History Alive! The World Through 1750 - Interactive Student Notebook -Sample

The World Through 1750

1

Foundations of History

Geography Challenge Inquiry Project

Lesson 1: Investigating the Past Through Inquiry

How do social scientists interpret the past?

Lesson 2: Themes of World History

What are the themes of world history?

Lesson 3: World Religions

How have religions influenced human society?

Timeline Challenge

GEOGRAPHY CHALLENGE

Creating a Map

Use the maps in the Geography Challenge reading to label your map.

1. Circle the map’s title in blue. Circle the map’s compass rose in purple. Circle the map’s scale in green.

2. Trace along the equator in orange. Label the Southern Hemisphere and Northern Hemisphere.

3. Trace along the prime meridian in red. Label the Eastern Hemisphere and Western Hemisphere.

4. Label the seven continents and the five oceans.

Applying Geography Skills

Using the map you have created, answer the following questions.

5. Which continents border the eastern shores of the Atlantic Ocean? The western shores of the Atlantic? The southern shores of the Atlantic?

6. Which ocean is located at 40°N, 160°W? Which continent is located at 20°S, 140°E?

7. If you were to sail directly from the southernmost tip of Africa to the westernmost edge of Australia, about how many miles would you travel?

Critical Thinking

Answer the following questions in complete sentences.

8. In which two hemispheres is the United States?

9. Which continent has the largest landmass? Give evidence from the map. Then find one reliable source that verifies your answer. List your source.

10. In what ways do you suppose history was affected by the geographical closeness of Africa and parts of Asia? Make a prediction and justify it with evidence from the map.

STUDENT-DIRECTED INQUIRY

Follow the steps below to complete the Inquiry Project. Reference the reading for additional guidance.

STEP 1: Developing Questions

Skim the lessons in this unit. Begin to brainstorm a list of questions you have about the topics in this unit. Potential questions:

•

•

As you complete the lesson readings and activities, narrow down your list of questions to one compelling question for the unit.

Compelling Question:

STEP 2: Using Disciplinary Sources to Build Arguments

Brainstorm 2–3 supporting questions that will help you explore your compelling question. As you conduct your research, track your evidence below.

Supporting Question 1:

Source Evidence

Supporting Question 2:

Source

Supporting Question 3:

Evidence Source Evidence

STEP 3: Communicating Conclusions with Evidence

Summative Argument Task

Construct an argument with evidence that addresses your compelling question. Cite at least three pieces of evidence from your research.

Extension

Use an alternative method to present your argument. You could create a poster, a podcast, or a digital presentation.

STEP 4: Taking Informed Action

Think about how you can take your findings out into the real world.

Understand

Brainstorm ways that the information you learned connects to your school, community, or state.

Assess

Brainstorm ways that you could use the information you learned to improve your school, community, or state.

Act

Brainstorm ways that you could get engaged. How can you be a leader to enact change?

Investigating the Past Through Inquiry 1

How do social scientists interpret the past?

In the space below, quickly sketch one object that you currently own and that you think someone might find 20,000 years from now.

Suppose that you are a social scientist living 20,000 years from now. You have just discovered the object above. What might the object tell you about the person who left it behind? Write your thoughts in a short paragraph below.

READING NOTES

Social Studies Vocabulary

As you complete the Reading Notes, use these terms in your answers. archaeologist argument artifact bias compelling question evidence geographer historian inquiry prehistoric primary source public policy ritual secondary source supporting question

1. Complete the matrix below to compare three types of social scientists.

Archaeologists Historians Geographers

What do they do?

What questions do they ask?

