William

= =

Welcome to William's Page!
=media type="custom" key="4929075"= Sources: Copy the following venn diagram **in your notebook**. Then, using all of the sources above, compare each polis by filling in the proper area in the venn diagram. = = =**__Assignment 6-2__**=
 * Athens
 * Corinth
 * Sparta
 * [[image:kis6ss:PoleisVenn.jpg height="479" caption="PoleisVenn.jpg"]] ||


 * Homer**

The [|Odyssey] is a 12,000-line Greek [|epic] poem dating from the eighth century B.C.E. An epic poem is a long poem divided into sections, or "books," that focuses on the extraordinary deeds and adventures of a hero. According to ancient Greek tradition, heroes were men who were born to one [|divine] and one human parent. The story of The Odyssey recounts the adventures of the Greek hero Odysseus during his 10-year voyage home to [| Ithaca] after the end of the [|Trojan War] in the thirteenth century B.C.E. Odysseus is considered the ideal Greek hero: an [|aristocratic] soldier of superior strength, intelligence, and courage, favored by the Gods. The poem is traditionally [|ascribed] to [|Homer] (circa 700 B.C.E.), who is considered the earliest Greek poet. Little is known about Homer's life, but ancient Greek playwrights referred to him as a "gifted blind poet." Some scholars believe that a line from a choral song attributed to Homer confirms this description: "If anyone should ask you whose song is sweetest, say: blind is the man and he lives in rocky Chios." Other scholars believe that "Homer" was the name given to a collective group of [|bards] who sang [|Mycenaean] folktales to entertain the nobles of [|Ionia], located on the west coast of [|Asia Minor]. It is generally believed that the exact author of The Odyssey is not as important as the ancient Greek values it contains. By listening to the stories in the poem, ancient Greeks learned standards of honorable behavior. These values, forged in the "Age of Heroes" during the Mycenaean Period, became the foundations of ancient Greek society.

Review the following Greek Values with your partner. Make sure you understand each idea. [|Athleticism] [|Hospitality] [|Ingenuity] [|Intuition] [|Justice] [|Loyalty] [|Respect][|Teamwork]

__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**__ > > __Reading Check__ > Although they were Hindus, the Gupta rulers also supported the religious beliefs of Buddhism and Jainism. > > __Section Review__ > a. Chandragupta made a complex government with strict rules, spies, and a big army. > b. They were both based in Northern India. The Mauryans were Buddhist and the Guptas were Hindu. > c. Asoka could have continued declaring wars and expanding his empire. =__Assignment 4-6__= 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? General Welfare, Buddhist Values, Justice, and Security. 2. What are some of the ways in which Ashoka's leadership promoted unity in India? Ashoka protected the empire from the enemy invaders. He gave rights to animals, death-sentenced people, and normal citizens. He constructed structures and enjoyment systems for the general welfare of people. He granted security to everyone and built walls for heavy siege and defense. 3. In what ways did Ashoka's Buddhist beliefs contribute to the unification of India? He was right that violence and war wasn't the way to avoid furthermore conflict. He stopped eating meat, granting security and shelter to animals too. He still was a practical ruler and still supported death penalties, a strong army, and strict rules. 4. In addition to the edicts, what else might have contributed to the unification of India during this time period? Ashoka spread Buddhism, and a lot of people followed and praised Buddhism. 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) For the edict H, which states that animals also deserve medical treatment, also falls under the category of Buddhist values. That is because Busshism says that animals also get respect. = ** __Assignment 4-5__ ** = = ** Creating an Illustrated Ramayana Poem ** = == = __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).
 * 1) 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.
 * 2) 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.
 * 3) Your students must do the work you give them and they must do the following:
 * aded 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? A central government would help in organizing because every city would be laid out the same, which would make controlling all the cities much easier. 2. Who were Rajahs? Rajahs were rulers of the cities. 3. What is a Guru? A Guru is a type of teacher who lives with the student until he was 20 and teaches about religion. 4. What subjects were taught in school? Religion was the main subject. 5. Who was in charge of the government? The Indus Priests were in charge. 6. Why did people look up to the priests? They were the highest social level and made offerings to the gods.

=__Assignment 4-4__= =**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 a Brahmin. 2. What was your favorite part about the caste system simulation? Why? I liked giving out orders and having all powers. I enjoyed being superior to people in the other castes, and I liked making up rules. 3. What part of the simulation made you angry, upset, or frustrated? Why? There were no parts that made me angry because I was in such a good position as a Brahmin. I didn't have anyone bossing me around. 4. Do you think this system is fair? Why or why not? No, it is not fair because although people do different jobs, some people get the best jobs and some people get the worst. Also, the people with the best jobs are rich and those with the worst are poor. Because people are always born into a caste and they can't move up even if they work hard, it makes it even more unfair. Only the people who are in the best positions would say that this is fair. 5. Do you think a society should organize people into social classes? Why or Why not? A society should have social classes because it makes everyone work efficiently. The reason I don't like India's caste system is that the jobs are too unequally spread out so only a few people have all the best jobs. Also, people can't even get promoted to a better position, unlike today. People would work hard and do their job better if they could get into a better job by doing well. __Assignment 4-3__ = 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 archeological site (A-H) on the map, 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 the handout: [|Notes About Ancient Artifacts and Ruins.] =

