C HAPTER 1 R ESOURCES
The First Civilizations
Activity for Differentiated Instruction 1 . . . . . . . . . . . . . . 6
The Epic of Gilgamesh
Critical Thinking Skills Activity 1 . . . . . . . . . . . . . . . . . . 9
Making Comparisons
Geography and History Activity 1 . . . . . . . . . . . . . . . . . . 11
Two Rivers in Mesopotamia
People to Meet Activity 1 . . . . . . . . . . . . . . . . . . . . . . . 13
The First Farmers
Time Line Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
The World’s First Empires (2400–400 B.C.)
Citizenship and Service Learning Activity 1 . . . . . . . . . . 17
Brainstorming a Mural
Economic Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Jobs of Tomorrow
World Literature Reading 1 . . . . . . . . . . . . . . . . . . . . . . 21
Early Literature
Primary Source Reading 1. . . . . . . . . . . . . . . . . . . . . . . 23
The Code
Take-Home Review Activity 1 . . . . . . . . . . . . . . . . . . . . 25
The First Civilizations
5
Name
ACTIVITY
Date
FOR
Class
DIFFERENTIATED INSTRUCTION 1
The Epic of Gilgamesh
The Epic of Gilgamesh is a Sumerian poem dating from about
2000 B.C. It is one of the world’s oldest known stories. The hero, Gilgamesh, is a king who traveled the world performing great deeds.
In one of the most famous parts of the epic, Gilgamesh tries to
learn the secret of eternal life from an immortal wise man. This
man tells Gilgamesh about a great flood that destroyed the world.
Warned by the god of wisdom, the man had saved himself and his
family by building an ark. The gods eventually gave the man eternal life. Here is part of the man’s story:
CHAPTER 1
Six days and six nights
Blows the flood wind, as the south-storm
sweeps the land.
When the seventh day arrived,
The flood (-carrying) south-storm subsided
in the battle,
Which it had fought like an army.
The sea-grew quiet, the tempest was still,
the flood ceased.
I looked at the weather. Stillness had set in,
And all of mankind had returned to clay.
[For six days the ship rests atop Mount Nisir.]
When the seventh day arrived,
I sent forth and set free a dove.
The dove went forth, but came back;
There was no resting-place for it and she
turned round.
Then I sent forth and set free a swallow.
The swallow went forth, but came back,
There was no resting-place for it and she
turned round.
Then I sent forth and set free a raven.
The raven went forth and, seeing that the
waters had diminished,
He eats, circles, caws, and turns not round.
Source: Translated by E.A. Speiser, in Ancient Near Eastern Texts (Princeton, 1950), as reprinted in Isaac Mendelsohn (ed.), Religions
of the Ancient Near East (New York, 1955).
Directions: Use the information in the passage to answer the following
questions on a separate sheet of paper.
1. Making Connections Review the information in your textbook
about the geography of Sumeria. How do you think the
Sumerians’ physical environment might have inspired the
Gilgamesh flood story?
2. Analyze What does this story tell us about the relationship
Sumerians might have had with their gods? Explain your
answer.
6
Copyright © by The McGraw-Hill Companies, Inc.
The landscape was as level as a flat roof.
I opened a hatch, and light fell on my face.
Bowing low, I sat and wept,
Tears running down my face.
I looked about for coast lines in the expanse
of the sea:
In each of fourteen (regions)
There emerged a region (-mountain).
On Mount Nisir the ship came to a halt.
Mount Nisir held the ship fast,
Allowing -no motion.
TEACHING STRATEGIES
FOR DIFFERENT LEARNING STYLES
The following are ways the basic lesson can be modified to accommodate students’ different learning styles.
Visual/Spatial Learning; Interpersonal Learning
Divide students into groups. Have each student in the group illustrate one part of the Gilgamesh flood story, using techniques of their
choice (crayons, colored pencils, water color, etc.). The groups can decide
who will illustrate which part of the story, but the entire story should be
illustrated. Students’ works can then be displayed in correct order to
present the story.
Auditory/Musical Learning
Ask students to imagine that they are the wise man. Write a ballad
(1) describing their feelings as they journeyed during the flood or
(2) directed toward the gods, asking for help and advice.
Linguistic/Verbal Learning; Intrapersonal Learning
Ask students to research some facts about cuneiform writing. As they
research, they should keep in mind the following questions: How do
cuneiform characters differ from our alphabet? How long would it have
taken a Sumerian scribe to copy the Gilgamesh flood story? The entire
Epic of Gilgamesh? How would civilizations have attempted to preserve
stories such as the Epic of Gilgamesh before the invention of writing, and
how successful would their efforts have been? Students should report
their findings in a one- to two-page report.