Symbol for their work

2. In a complete sentence, answer the following question: How are social scientists like detectives?

1. List three things social scientists can learn from cave paintings.

2. Sketch and label two artifacts that have been found in caves.

1. Before reading, label three details in the image that may offer clues about why the artist created this painting.

2. Write a hypothesis stating why you think the artist created this painting.

Section

1. Before reading, label two details in the image that may offer clues about why the artist created this painting.

3. Read Section 3. Label any additional important items in the image.

4. Why do social scientists think this painting was created?

2. Write a hypothesis stating why you think the artist created this painting.

3. Read Section 4. Label any additional important items in the image.

4. Why do social scientists think this painting was created?

Section 5

1. Before reading, label three details in the im age that may offer clues about why the artist created this painting.

Section 6

1. Before reading, label two details in the image that may offer clues about why the artist created this tool.

2. Write a hypothesis stating why you think the artist created this painting.

3. Read Section 5. Label any additional important items in the image.

4. Why do social scientists think this painting was created?

2. Write a hypothesis stating why you think the artist created this tool.

3. Read Section 6. Label any additional important items in the image.

4. Why do social scientists think this tool was created?

1. Before reading, label two details in the image that may offer clues about why the artist created this sculpture.

2. Write a hypothesis stating why you think the artist created this sculpture.

Section 8

1. Before reading, label two details in the image that may offer clues about why the artist created these tools.

3. Read Section 7. Label any additional important items in the image.

4. Why do social scientists think this sculpture was created?

2. Write a hypothesis stating what you think the artist did with these tools.

3. Read Section 8. Label any additional important items in the image

4. What do social scientists think these tools were used for?

Section 9

What were some of the problems caused by not having professional historical standards in the past?

What steps and resources do historians use today to study the past? Include the following terms in your answer: inquiry, evidence, primary source, secondary source, bias, argument

Section 10

Think back to the prehistoric cave paintings and artifacts you studied earlier in this lesson. What do you want to know about these prehistoric paintings and arti facts?

Plan an Inquiry about this group of cave paintings and artifacts by completing the checklist in your notes.

1. Ask a Compelling Question

What do you want to know about an event or topic? Remember, a good compelling question is arguable, concise, specific, and complex.

2. Ask Supporting Questions

How can you better understand an event or topic? What facts can be uncovered?

3. Apply Social Studies Concepts

How do your questions connect to related areas such as civics, economics, geography, and history?

4. Evaluate Your Sources and Evidence

What kinds of resources might help answer your questions?

Where can you find them?

Are your sources mostly primary or secondary? Are they reliable?

How does the information relate or support your compelling question?

5. Communicate Your Findings and Conclusions

Discuss with other students and your teachers. How could you share your conclusions with your community?

6. Take Appropriate Action

Did your research uncover a problem?

Is there a way to make the history you learned about more relevant to your school or community?

PROCESSING

Social scientists learn about the past by asking questions and conducting inquiries. You can be a “history detective” too!

What is something that you wonder about the past? You might wonder why an event happened or how something got to be the way it is today. Write your question below.

My compelling question:

Now plan an inquiry to answer your question.

• Think of one specific question each of the social scientists below might ask. These questions should help answer your bigger, compelling question.

• Brainstorm sources where you could find information to answer these supporting questions.

Supporting Questions

Sources of Information

Themes of World History

What are the themes of world history? PREVIEW

In the grid below, list something you know about ancient history. Next to that item, list a question you have about that time in history. An example has been provided for you

What I Already Know Questions I Still Have

The ancient Greeks created the Olympic games.

Which Olympic events were popular in ancient Greece?

READING NOTES

Social Studies Vocabulary

As you complete the Reading Notes, use these terms in your answers. gender roles kinship pastoral nomad

Section 1

1. In the grid below, describe each of the six themes you read about in this section.

Themes of World History

Human-Environment Interaction

Rise of Civilizations

Growth and Changes in Societies

Development of Political Institutions and Ideas

Belief Systems

Interconnectedness of Societies

Description of Theme

2. On the image below, find and circle at least four themes. Label each circle to indicate which theme is being represented.

1. You may want to learn more about how archaeologists use evidence to learn about early hominins. Do some research and write a paragraph about what kinds of evidence help scientists learn about our ancient ancestors.

2. Why did Homo sapiens succeed in replacing other hominin lines?

3. Why did some modern humans leave Africa?

4. What new innovations and inventions resulted from humans beginning to farm?

Section 3

1. Why did the pace of historical change in certain parts of the world begin to speed up?

2. Why were some people taxed by their rulers or monarchs?

Section 4

What themes within ancient history did you read about in this section?