=**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). **

A. What have you learned about daily life in Mohenjo-Daro from this activity? Mohenjo-Daro was well-defended and people were hard-working. They built citadels and silos for an unexpected invasion. On a separate land was the lower city that mostly consisted of houses. The city was extremely well-planned, and even had one of the first city pipe systems that let people get rid of their dirty water easily.. They played games to entertain themselves such as Chaturanga and wore a lot of jewelry. People washed in public baths, which was continuously refilled from a water channel. B. Which aspects of daily life do you see represented in the picture that the artist drew? First of all, the houses and buildings have two stories, and look to be made out of mud or clay bricks, and have flat roofs. There is also a farmer on a cart that's pulled by two bulls. It might be carrying some kind of crop or other products. It could be related to the bundles that the people are carrying at the front. The whole scene looks like a market. C. In what ways do you think Mohenjo-Daro was like a modern city? Even though historically the city is not modern, it had a money system based on grain. They also had a pipe system that stretched throughout the city and was unbeatable until the Romans who came 2000 years later. D. 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? A lot of evidence decayed or got destroyed by invaders. Even though they should've had writings and inscriptions left behind for archaeologists to read, we don't understand their language which makes it hard to know more about them until we can know their language better. **E. What do you think might have contributed to the decline of Mohenjo-Daro? Because the people lived in the Indus Valley which was a very dry area. There could have been a drought which would have made the river dry out and make the soil worse. Or invaders could have kept attacking the area until the civilization was ruined. **

__Assignment 4-2__ 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? A citadel, a wide main street, and the lower city, and there were lots of artifacts. 2. How is Mohenjo-Daro similar to our cities today? The houses are made of bricks that are made in a similar way to today. There was also a drainage system like we have today to take dirty water away. Drains were also covered, like today. Also, people had to clean out the drains, like we still have to do today. 3. What can we learn from archaeological discoveries (such as artifacts and city construction) in Mohenjo-Daro? We can learn about how the Mohenjo-Daro lived, such as what they ate, what they did for entertainment, what kind of fashion they wore, or what they worked on. 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. They were mostly farmers and traders, because they used carts to bring crops to market. They used weights made of clay to weigh goods. They lived in mud brick houses, and also liked to play games. 5. What do we know about the Priest-King? We know that he was an important person who might have ruled Mohenjo-Daro or been a priest. He wore a headband and a cloak, he had a beard, and he tied his hair. 6. What was the Great Bath and how was it used? The Great Bath was a pool surrounded by a staircase located at the top of the Citadel. The bath might have been filled with water from a well nearby or rainwater. It may have been used for religious purposes, such as purifying the body.**
 * Website: [|Indus Valley]

__Assignment 4-1__ Source: [|IndiaSubcontinentMapTrans.jpg]

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

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. 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.**

Questions:

It has many of the major places on the map, such as the Deccan Plateau, the Himalaya Mountains, the Hindu Kush mountains, the Indus River, the Ganga River, and the ghats.
 * 1. In what ways is your map similar to the one that you see in the map above?

2. What physiographic features can you identify on this map that are not on your map? The Sarasvati River, and the Bay of Bengal.

3. Why do you think settlements developed along the Indus and Sarasvati rivers? Explain with clear and complete details. The region between them must have been fertile because of the rivers, so it was easy to grow crops (just like the Fertile Cresent). Also, the rivers would have let the people use boats to travel and explore elsewhere. People also need a good supply of fresh water to live (cleaning, washing clothes, drinking).

4. Accurately draw and label the ancient Sarasvati River on your map.

5. Why did ancient Indian people eventually migrate to the Ganga River? They moved because the Sarasvati River dried up, so they didn't have as much water available anymore.**


 * __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... Ancient Egypt was a well organized empire with social classes, religious beliefs, strong armies, and also being one of the most advanced empires in history. 2. Something that confused me or that I didn't understand was... I didn't understand why Ancient Egypt had such a nonsense belief about afterlife. It was confusing, complicated, and gets even more nonsense at the end of the story. I wondered why Egyptians thought it was possible for a human to resurrect from death and morph with the sun god to raise the sun when the sun is a sphere of hot gas. 3. What surprised me the most was... I never knew that those ancient people would ever think about growing into empire like today's Egypt and having strict rules, well as developing one of the first languages in human history. It would be very hard to find a source of fertile land and start from scratch into an advanced empire. 4. I would like to know more about... I would like to learn more about why Ancient Egypt was formed when it was a desert with one long river running through the heart of it. It would be interesting to have some information about the geographic benefits and the ability to expand its borders more easily. 5. The part that I think I will always remember was... I remember the time when I was making a presentation about any topic given. It took me about a month to finish it, but in the end the knowledge I was able to get by researching was very worthy.

