the vocabulary (if any) __clearly__ and with __details__ on your wiki page. Use the links above from the In Class Activity 2-1 called //Event C:// //Building and Maintaining a Complex Irrigation System// & //Event D: Attacks by Neighboring Communities// to help you answer the questions.**

1. What was the first simple method farmers used to get water to their fields from the Tigris and Euphrates Rivers? They got water with the buckets and poured the water on their crops. 2. How did farmers prevent flooding? The made levees. 3. Over time, carrying buckets of water to the fields was too difficult. Please __**clearly**__ explain how levees, canals, dams, and reservoirs were used to make life easier for farmers? 4. Which word means an extra supply of something such as food? Surplus. 5. What could happen if one canal was clogged? The hole irrigation system could be destroyed. 6. How did different villages take care of the complex irrigation system?
 * Event C: Building and Maintaining a Complex Irrigation System**

1. How did Mesopotamian villages help each other? They worked regularly. 2. How were people, who lived very far apart, connected to each other? They were connected by the irrigation system. 3. What did many villages grow into? Independent. 4. What do we call the region in Mesopotamia that had many growing cities and towns? What are the people called that come from this region? 5. How could one city stop the water from reaching another city? They could use their irrigation and block the others'. 6. Why was it easy to attack other cities on the Mesopotamian plains? yes. 7. What defense plan is best to protect a city? A wall around it, and a folding bridge and water around it.
 * Event D: Attacks by Neighboring Communities** Incomplete

=**__Assignment 2-3__**= Please read pages 56-59 from your online textbook and answer these questions __**clearly** and in **complete sentences** on your wiki page__.

1. How did the Fertile Crescent get its name? It was a fertile place and it was in a shape of a crescent. 2. What was the most important factor in making Mesopotamia's farmland fertile? irrigation 3. In what ways did a Division of Labor contribute to the growth of Mesopotamian civilization? 4. How might running large projects like the maintaining a large and complex irrigation system prepare people for running a government?

=__Assignment 2-4__= Using **The Six Characteristics of a Civilization** (see below)**,** answer the following questions **clearly** and with **details** on your wiki page. = = 1. Is Korea/ the U.S. a civilization according to the six characteristics explained in class? Provide one example from Korea/the U.S. for each characteristic. There are highly developed culture including art, architecture, music, literature, science, and writing like hangul, the language of Korea. 2. Does a civilization, in your opinion, need to have all of the characteristics mentioned? Why or why not? No. Some countries for example Joseon (a country long time ago in Korea) only believed in science (I think)

1. A system of government that directs and controls some actions of the members of the society. 2. A regular food supply that is not likely to suddenly change. 3. Specialization of labor, in which members of the society perform different jobs. 4. Different social levels, in which some members of the society are given higher status than others. 5. A highly developed culture including art, architecture, music, literature, science, and writing. 6. A religious system, which might include priests and temples.
 * The Six Characteristics of a Civilization:**

=__Assignment 2-5__= Use your online textbook pages 63 & 64 to answer these questions clearly and with details on your wiki page. Make sure to look through the **whole page** in your textbook and the links for the vocabulary when answering some of the questions. http://hurst-ancienthistory-kis.wikispaces.com/Matthew
 * 1) Where did the Akkadians live? North of Sumer.
 * 2) What was their relationship with the Sumerians like before the 2300s B.C.E.? They were peaceful.
 * 3) Who was Sargon and what did he do? He was the emperor of Akkadia. He conquered the whole Mesopotamia.
 * 4) What did Sargon establish? The first empire.
 * 5) Define 'empire'. Land with different territories and people under a single rule.
 * 6) Explain two examples why Sargon is considered a great leader. He conquered northern Mesopotamia and Sumeria.
 * 7) How long did Sargon rule his empire? 50 years
 * 8) What eventually happened to the Akkadian Empire? it got conquered.
 * 9) Who eventually became the most powerful civilization in Mesopotamia again? Sumeria
 * 10) Using the picture of the City-State of Ur, what can you see in the picture that shows Ur was an advanced city?