Reflect on the pros and cons of the rapid development of global civilizations. Then, create a T-chart that illustrates your points.

Pros Cons

List at least five themes within ancient history that you read about in this lesson. Which theme from within ancient history did you most enjoy learning about?

World Religions

How have religions influenced human society? PREVIEW

Carefully watch each video clip. Then, write the name of the religion it matches: Judaism, Christianity, Islam, Hinduism, Buddhism, or Confucianism. List the social, geographic, or cultural clues that helped you determine the religion being practiced in each video.

Video Religion Video Religion

READING NOTES

Social Studies Vocabulary

As you complete the Reading Notes, use these terms in your answers.

ideology Torah Jewish Diaspora apostles Resurrection Qur’an Sunnah Vedas dharma karma nirvana filial piety Mandate of Heaven

Sections 1 to 6

Complete the following chart in your notebook. In each space, write two key ideas from the section.

Religion Origins and Development Beliefs Spread and Influence

Judaism (Section 1)

Christianity (Section 2)

Religion Origins and Development Beliefs Spread and Influence

Islam (Section 3)

Hinduism

(Section 4)

Religion Origins and Development Beliefs Spread and Influence

Buddhism

(Section

Confucianism

(Section

7

Complete the circles by recording the main ideas from each subsection in Section 7.

Global Effects on Society

Impact of World Religions Cultural and Religious Interactions

Choose three world religions you studied in this lesson. Complete a Venn diagram to show the following:

• similarities shared by all three religions

• similarities shared by two religions

• unique characteristics of each religion

Responses should be entered into each of the seven spaces of the diagram.

Religion

TIMELINE

Timeline Skills

Analyze the timeline in the reading. Also think about what you have learned in this unit. Then answer the following questions.

1. What began to thrive in West Africa as civilization grew?

2. When did the cultures and urban societies of ancient Egypt and Kush begin to develop?

3. In what region was there a golden age during the Gupta Empire?

4. Innovations by whom would make significant contributions around the world as their influence expanded throughout Europe and North Africa?

5. When was Rome first established?

6. What major empire rose as trade was established throughout Afroeurasia?

7. Identify three major civilizations in the Americas that consisted of elaborate, developed cities and rich cultures.

Critical Thinking

Use the timeline and the lessons in the unit to answer the following questions.

8. Based on the timeline and using one or two examples, compare and contrast life in ancient Greece and Rome with life in the Americas.

9. The majority of the events listed on the timeline occur after 8000 B.C.E.

a. How does the work of historians and archaeologists help explain why we know more about recent events than ones that occurred earlier?

b. How might the development of writing also help explain why we know more about recent events?

10. According to the timeline, what happened after the fall of the Roman Empire?

Identify three major changes and why they are important.

The Rise of Civilization

Geography Challenge Inquiry Project

Lesson 4: From Hunters and Gatherers to Farmers

How did the development of agriculture change daily life in the Neolithic Age?

Lesson 5: The Rise of Sumerian City-States

How did geographic challenges lead to the rise of city-states in Mesopotamia?

Lesson 6: Ancient Sumer

Why do historians classify ancient Sumer as a civilization?

Lesson 7: Exploring Four Empires of Mesopotamia

What were the most important achievements of the Mesopotamian empires?

Lesson 8: Early Civilizations in the Americas

What do we know about the ancient civilizations in the Americas?

Timeline Challenge

SALTA

GEOGRAPHY CHALLENGE

Creating a Map

Use the maps in the Geography Challenge reading to label your map.

1. Label the continent of Africa and outline it in blue. Label the Nile River and outline the Nile River valley in green.

2. Label the body of water between Europe and Africa and outline it in purple.

3. Label the Arabian Desert and circle it in red.

4. Label the Fertile Crescent and the two rivers that run through it.

Applying Geography Skills

Using the map you have created, answer the following questions.

5. Into which body of water does the Nile River flow?

6. What is the Fertile Crescent?

7. Most of the land of North Africa and the Middle East is desert. How did this affect the settlement of early people?

Critical Thinking

Answer the following questions in complete sentences.