=__Assignment 3-6__=
 * Task:** You are to research your assigned topic from Egyptian history and create a video presentation using iMovie or Keynote. The video presentation should be 3-4 minutes and include the following required elements:

= = = = = = = = = = =**__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.
 * 1) Introduce your topic to the audience and explain the importance of your subject in Ancient Egypt.
 * 2) Explain and show where your topic belongs on a map of Egypt. You may have to be creative with this part because your topic might not be from one area.
 * 3) Present 5 interesting facts you have learned about your subject from your research. Include dates and/or which kingdom (old, middle, new).
 * 4) Identify at least one of the Characteristics of Civilization that is evident in your topic and explain how your topic relates to the characteristic.
 * 5) How does your topic relate to our society today?
 * 6) Include appropriate images/video to make your presentation clear and interesting.
 * 7) Use your own voice for the audio part of your presentation.
 * 8) You (and your partner) must appear in the video for at least 30 seconds as you present your information.
 * 9) Conclude your presentation by restating the significance (importance) of your topic to history.
 * 10) Use at least four different sources. At least one of your sources must be from the [|KIS Library Resources.] At least one resource should be a book.
 * 11) Cite any images that you use at the end.
 * 12) Cite your sources at the end.

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

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

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 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


 * The Old Kingdom (2700 BCE-2200 BCE): ** Pharaohs had absolute power and were considered gods on earth. But that's not why this kingdom is nicknamed "The Pyramid Age". Pharaohs were buried in pyramids **//only //**during this time period in history. Pyramids were huge tombs made of stone that were shaped like a pyramid. Inside the pyramid there were many chambers and tunnels. The biggest pyramid of all is the Great Pyramid of Giza, which was built for Khufu. Pyramids were constructed by huge numbers of workers, who were slaves and farmers that couldn’t work because it was flood season and they couldn’t grow crops. People think that pyramids were built using a series of ramps. The pyramids’ importance were that for pharaohs, being buried in a pyramid meant that they were powerful and important. Also, the pointed shape of the pyramid pointing towards the sky represented the pharaoh’s own journey going up into the afterlife. 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.
 * The Middle Kingdom (2100 BCE-1800 BCE): **<span style="font-family: Arial,Helvetica,sans-serif;">The middle kingdom was different from the old kingdom in many ways. For example, the pyramids were no longer built. Life was OK because of the stable rule of the pharaohs who got power back from the nobles, who gained power during the end of the old kingdom. 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. At the end of the middle kingdom, there was a huge war with the Hyksos, who came from Southwest Asia. They conquered Egypt and ended the middle kingdom.
 * <span style="font-family: Arial,Helvetica,sans-serif;">The New Kingdom (1500 BCE-1000 BCE): **<span style="font-family: Arial,Helvetica,sans-serif;">The new kingdom was Egypt's Golden Age. Trade flourished, arts and literature flourished. It was also Egypt's expansion period. Egypt expanded her borders through military conquest and became a world power. They were able to conquer other nations, such as the Hyksos, and meet with new kinds of people, which let them trade with many more people. They also got many valuable resources from taking over new lands. 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. During the period of Ramesses II, the Hittites invaded. Although Egypt was able to defeat them, they were severely weakened. The Hittites continued to invade for a century and the Sea People also invaded. After these invasions, the New Kingdom fell to never rise again.


 * Self-grade:** 4

=Assignment 3-4=


 * Part 1:** Go to this [|site] and read about the different Egyptian gods and <span style="font-family: helvetica,arial,sans-serif;">goddesses . Choose one of these that you would like to be and explain why you would like to be that god or <span style="font-family: helvetica,arial,sans-serif;">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 Amun because he is the most powerful god in all. He is the king of the gods, which gives him lots of power and much respect from the people in Egypt. I could also become even more powerful by merging with Ra, the sun god, to become Amun-Ra. Amun is important to the history of ancient Egypt, which is why I would like to be him.

The god that I not want to be is Osiris. Since he is the god of underworld, I would never see light if I were Osiris. I do not want to be responsible for dead people, like he is. Also, Osiris was killed by Seth, but I would not like to be killed by a fellow god.


 * 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?

1. Ra and Shamash - they were both the sun gods. They were both represented by disks. 2. Amun and Anu - they were both the rule or king of the gods. 3. Horus and Enlil - they were both gods of the sky and were very powerful. They both also influenced the living world in many ways (protected it, for example) 4. Ishtar and Hathor - they were both goddesses of love. 5. Ishtar and Sekhmet - they were both goddesses of war.

Egyptian gods and Mesopotamian gods have a lot in common because both societies had a religious system that worshipped many gods (polytheism). Having many gods means that there are gods for all aspects of life, and there are lots of things that people's lives in the two civilizations had in common, such as the sun, the sky, love, and war.