=__Assignment 2-6__= After playing the Trader's Circuit, answer the following questions in complete sentences on your page. You can copy and paste these questions into your page. Then copy and paste your questions and answers onto your discussion tab. Then go to the **discussion tabs** of at least three other classmates and make **good quality middle school comments** about your classmates answers to the questions about the Trader's Circuit game. You can make comments to your classmates like if you agree or disagree or comments about how good their answers and ideas are. __**Trader's Circuit questions**__ 1. What part of the game did you like the best? Why? I liked the part when I had a monopoly. I achieved the main point of the game. 2. During the game, how did you feel and why did you feel that way? I felt proud because I had four monopolies. 3. What part of the game was difficult for you? It was difficult to think which one to trade for which one. 4. In your opinion, what advantage is there to having a monopoly of an entire product/resource such as dates or jewelry? No one wants dates so you can get a monopoly easily, and jewelry costs a lot of money so you can earn a lot. 5. What part of the game would you change if you played it again? Why? I would chose the jewelry monopoly because it is more valuable. <span class="currency_converter_link">6. In this game, was it better to cooperate with another player or to be selfish and try to get all the products/resources for yourself? Why? I think it was better to cooperate because if I didn't, people wouldn't' have traded.

=__Assignment 2-7__=
 * Source: Read pages 74 and 75 in your online textbook**
 * Directions:** Read the questions/directions carefully and write **clear and detailed** answers on your wiki page.

1. Read the "If you were there..." section on page 74. How will you advise the King? I would tell the king to make punishments by money and rich people will pay more than poor people. 2. What happened to Ur by 2000 BCE? Ur laid in ruins. 3. Where was Babylon located? Babylon was located on the Euphrates River near what is today Baghdad, Iraq. 4. Who became the king of Babylon? When did he become king? In 1792 BC, Hammurabi became Babylon’s king. 5. What is a monarch? A ruler of a kingdom or empire. 6. After conquering all of Mesopotamia, what did Hammurabi call his empire? Babylonian Empire. 7. Hammurabi was a great warrior and leader. What other skills did he have? He could govern a huge empire, and make codes. 8. What is Hammurabi's Code? What areas of daily life did the code cover? Hammurabi's code was a set of 282 laws that dealt with almost every part of daily life. 9. Give two reasons why Hammurabi's Code was important. It dealt every daily matter and it was there for everyone to see. 10. What eventually happened to the Babylonian Empire? How is this similar to what happened to the Akkadian Empire? After Hammurabi died, Babylon fell. That happened to Sargon too. Hammurabi and Sargon were great kings but their empire fell after they died. 11. Read the different laws in the [|Code of Hammurabi on this site] and choose **three** that you think are interesting. __**Copy**__ the three laws and their **numbers** onto your page. Then for **each** law, explain why you think it's interesting. You can write about if you disagree or agree with the law or if you think the law is a good law or a cruel law. 2. If any one bring an accusation against a man, and the accused go to the river and leap into the river, if he sink in the river his accuser shall take possession of his house. But if the river prove that the accused is not guilty, and he escape unhurt, then he who had brought the accusation shall be put to death, while he who leaped into the river shall take possession of the house that had belonged to his accuser. It is interesting because it is like __The Boy of the Painted Cave__. 19. If he hold the slaves in his house, and they are caught there, he shall be put to death. That is fair because slaves are properties (although I don't want to admit), and if someone uses your property, they shall be punished. 22. If any one is committing a robbery and is caught, then he shall be put to death. That is not fair. Slaves are //human// properties but robbing is just nonliving things. The punishment shouldn't be the same. 201. If he knock out the teeth of a freed man, he shall pay one-third of a gold mina. I think that is interesting because there is no punishment for that except maybe paying for the Implant.

=__Assignment 2-8__= =**Characteristics of Civilization**= =**Civilization Name: Assyria**= Was it difficult to find evidence for the culture you picked? Why or why not?
 * Source: Read pages 76 and 77 in your online textbook**
 * Directions:** Review Pages 76-77 and choose one of the groups below. Research the group you have chosen (two links are provided for each already) and complete **The Characteristics of Civilization Chart** for the civilization you have chosen. Write **clear and detailed** answers in the chart, on your wiki page.
 * ==**Six Characteristics of Civilization**== || ==**Evidence for Characteristic**== || ==**Explanation**== ||
 * 1. A system of government that directs and controls some actions of the members of the society. || They had a ruler called Tukulti-Ninurta and Tiglat Paleser. ||  ||
 * 2. A regular food supply that is not likely to suddenly change. || People had to pay a lot of taxes that were the same amount. || That means people had the same amount of food supply because they the same amount of taxes. ||
 * 3. Specialization of labor, in which members of the society perform different jobs. || Some people were soldiers. Some people had to make weapons and armors. Most people were farmers. || Everything from there is a job. ||
 * 4. Different social levels, in which some members of the society are given higher status than others. || They had a ruler called Tukulti-Ninurta and Tiglat Paleser. There were slaves. || Rulers are the highest level ||
 * 5. A highly developed culture including art, architecture, music, literature, science, and writing. || Books were made out of clay. || That is art and literature. ||
 * 6. A religious system, which might include priests and temples. ||  ||   ||