8. Why did most early civilizations develop near a water supply?

9. Considering the geographical physical features, why do you think early humans migrated eastward to the Fertile Crescent, rather than north to Europe?

10. One region in the Middle East is called Mesopotamia. This name means “the land between the rivers.” Where do you think this region lies?

GUIDED INQUIRY

Follow the steps below to complete the Inquiry Project. Reference the reading for additional guidance.

STEP 1: Developing Questions

Review the Compelling Question for this unit: How much are we able to know about the first human civilizations?

Brainstorm anything related to this topic that you think you already know.

List other questions you have.

Know Questions

STEP 2: Using Disciplinary Sources to Build Arguments

For each supporting question, list sources from the activities, readings, and outside research. Explain the evidence they provide that will help you answer the question.

Supporting Question 1: What are ways that we can learn about the past?

Source Evidence

Supporting Question 2: How do social scientists use artifacts to draw conclusions about ancient civilizations?

Source Evidence Source Evidence

Supporting Question 3: What limitations do social scientists face when analyzing artifacts about ancient civilizations?

STEP 3: Communicating Conclusions with Evidence

Summative Argument Task

Construct an argument with evidence that addresses the compelling question: How much are we able to know about the first human civilizations?

Extension

Create a museum exhibit that showcases one of the ancient artifacts you researched. Include an image (or drawing) of the artifact and clearly label it with a title and estimated date. Include a written summary that explains what historians think we know (and do not know) about the artifact and why.

STEP 4: Taking Informed Action

If instructed by your teacher, complete one or more of these tasks.

Understand

Research a place today where human or natural causes are threatening artifacts.

Assess

Brainstorm solutions for how artifacts in this location could be saved.

Act

Create an ad (video, audio, or poster) that explains the need to protect artifacts—locally or globally.

From Hunters and Gatherers to Farmers

How did the development of agriculture change daily life in the Neolithic Age?

PREVIEW

In the boxes below, create a two-part cartoon strip that shows one way that the invention of the computer changed people’s lives. Use simple drawings to show what the people in the cartoon are thinking or saying.

In the Past Today

READING NOTES

Social Studies Vocabulary

As you complete the Reading Notes, use these terms in your answers. Paleolithic Age Fertile Crescent domesticate nomad resource Neolithic Age Catal Hoyuk agriculture trade

Section 1

1. Briefly describe what life was like in the Paleolithic Age and the Neolithic Age.

2. Where were many Neolithic settlements located and why?

Section 2

1. How did people obtain food in the Paleolithic Age? What were some of the challenges with obtaining food this way?

2. Answer each question by filling in the speech bubbles for Neolithic Nel. One example is done for you below.

Rather than gather wild plants, what did Neolithic people learn to do?

We learned that we could harvest our own food by collecting and planting the seeds of plants.

What did Neolithic people learn about domesticating animals?

What is agriculture? Why was the invention of agriculture important?

Section 3

1. What did people use for shelter in the Paleolithic Age? Why were these shelters temporary?

2. Answer each question by filling in the speech bubbles for Neolithic Nick.

How were houses built in the Neolithic Age?

How did Neolithic people use their houses to store and cook food?

Why was the development of permanent shelters important?

Section 4

1. Why were communities small during Paleolithic times?

2. Answer each question by filling in the speech bubbles for Neolithic Nel.

How did community living help Neolithic people become better organized?

What advantage did Neolithic people get from working together in communities?

Why was the establishment of communities important?

1. What was the most important job in the lives of Paleolithic people?

2. Answer each question by filling in the speech bubbles for Neolithic Nick.

What were some of the specialized jobs of the townspeople of Catal Hoyuk?

Why did Neolithic people decorate pottery and polish stones?

Why was the development of different jobs important?

Section 6

1. What resources did Paleolithic people use?

2. Answer each question by filling in the speech bubbles for Neolithic Nel.

Why did Neolithic people trade?

How did Neolithic people conduct trade?

Why was the growth of trade important?