=Summary of "Egyptian Secrets of the Afterlife"=

The program is about the death of Seti I, who died in about 1200 BC, which was during the New Kingdom. Mummification was done because the soul had to recognize the body in the afterlife, and so the body had to be preserved in its original state. When he is buried, his journey in the afterlife begins. The Egyptians believed that if the pharaoh did not complete this journey, the world would end because the sun, which the pharaoh is, would not rise again. Seti has to pass through 12 gates, which could only be passed by one with a pure sou and has magical knowledge. The tomb of Seti is designed for him to resurrect and live forever, by helping him in his journey in the afterlife. There are magical texts inscribed on the walls of the tombs, which would help the pharaoh in his journey. The Egyptians believed that if they put an idea into writing, it was guaranteed to happen. After the third gate, there is a lake of fire which only the pure can pass through. Others are damned in the fire. The idea of resurrection of the body was at its most popular at the time Seti died. At the fourth gate, he is challenged by a demon. This demon is similar to the idea of the devil in Christianity. In the fifth hour, he battles a serpent demon with other gods. He also meets all races that the Egyptians knew at the time: Asiatics, Libyans, Nubians and Egyptians. In the sixth hour, he merges with Osiris, god of the underworld, and becomes one with him. Therefore, Seti would have the role of measuring the hearts of other Egyptians and determine whether they were pure enough to go to the afterlife. The heart was the center of wisdom, and home of the soul. Pharaohs also had servants killed so they would be able to continue serving him in the afterlife. But Seti used figurines called shawaptis to do work. After the tenth hour, the snake demon makes his final attack on Seti. But Seti is able to keep the demon back with the help of other gods. In the eleventh hour, he approaches the morning sky and then finally he changes into a griffin, then a falcon, then a scarab beetle, which was the symbol for resurrection. He then merges with Ra to become the sun and make the world keep going.

=**__Assignment 3-3__**= = = =**__Assignment 3-2__**=
 * 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? So that the soul can recognize the body after death.
 * 2) How did they [|preserve] bodies? What is this process of preservation called? They preserved bodies using a process called mummification. This involved taking out all the organs except the heart. They put amulets for protection and wrapped the body with bandages.
 * 3) Explain how the brain was removed from the dead body. Why was the brain removed? The brain was broken up with a metal hook through the nose and then taken out piece by piece. It was removed because they didn't think it was very important.
 * 4) Name the four internal organs that were removed from the body. What was done with these organs? The intestines, stomach, liver, and lungs were removed and placed in jars with gods' heads on them to protect them.
 * 5) What did they do with the heart? Why? They left the heart in the body because it was the center of intelligence, emotion, and feelings, and the dead would need it in the afterlife.
 * 6) What is natron and why was it used? Using your scribble map of Egypt, name the area where natron came from. Natron was a salt that absorbed moisture. It was used to dry out the inside and outside of the body. It came from Wadi el-Natrun.
 * 7) How was [|linen] used during mummification? It was used for stuffing the inside of the body to make it fatter and it was also used to wrap the body.
 * 8) What are [|amulets] and how were they used? Give two examples of amulets that were used and explain why they were used. Amulets were artifacts placed on the body to protect it. The Djed Pillar was a symbol of stability nd represented the god Osiris. The scarab was in the shape of a dung beetle that represented rebirth, as well as the movement of the sun.
 * 9) What happens to the body after it was mummified? A mummy mask was placed on it. Then it was put into a mummy case, which was then put into a sarcophagus.
 * 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 feel very angry that I had to work so hard to build something for some person I have never met. 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? The Third Dynasty was the beginning of the Old Kingdom. It started from around 2700 BC and ended around 2200 BC. 3. Explain how ancient Egyptians felt about their country and their pharaoh. They believed that Egypt belonged to the gods, and that the pharaoh was a god that ruled the land for the other gods. 4. What were the responsibilities of the pharaoh? He had to make crops grow well, stop disease and war, and make trade profitable. 5. What is best known about the famous pharaoh, Khufu? Can you name a specific monument built for him? Khufu is best known for the monuments built for him, such as the Great Pyramid of Giza. 6.a Clearly explain the structure of society in the Old Kingdom. (Note: This should be a long answer.) Society in the Old Kingdom was divided into a hierarchy of social classes. On the top was the pharaoh, who ruled the country as a god. Under him were the nobles and priests, who helped him rule the country. After that there were the craftspeople and scribes, who produced goods and wrote down things. Finally, on the bottom were the farmers and slaves, who did all the hard work such as growing crops and building. There were more and more people in each class as you went down the social system. 6.b. What may be some advantages and disadvantages of such a large segment of the population being farmers, servants, and slaves? Advantages would be that buildings would be built very quickly and lots of crops would be produced. However if there were too many farmers and slaves there would be less literature and art to enjoy. 6.c. What did farmers do during flood season? They worked on the pharaoh's building projects. 7. Clearly explain trading in ancient Egypt (what was traded and who they traded with). The Egyptians traded with many people such as the Nubians for gold, silver, slaves, ivory, and stone. They also traded with the Syrians for wood. 8. Define the word //**acquire**//. Use //**acquire**// in an original sentence. Acquire means to buy or obtain something for oneself. I acquired a trillion dollar supercomputer yesterday. 9. Using the drawing of Egyptian society on page 94, explain where Viziers would be placed? Viziers would be with the nobles and priests because they also helped the pharaoh in governing.




 * Assignment 1**

Sources:
 * Carefully read your online textbook pages 88 and 89. (Note: Make sure you scroll down on page 89 to see more information.)
 * Use the map above, the maps in the //Egypt Resources// wiki page, or your Scribble Map search function

Directions:
 * 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//. (Note: //Mark// means use a marker, //label// means use a text label, //represent// means draw a symbol to show the item.)
 * You must also provide an image and a description for some of the labels. Each description must be at least three sentences long and must be clear, detailed, and specific. Your description should give us clear information to help us understand the item or place and why it was so important for ancient Egyptians.