On a separate sheet of paper, write a paragraph answering the Essential Question: How did the development of agriculture change daily life in the Neolithic Age? Compare and contrast how people got their food, where they lived, and the skills they developed in the Paleolithic and Neolithic ages.

The Rise of Sumerian City-States

PREVIEW

Think of a recent problem or challenge that you faced, and what you did to solve it. In the “Problem” box in the flowchart below, draw a simple illustration of the problem or challenge. Also in that box, write a one-sentence summary of the problem. In the “Solution” box, draw a simple illustration to show how you solved the problem. Also write one sentence describing the solution.

SolutionProblem

READING NOTES

Social Studies Vocabulary

As you complete the Reading Notes, use these terms in your answers.

Mesopotamia

Euphrates River irrigation silt

Tigris River Sumer levee city-state

How did geographic challenges lead to the rise of city-states in Mesopotamia?

Section 1

List five words or phrases that characterize the geography of Mesopotamia. Circle the one characteristic that might pose the biggest challenge to people living there. In a complete sentence, explain why you chose this characteristic.

Section 2

1. What were some advantages of living in the foothills of the Zagros Mountains?

2. In the “Problem” box, draw and label a simple picture showing the problem that occurred around 5000 B.C.E. Also in that box, write a one sentence summary of the problem.

In the “Solution” box, draw a simple illustration to show how the farmers in the foothills solved the problem. Also write one sentence describing the solution.

SolutionProblem

3. Who were the Sumerians?

1. Describe the seasonal weather changes in Sumer.

2. In the “Problem” box, draw and label a simple picture showing the problem caused by an uncontrolled water supply. Also in that box, write a one sentence summary of the problem.

In the “Solution” box, draw a simple illustration to show how the Sumerians solved the problem. Also write one sentence describing the solution.

SolutionProblem

3. In what other ways did the Sumerians control the water supply?

Section 4

1. What new problem occurred after Sumerian farmers created irrigation systems?

2. In the “Problem” box, draw and label a simple picture showing the problem that could happen to an irrigation system that was not maintained. Also in that box, write a one sentence summary of the problem.

In the “Solution” box, draw a simple illustration to show how the Sumerians solved the problem. Also write one sentence describing the solution.

SolutionProblem

3. What was the long-term result of the Sumerians working together?

Section 5

1. How did the physical geography of Sumer leave its cities unprotected?

2. In the “Problem” box, draw and label a simple picture showing the problem that caused Sumerian cities to fight with each other. Also in that box, write a one sentence summary of the problem.

In the “Solution” box, draw a simple illustration to show how the Sumerians solved the problem. Also write one sentence describing the solution.

SolutionProblem

3. Why do historians call the cities of Sumer “city-states”?

Section 6

To complete the flowchart, summarize how geography led to the rise of Sumerian city-states. In the appropriate boxes below, list each problem and its solution, as described in the reading.

Problem 1

How did geographic challenges lead to the rise of city-states in Mesopotamia?

Problem 3

Food shortage in the foothills

Solution 2

Solution 1

Problem 2

Solution 3

Problem 4

Solution 4

PROCESSING

On a separate sheet of paper, create a real estate advertisement to encourage people to move to one of the Sumerian city-states. Include the following:

• A clever title for the advertisement, to catch the reader’s eye. Be sure it includes the words Sumerian City-State.

• At least three illustrations representing the ideas the Sumerians came up with to solve key problems.

• A caption for each visual that describes the solution and why it helped make this Sumerian city-state a desirable place to live.

Preparing to Write: Analyzing Artifacts

Suppose that you are an archaeologist living five hundred years from now. You are excavating at a site in a flat, deserted area. From reading history books, you know that there was once a big city here. One day, you and your team find the artifact shown below. It is a two-sided coin of some sort. What can you learn from it?

1

What five things do you notice about Side 1?

2

What five things do you notice about Side 2?

Using your observations in the lists above, what are three conclusions you might reach about the unknown society that used this artifact?

Writing to Support a Conclusion

List five personal artifacts found in your bedroom. Then write a paragraph describing one conclusion a future archaeologist might make about you. Use the examples from your list of personal artifacts to support that conclusion. Details about the personal artifacts should strongly support the conclusion.

Use this rubric to evaluate your paragraph. Make changes to your work if you need to.

Score Description

3 Personal artifacts (details) strongly support the conclusion. The para graph uses both simple and more complex sentences well. There are no spelling or grammar errors.

2 The paragraph presents a fairly well-constructed conclusion (topic sen tence). Personal artifacts (details) mostly support the conclusion. The paragraph uses both simple and more complex sentences fairly well.

There are some spelling or grammar errors.

1 The paragraph presents a weakly-constructed conclusion (topic sen tence). Personal artifacts (details) do not support the conclusion well.

There is little use of more complex sentences. There are many spelling or grammar errors.

Ancient Sumer

Why do historians classify ancient Sumer as a civilization?

PREVIEW

Scientists sometimes describe a civilization as “highly developed.” Explain what you think it means to be highly developed, and provide specific examples.

READING NOTES

Social Studies Vocabulary

As you complete the Reading Notes, use these terms in your answers. civilization artisan cuneiform social structure scribe pictograph technology ziggurat merchant culture

Section 1

Complete the spoke diagram below. Follow these steps:

1. Write the title of the section in the large center circle.

2. In each small circle, write one of the common characteristics of civilization.

3. Next to each small circle, draw a picture or symbol that represents that characteristic.

Technology

Sections 2 to 8

If your class is doing the activity for this lesson, complete all of the Reading Notes for each section If your class is not doing the activity, skip the last part of each section.

Section 2

Complete the flowchart below. In each box, write the name of a Sumerian inven tion that helped create a stable food supply. Explain what the invention was and how the Sumerians used it.

Invention #1: Invention #2:

Stable Food Supply

(Note: If your class is not doing the activity, skip the following.)

List the artifacts that show evidence of a stable food supply in Sumer. Choose one artifact. Write a sentence explaining how it relates to this characteristic of civilization.

Section 3

In the ladder below, list and describe the people who lived at each status level of the Sumerian social structure. Next to each description, draw a symbol that represents that class.

TOP MIDDLE BOTTOM

(Note: If your class is not doing the activity, skip the following.)

List the artifacts that show evidence of social structure in Sumer. Choose one artifact. Write a sentence explaining how it relates to this characteristic of civilization.

Section 4

Why did religious beliefs in Sumer make the government more powerful?

List all the duties of the government in Sumerian city-states. Circle the duty you think was the most important, and explain why you chose this duty.

(Note: If your class is not doing the activity, skip the following.)

List the artifacts that show evidence of government in Sumer. Choose one artifact. Write a sentence explaining how it relates to this characteristic of civilization.

Section 5

What is a religious system?

Why was religion important in Sumer?

Draw and label a picture that shows two ways Sumerians expressed their religious beliefs.

(Note: If your class is not doing the activity, skip the following.)

List the artifacts that show evidence of religion in Sumer. Choose one artifact. Write a sentence explaining how it relates to this characteristic of civilization.

Section 6

Name three types of artists in Sumer and explain what each one did.

Why was music an important art in Sumer?

(Note: If your class is not doing the activity, skip the following.)

List the artifacts that show evidence of the arts in Sumer. Choose one artifact. Write a sentence explaining how it relates to this characteristic of civilization.

Section 7

In the flowchart below, draw and label pictures to show what life was like in Sumer before and after the invention of the wheel.

After the WheelBefore the Wheel

Draw and label a picture of a Sumerian arch. Explain why it was an important technological advance.

(Note: If your class is not doing the activity, skip the following.)

List the artifacts that show evidence of technology in Sumer. Choose one artifact. Write a sentence explaining how it relates to this characteristic of civilization.

In the flowchart below, explain the development of writing in Sumer, from pictographs to cuneiform.

CuneiformPictographs

Why do you think cuneiform may have been a better method of communication than pictographs?

(Note: If your class is not doing the activity, skip the following.)

List the artifacts that show evidence of written language in Sumer. Choose one artifact. Write a sentence explaining how it relates to this characteristic of civilization.