1. Represent and label the Nile’s Sixth Cataract to the First Cataract.

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 of Khufu, the Sphinx, Abu Simbel, the Pharos (lighthouse in the port of Alexandria), the Bahriya Oasis and the Farafra oasis (include palm trees). **Provide an image and a description for each historic site.**

5. Mark these cities: Abydos, Thebes, Giza, Hermopolis, Memphis, Bubastis, Rosetta, Alexandria, Meroe, Khartoum, and Elephantine 6. Label these geographical features: the Weste rn Desert, the Eastern Desert, the Nile Delta (include animals found here), the Sinai Peninsula, the Wadi el-Natrun, the Mediterranean Sea, the Gulf of Suez, the Nubian Desert. Include animals of the desert. **Provide an image and a description for each geographical feature.**

7. Label Lower Egypt and Upper Egypt.



=__Assignment 2-8__<span class="currency_converter_link"> Source: Read pages 76 and 77 in your online textbook = =Characteristics of Civilization= = = Assyrians
 * 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.
 * **Characteristics of Civilization** || **Evidence** || **Explanation** ||
 * A system of government || Kings || The Assyrians were ruled by Kings. They also had laws to control the people. ||
 * A regular food supply || Irrigation and farming || All the civilizations in Mesopotamia after Sumer had a complex irrigation system for growing crops. ||
 * Specialization of labor || Farmers, soldiers, traders || Assyrians were divided into different jobs. Kings, priests, traders, soldiers and farmers all did different jobs. ||
 * Different social levels || Soldiers, slaves || There were slaves used in Assyria who were at a lower social level. The Assyrian army was also a very important part of Assyrian society. ||
 * A highly developed culture || Art, stone reliefs || Assyrians used a lot of art that depicted battles and warfare. This was used to make the King look more important. ||
 * A religious system || The King as a High Priest || The King was the High Priest of Assyria, which meant he was the state god. Because of this, the temples became a strong power in Assyria. ||

Was it difficult to find evidence for the culture you picked? Why or why not? It was difficult, because the links did not mention much about Assyrian society, but I was able to search for other information on different websites. =Assignment 2-7=

1. Read the "If you were there..." section on page 74. How will you advise the King? I would make the punishments equal for everyone because every human is equal, regardless of whether they are nobles or slaves. For example, a slave who stole a loaf of bread would be punished with the same fine as a noble. If a noble hurt someone else, he or she would receive the same amount of punishment as a slave would. This would make sure every person in the kingdom will follow the rules in the same way. 2. What happened to Ur by 2000 BCE? Ur laid in ruins because of the foreign invaders. After Ur, many of the invaders fought each other to control Mesopotamia. 3. Where was Babylon located? Babylon was located on the Euphrates River, near what is now Baghdad. 4. Who became the king of Babylon? When did he become king? Hammurabi became king of Babylon in 1792 BCE. 5. What is a monarch? The monarch is the ruler of a kingdom or empire. 6. After conquering all of Mesopotamia, what did Hammurabi call his empire? He called it the Babylonian Empire. 7. Hammurabi was a great warrior and leader. What other skills did he have? He was an able ruler who could govern his whole empire. He controlled the building of buildings and canals and other important structures. He also improved the tax system and made Hammurabi's Code which contained 282 laws that were written down for everyone to see. 8. What is Hammurabi's Code? What areas of daily life did the code cover? Hammurabi's code is a set of 282 laws that were written down on a stone block for everyone to see. It covered many parts of daily life, including wedding, murder, trade, loans, theft and injury. 9. Give two reasons why Hammurabi's Code was important. Hammurabi's code was important because it had written down laws for everyone to see. It also was very thorough and covered nearly all aspects of daily life. 10. What eventually happened to the Babylonian Empire? How is this similar to what happened to the Akkadian Empire? Hammurabi died and the kings that followed him were not strong enough to protect Bablyon from foreign invaders. This is similar to what happened to the Akkadian empire because after the strong ruler (Sargon) died, the empire was overrun by foreign invaders. 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. 48. If any one owe a debt for a loan, and a storm prostrates the grain, or the harvest fail, or the grain does not grow for lack of water; in that year he need not give his creditor any grain, he washes his debt-tablet in water and pays no rent for this year. - I think this is a good law because it protects the farmers, who are the most important people for food, from disasters and any other unlucky events that would make their crops not grow well. It would also stop the creditor from doing any unfair harm to the farmer.

156. If a man betroth a girl to his son, but his son has not known her, and if then he defile her, he shall pay her half a gold mina, and compensate her for all that she brought out of her father's house. She may marry the man of her heart. - I think this is another good law. Even in Korea, girls were married off to men they did not even know. I do not like this, and this lets the girl marry someone who she loves, instead of someone her father tells her to do.

192. If a son of a paramour or a prostitute say to his adoptive father or mother: "You are not my father, or my mother," his tongue shall be cut off. - I think this is a cruel punishment for just saying the truth. Maybe the adoptive parents can hit him, but cutting his tongue out is a little too cruel.

__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 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**__ <span class="currency_converter_link">1. What part of the game did you like the best? Why? Getting a monopoly on metal goods was the best part for me, because I felt very powerful. <span class="currency_converter_link">2. During the game, how did you feel and why did you feel that way? I felt excited and I had to use my brain a lot, because I wanted to get the best deal for my products as possible. <span class="currency_converter_link">3. What part of the game was difficult for you? Negotiating with other students who wanted a good deal for themselves was difficult. I had to think about how much I wanted a resource and how much I was willing to give up for it. <span class="currency_converter_link">4. In your opinion, what advantage is there to having a monopoly of an entire product/resource such as dates or jewelry? Having a monopoly on a resource means that I can make the value of the resource whatever I want. Although metal goods were 70, if I had a monopoly of metal goods and everyone had to trade with me to get metal goods, I would have no one to compete with so I could raise the value to 100 and no one would be able to do a thing. <span class="currency_converter_link">5. What part of the game would you change if you played it again? Why? I would have made it so only you can trade the material at the exact value of other products. For example, you would not be able to trade one jewelry (100) for one textile (40) even if both people wanted to trade it in that way. This would make the game more difficult. <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? It was better to cooperate because there were some resources that wasn't the product that you are specialized in. Also, the products that you were not used to making will not show the best quality than the person who worked on it for years. = = = = =**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.
 * 1) Where did the Akkadians live? The Akkadians lived near Sumer and the cities of Babylon and Kish.
 * 2) What was their relationship with the Sumerians like before the 2300s B.C.E.? They lived in peace despite their differences in language.
 * 3) Who was Sargon and what did he do? Sargon was the ruler of Akkad, and he wanted to expand Akkad's territory. He was a strong fighter. He built Akkad as his capital, and he invaded the cities around him with his permanent army. He was the first ruler to have a permanent army, and used it to conquer all the other cities until he brought all of Mesopotamia under his rule into an empire.
 * 4) What did Sargon establish? He established the Akkadian Empire.
 * 5) Define 'empire'. A land with different territories and people under a single ruler.
 * 6) Explain two examples why Sargon is considered a great leader. He gained the loyalty of his soldiers by eating with them every day, and he conquered all the other city states.
 * 7) How long did Sargon rule his empire? He ruled for 50 years.
 * 8) What eventually happened to the Akkadian Empire? It got invaded by hostile tribes nearby.
 * 9) Who eventually became the most powerful civilization in Mesopotamia again? The Sumerian city-state of Ur.
 * 10) Using the picture of the City-State of Ur, what can you see in the picture that shows Ur was an advanced city? It had canals, walls, moats, temples, and a harbor for trading.

__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. Yes. Korea is a civilization according to the characteristics. //A system of government//: Yes, there are laws and rules made by the government that people in Korea have to follow. //A regular food supply//: Yes, Korea grows its own food (beef, rice, vegetables) as well as buying food from other countries. //Specialization of labor//: Yes, everyone who works in Korea usually has one job they are good at. For example, factory workers just work at factories and do not have to grow crops at the same time. Lawyers just practice law and don't fight in the army at the same time. //Different social levels//: Yes, there is the President and then there is everyone else as normal citizens. //A highly developed culture//: Yes, Korea has high levels of technology and has a long history of art and music. //A religious system//: Yes, there are official groups of Christian churches and Buddhists.

<span style="font-family: Arial,Helvetica,sans-serif;">2. Does a civilization, in your opinion, need to have all of the characteristics mentioned? Why or why not? No, a civilization doesn't always need a religious system. Religion is not very important to many people, and it does not contribute much to society. A civilization also doesn't need social levels, because people should be equal and have the same power to decide. Many countries have systems where there are no social levels.

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 2-3__= 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? The Fertile Crescent was a large, wide arc shaped like a crescent with soils that were fertile and good for farming. This is why it is called the Fertile Crescent. 2. What was the most important factor in making Mesopotamia's farmland fertile? The Tigris and Euphrates rivers brought silt, which is a mixture of rich soil and tiny rocks, to the lands of Mesopotamia and made them good for farming. 3. In what ways did a Division of Labor contribute to the growth of Mesopotamiam civilization? Because of food surpluses, some people could do other jobs and become specialized in them. Therefore, the Mesopotamians could improve their buildings, religion, society, and have other jobs. 4. How might running large projects like the maintaining a large and complex irrigation system prepare people for running a government? In a complex system, they need rules and structures to organize and manage the many different kinds of people. This meant that eventually a government would be formed to help organize these systems.