On a separate sheet of paper, create a spoke diagram as shown here. Find or draw pictures of modern items that are examples of each characteristic of civilization. Put the picture next to the characteristic it relates to, and draw a line connecting the picture to the circle.

Stable Food Supply Writing

Social Structure Characteristics of Civilization

Technology

Government

The Arts Religion

In the table below, list the item you drew for each characteristic of civilization. Then explain how the item relates to that characteristic.

Characteristic Modern item

Stable Food Supply

Social Structure

Government Religion

The Arts

How the item relates to the characteristic of civilization

INVESTIGATING PRIMARY SOURCES

Identifying and Evaluating Evidence

Use the reading to create a claim to answer this question: How did the different social classes of Sumer interact with one another?

Claim: What evidence from the primary sources documents support your claim? Fill out the chart below. Circle the two strongest pieces of evidence.

Source Evidence

How does this support the claim?

You can use this evidence to strengthen your claim. Write your revised claim below.

Constructing an Argument

Create an argument to answer the question: How did the different social classes of Sumer interact with one another? Your argument should:

• clearly state your claim.

• include evidence from multiple sources.

• provide explanations for how the sources support the claim.

Use this rubric to evaluate your argument. Make changes as needed.

Score Description

3

The claim clearly answers the question. The argument uses evidence from two or more primary sources that strongly support the claim. The explanations accurately connect to the evidence and claim.

2

The claim answers the question. The argument uses evidence from one or more primary sources that support the claim. Some of the explanations connect to the evidence and claim.

1

The claim fails to answer the question. The argument lacks evidence from primary sources. Explanations are missing or are unrelated to the evidence and claim.

Exploring Four Empires of Mesopotamia

What were the most important achievements of the Mesopotamian empires?

PREVIEW

In ancient Mesopotamia, rulers recorded their greatest achievements on steles. A stele (STEE-lee) is a stone slab on which an illustration or inscription has been carved.

Complete the two steles to celebrate two of your most important personal achievements. Draw pictures or find photographs of images or symbols to represent each achievement.

READING NOTES

Social Studies Vocabulary

As you complete the Reading Notes, use these terms in your answers. empire tribute economy capital code of laws siege

Section 1

1. Around what year did the Akkadians conquer the Sumerian city-states? Who was their first leader?

2. In the stele to the right, draw and label pictures to illustrate the military achievements of the Akkadian Empire. Then complete these sentences:

This stele represents the Akkadian military achievement of . . .

This achievement was important because . . .

Section 2

1. In the stele to the right, draw and label pictures to illustrate the cultural achievements of the Akkadian Empire. Then complete these sentences:

This stele represents the Akkadian cultural achievement of . . .

This achievement was important because . . .

2. How long did the Akkadian Empire last? Why did it fall?

Section 3

1. Who was the next king to unite Mesopotamia after the fall of the Akkadian Empire, and where was his capital city?

2. In the stele to the right, draw and label pictures to illustrate the political achievements of the Babylonian Empire. Then complete these sentences:

This stele represents the Babylonian political achievement of . . .

This achievement was important because . . .

Section 4

1. In the stele to the right, draw and label pictures to illustrate the economic achievements of the Babylonian Empire. Then complete these sentences:

This stele represents the Babylonian economic achievement of . . .

This achievement was important because . . .

2. What rights did enslaved people and women have under Babylonian law?

1. Where was Assyria located? Using the map in the reading, describe the areas the Assyrian Empire conquered.

2. In the stele to the right, draw and label pictures to illustrate the military achievements of the Assyrian Empire. Then complete these sentences:

This stele represents the Assyrian military achievement of . . .

This achievement was important because . . .

Section

1. In the stele to the right, draw and label pictures to illustrate the cultural achievements of the Assyrian Empire. Then complete these sentences:

This stele represents the Assyrian cultural achievement of . . .

This achievement was important because . . .

2. How long did the Assyrian Empire last? Why did it fall?

1. Which group of people regained control of the lands of Mesopotamia after the Assyrians? Who was their most famous king?

2. In the stele to the right, draw and label pictures to illustrate the military achievements of the NeoBabylonian Empire. Then complete these sentences:

This stele represents the Neo-Babylonian military achievement of . . . This achievement was important because . . .