= = =__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 used buckets to carry water from the rivers to their fields. 2. How did farmers prevent flooding? They built levees to prevent flooding. 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? Levees were built to block flooding throughout the village. Canals were built change the water direction in the village. Reservoirs and dams were used to store water in the village in many various places. All of these helped farmers to provide enough water to their fields throughout the year. 4. Which word means an extra supply of something such as food? Surplus means an extra supply of something such as food. 5. What could happen if one canal was clogged? The complete irrigation system was destroyed. 6. How did different villages take care of the complex irrigation system? They cooperated with other villages to maintain the irrigation system regularly.
 * Event C: Building and Maintaining a Complex Irrigation System**

1. How did Mesopotamian villages help each other? They worked together to unclog the village's stuck canals. Workers also scooped water from one reservoir to another to balance the water level. 2. How were people, who lived very far apart, connected to each other? They were connected by irrigation canals that wound throughout the cities. 3. What did many villages grow into? They grew into towns and cities. 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? We call the region Sumer and the people from Sumer were Sumerians. 5. How could one city stop the water from reaching another city? Make a canal to block other cities' canals. 6. Why was it easy to attack other cities on the Mesopotamian plains? They didn't had any natural barriers to protect the cities 7. What defense plan is best to protect a city? Make a wall around the city and make arrows and spears for everyone.
 * Event D: Attacks by Neighboring Communities**

=__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 increased food supply, sturdier shelters,and improved technology probably allowed the human population in Mesopotamia to grow dramatically 2. What does //cultivate// mean? It means to grow grains or crops. 3. By 5000 B.C.E. what major problem did the farmers in the Zagros hills have? Some scholars believe that by 5000 B.C.E., farmers in the Zagros foothills 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? The best way is choice B. If you attack you're neighbors, you will not have another emergency food supply to depend on. Also, growing food near the river makes the plants healthy and you have a close water supply.
 * //Event A: Food Shortage//**

1. What two major problems did farmers have as they tried to grow their crops on the Mesopotamian river //plains//? The first problem was that Mesopotamian river plains was hard and dry most of the year because hot and strong winds blew thick layer of dusts across the ground. The second problem was that the Mesopotamian river flooded every April, when the farmers plant their seeds and the sun boiled the ground without rain during the summer. 2. How did they solve these problems? In order to solve this water surplus/shortage problem, farmers came up with a water-control system that enabled them to supply sufficient water to their farms all year around. 3. Where did the melted snow that caused flooding come from? The melted snow came from the mountains. __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.
 * Event B: Uncontrolled Water Supply**

1. The single most important thing I learned was... Australopithecus are the earliest people in the world and their brain size was 1/3 of the Homo Sapiens (Modern Humans). They were hunter gatherers. They made a living by hunting wild animals and gathering grains nearby. They migrated as soon as the food resource (animals and grains) ran out. 2. Something that confused me or that I didn't understand was... I was confused about the language. I did not understand the language what they were saying. They sounded like some african ancestors talking. 3. What surprised me the most was... Trepanation. How could Ookie's father put a giant hole in his son's skull? I was really shocked to see Ookie alive after the trepanation surgery. I thought it is still hard to live after a trepanation with modern medical technology. 4. I would like to know more about... I would like to find out more about how ancient people distributed food together. I learned that they hunted big animals together. I am guessing that the strongest person took the most meat. 5. The part that I think I will always remember was... I will always remember when Ookie discovered the secret of irrigation because he accidently discovered it by urinating on the soil =**__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? They planted plants soon and lived in permanent houses. They also knew how to irrigate water. I never knew that an ancient hominid like Ookie can know that much about agriculture and architecture. 2. What are three things about daily life in Catal Huyuk you knew already from class? There were houses that were put together tightly without any space. Catal Huyuk is an ancient village with early hominids numbered in 6000. The Catal Huyuk was built in the Neolithic era where people didn't move around carrying tents. 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.) She lived in an adobe house and I live in an apartment which is made of cement instead of bricks. She didn't have school and we go to school everyday. She had to work very hard everyday to make a living but my dad just has to go to his office and work. __September 24th__ Today We took quiz!
 * Catal Huyuk video 1
 * <span class="wiki_link_new"> Catal Huyuk video 2

= = <span style="font-family: Arial,Helvetica,sans-serif;">1. Australopithecus (southern ape) : 4~5 Million years ago, Standing upright, walking on two legs, 1/3 brain size of modern human 2. Homo Habilis (handy man) : Able to use simple stone tools for chopping and scrapping, 2.4 Million years old. Only 1/2 the brain size of modern human 3. Homo Erectus (upright man) : 1.5~2 Million years old, able to make stone tools like hand ax, and control fire. Migrated out of Africa to Asian and Europe. 4. Homo Sapiens (wise man) : 20,000 years ago, create and use fire, developed language. Migrated all over the world and are modern humans. =Aspects of Daily life effects notes=
 * Hominids and their Characteristics**


 * Food Supply:** They did not have to move around looking for grains and animals for food. The people n the Neolithic Era raised their animals to make them fat and have good meat.


 * Occupations:** In the paelolithic era, everyone was a hunter-gatherer. But the Neolithic people had different roles in this society.

**Population/Settlement:** In the Paleolithic Era, people lived together and moved in groups from time to time. The group was usually a family clan. In the Neolithic era, they formed a bigger settlements like villages and did not move around.


 * Resources:** In the Paleolithic era, people were hunter-gathers. The only resources they had came from either hunting or gathering. However in the Neolithic era, people grew and bred what they needed instead of hunting and gathering.

houses and lived there almost permanently.
 * Shelter:** The Paleolithic era had people hunting and gathering. So they moved a lot and needed light tents made out of animal skins. The Neolithic people made adobe


 * Technology:** The Neolithic people carved stones into unique shapes and also made arrow heads for occasional hunting. The paleolithic people didn’t had such a good brain so they just chipped bits of rock and used it for a hand ax.

=__Assignment 7__= Write 3 good test questions covering any of the topics we have studied so far. 1. What was the difference in ways of collecting food from the Paleolithic and the Neolithic era? 2. What is the correct order of hominids from the oldest to the latest? 3. What is the most important development of early stone age and what are its contributions to the people?

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? Neolithic people have better brains and know how to carve stones in to sharp and fancy shapes sometimes used for decoration and knew that things other than survival might be more helpful to humans. 2. How did people's lives change as they began to domesticate plants and animals during the Neolithic period? Agriculture started and the people liked to make crops instead of hunting animals for food.So they didn't need to move around finding wild animals. 3. What are some advantages and disadvantages of the changes in daily life that occurred as a result of the development of agriculture? You do not have the fun to catch animals around and catch game like Tao did.

=__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? The Neolithic period 3. What kinds of tools did people make during this time? What do you think they used these tools for? The Neolithic carefully carved spears and arrowheads out of stones and put the sharp stone on a wooden shaft so you will not get hurt by touching the spear or arrowhead. 4. In the textbook it says that people during the Neolithic period could now __** make **__ fire. Which hominid would this be? Homo Sapiens. A Homo Erectus could control fire but could not produce fire in different ways. 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? The Paleolithic people never changed for a very long time. Used the same tools, ate the same things, and never changed their lifestyle. It was all the same until the people invented things and started to develop new things. When it became very advanced, the people were advandced enoug to be called the Neolithic people. 6. What is the definition for the word 'domestication'? It is a definition for capturing wild animals alive and putting them in a small place so they can mate and produce better animals. For example, the wild boar was domesticated in a pen and became a pig similar to the ones these days. 7. Using the map on p.41, which animals were domesticated in Asia? Horse. 8. Using the map on p.41, where was corn first domesticated? North America 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 stay at home completely farming my crops and not going out to the wilderness to catch animals like an ancient hunter-gatherer. = =

=**__Assignment 5__**= Read pages 32-34 from your online textbook and answer these questions __**clearly** and in **complete sentences** on your wiki page__.
 * 1) Why do historians need archaeologists and anthropologists to study **prehistory**? Archaeologists and anthropologists needs to study prehistory because, their studies, archaeology and anthropology, originated from prehistoric time. It is crucial for them to know about how the ancient artifacts are formed and humans are developed.
 * 2) What might have been one advantage of walking completely upright? With the ability to walk upright, people would have been able to move faster, which made them a better hunter-gatherer.
 * 3) What kind of **tools** did people use during the **Paleolithic Era**? During the Paloolithic Era, people used stone tools.
 * 4) Design a stone and wood tool you could use to help you with your chores. Describe your tool in a sentence or two.
 * 5) What is a **hunter-gatherer**? A Hunter-gatherer is a person who hunts and gather wild plants to survive.
 * 6) In your opinion, what was the most important change brought by the development of language?
 * 7) Define the boldfaced words above.

=__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? She lived in Africa 2. What is the scientific name of Lucy? Her scientific name is Australopithecus 3. How long ago did Lucy live? She lived more than 3 million years ago. 4. What was an important step in human development? The ability to walk on two legs 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 =4~5 Million years ago, standing upright, walking on two legs, and is called the Southern ape.
 * Homo habilis =
 * Homo erectus =
 * Homo sapiens =

6. Which hominid is us now? We are Homo Sapiens

=**__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? As a script manager wrote a dialog about Zeus, Prometheus, and Epimetheus. 2. What Problems did your group run into? We did not color our paper puppets. 3. How did your group deal with these problems? We traced the puppets with a marker. 4. Identify two similarities between all of the origin stories. The stories were all about how the humans were created. 5. Compare and Contrast any of the two origin stories presented in class (at least one paragraph). They were all about how humans were created. They all had gods in their stories and they were all prehistoric stories. They were all made-up stories in religions. They all have different gods and are made up in different countries. They are all made in different religions.
 * Human Origins-The Puppet Play Project** **Response**

=**__Assignment 2__**=

1. Which decade was the automobiles were invented?
2. When was the last ice age? 3. When did the Phoenicians invent the Phoenician Alphabets? 4. Color TV was invented in 1950 CE, in which decade was it made? 5. Which one goes first: 23,450 BCE or 23,830 BC?

Click here -> [|Timeline of Human History.pdf] to see a copy of the timeline. Write your questions **and the answers** on your wiki page.

=**__Assignment <span class="currency_converter_link">1 __**= Using your notes **and** page 4 from your online textbook, answer the following questions **on your wiki page**. 1. Were you born in a BCE year or an CE year? CE year 2. Put the following dates in order: AD 2000, 3100 BC, 15 BCE, AD 476, AD 3, CE 1215 3100 BC, 15 BCE, AD 3, AD 476, CE 1215, AD 2000 3. If you read that an event happened c. AD 1000, what would that mean? It is one millennium old.