1. In the stele to the right, draw and label pictures to illustrate the cultural achievements of the Neo-Babylonian Empire. Then complete these sentences:

This stele represents the Neo-Babylonian cultural achievement of . . . This achievement was important because . . .

2 How long did the Neo-Babylonian Empire last? Why did it fall?

Complete this report card to evaluate the achievements of the Mesopotamian empires you studied. Follow these steps:

• Evaluate each empire’s achievements by giving it a letter grade—A, B, C, D, or F—for each category.

• In the comments section, give evidence to support each letter grade you assigned.

Report Card for the Mesopotamian Empires

Akkadian Empire Babylonian Empire Assyrian Empire Neo-Babylonian Empire

Military and Political Achievements

Grade: Comments:

Grade: Comments:

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Economic and Cultural Achievements

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Grade: Comments:

Early Civilizations in the Americas

What do we know about the ancient civilizations in the Americas?

Before writing, ancient cultures relied on oral traditions, such as stories that they passed down. Today, oral traditions still exist. For example, families often share stories about their past. Briefly recount such a story about your family. Then write a few sentences that explain what it says about your family.

READING NOTES

Social Studies Vocabulary

As you complete the Reading Notes, use these terms in your answers. hieroglyphs monumental architecture oral traditions shaman stratified society

1. Why do theories about the first people to live in the Americas continually change?

2. Why do we know so little about the first generations of people who lived in the Americas?

3. How did climate affect the development of early Indigenous societies?

1. What role do rituals play in Indigenous communities?

2. What role do traditions play in Indigenous communities?

3. How were gender roles in Indigenous cultures different from those in Euro pean cultures?

3

1. How did climate enable the growth of the Olmec civilization?

2. How did large societies such as the Olmec differ from smaller societies?

4

1. How did Maya advances in astronomy help Maya civilization develop?

2. Maya cities were stratified societies. Draw and label a picture to show the geo graphical divisions in Maya cities.

3. Why do historians believe that Maya civilization collapsed over hundreds of years?

4. What factors likely contributed to the decline of Maya civilization?

Section 5

1. Why did so few researchers decline to study the remains of the Caral civilization?

2. How did Ruth Shady Solis’s theory about Caral differ from other scientists?

3. Caral was a stratified society. Draw and label a picture to show the differences in housing in Caral.

Section

1. How was Mississippian society similar to and different from other early American societies?

2. In the Spiro group, leaders’ homes showed their power. Draw and label a pic ture to show where leaders lived. Then write a sentence that explains what this indicates Mississippian culture in general.

3. How did the development of agriculture affect Mississippian society?

Create a Venn diagram to compare and contrast two of the early civilizations in the Americas. Choose two civilizations examined in this lesson—Olmec, Maya, Caral, and Mississippian—and identify their differences and similarities. Write the name of the civilizations above the circles.

Write two sentences to compare or contrast these early civilizations to your own civilization. In each sentence, compare or contrast your civilization to one of the civilizations you chose.

Timeline Skills

Analyze the timeline in the reading. Also think about what you have learned in this unit. Then answer the following questions.

1. Which of these events happened first: Sumerians create city-states, the culture at Caral forms, or the Code of Hammurabi is written?

2. What system of writing did the Sumerians develop?

3. About how many years did the Akkadian Empire last?

4. Caral is theorized to have been what?

5. In which empire was the Code of Hammurabi written?

6. Which civilization is well-known for sculptures of heads?

7. About when did the Maya “golden era” begin?

Critical Thinking

Use the timeline and the lessons in the unit to answer the following questions.

8. Both the Olmec and Maya flourished in Mesoamerica during this time period.

What innovations supported the rise of civilization in this region?

9. What is the connection between the development of cuneiform and the Code of Hammurabi?

10. According to the timeline, the Neo-Babylonian Empire made advances in the fields of mathematics and astronomy. Why might this have been significant?

11. If you could add three more events to this timeline, which ones would you choose?

List each event and explain why you think it is important enough to add to the timeline.

a. b. c.