CHAPTER 1
CRISS Reading Strategy
Ask students to paraphrase the Gilgamesh flood story in their own
words. Make sure that events are presented in correct chronological
order and that all important incidents are mentioned.
Copyright © by The McGraw-Hill Companies, Inc.
English Learners (EL) Reading Strategy
Ask students to find the following facts from the passage: (1) How
many days and nights did the flood wind blow? (2) Where did the ark
come to rest? (3) How many birds were released from the ark? Name
them. (4) What was the last bird to be released? How was this bird’s
behavior different from the others?
7
Name
Class
Date
CRITICAL THINKING SKILLS ACTIVITY 1
Making Comparisons
Social Studies Objective: Analyze information by comparing and
contrasting.
Learning the Skill
When you make a comparison, you look at two or more things
and determine how they are alike and how they are different. You
may make comparisons between peoples or cultures, events or situations, or documents. Making comparisons allows you to make more
informed judgments. When making a comparison, follow the steps
listed below.
• First decide which items will be compared.
• Then decide which characteristics can be used to make a
comparison.
• Finally, identify similarities and differences among those
characteristics.
Practicing the Skill
CHAPTER 1
Directions: Analyze the information in the chart below. Then answer the
questions that follow.
Copyright © by The McGraw-Hill Companies, Inc.
Ancient Communities
Time period settled
Location (modern-day)
Approximate population
Crops grown
Çatal Hüyük
around 6700 B.C .
Turkey
more than 6,000
peas, lentils, wheat
Babylon
around 1800 B.C.
Iraq
up to 50,000
wheat, barley, peas, lentils,
chickpeas
1. What items are being compared in
the chart?
4. Which community had a larger
population?
2. What characteristics are being used
to compare them?
5. Compare the crops grown by the
two communities. How are they
alike and how are they different?
3. Which community was settled first?
When?
6. Why do you think Babylon was able
to support a much larger population
than Çatal Hüyük?
9
Name
Class
Date
GEOGRAPHY
AND
HISTORY ACTIVITY 1
Two Rivers in Mesopotamia
In the area of the Middle East that is today known as Iraq,
there are two rivers called the Euphrates and the Tigris. They
flow southward across the desert. For most of their length, the
two rivers parallel each other. Then they join and empty into
the Persian Gulf.
In ancient times, the land between them was called
Mesopotamia. This name comes from the Greek words mesos
meaning “middle” and potamos meaning “river.” Mesopotamia
literally means “land between the rivers.” The region was at the
eastern end of an area of good farmland known as the Fertile
Crescent (see map below).
The waters of the Tigris and Euphrates Rivers helped one
of the world’s earliest civilizations to grow—the Sumerians. The
people who lived in the region, known as Sumer, used the water
for drinking and growing crops. The rivers were also used for
transportation. Some of the earliest sailboats ever built carried
people and goods up and down the rivers.
The Fertile Crescent
Caspian
Sea
ASIA
MINOR
IR
ed
iter
Se ar a n e a n
Eu
ph
ra
te
s
SYRIA
ZA
R.
Jordan R.
KEY
E
W
Jerusalem
Dead
Sea
S
SYRIAN DESERT
0
200 miles
Fertile Crescent
0
100 kilometers
GR
Tig
ris
R.
N
CHAPTER 1
In the spring, the Tigris and Euphrates would flood. The
ancient Sumerians learned how to control these floodwaters.
They built earthen mounds called levees on both sides of the rivers.
The Sumerians also learned how to channel the rivers’ waters into
fields where crops were grown—one of the world’s first known
examples of irrigation. The mineral-rich soil helped these early
farmers to grow enough crops to feed the people. Wheat, barley,
sesame, and other fruits and vegetables were the primary food
crops. The farmers also grew flax, which was woven into clothes.
M
Copyright © by The McGraw-Hill Companies, Inc.
Flood Control and Irrigation
Babylon
Uruk
CH
OS
A
N
MT
S.
SUMER
Uruk
Eridu
A LD
Ur
EA
Persian
Gulf
11
Name
GEOGRAPHY
Date
AND
HISTORY ACTIVITY 1
Class
(continued)
Two Rivers in Mesopotamia
Trade and Writing
The development of wind-powered boats helped move crops
and other goods up and down the rivers. A number of cities along
the rivers became centers of trade. Some of the cities were Sumer,
Ur, Uruk, Eridu, and Babylon.
To help keep track of trade, the Sumerians created some of the
world’s earliest forms of writing. Literate men known as scribes
would form tablets from clay from the rivers and carve small symbols into them while the clay was still soft. Using a sharpened reed
known as a stylus, the scribe would mark records on the tablets
and then leave them in the hot sun to dry. From this writing,
called cuneiform, we have learned much about these ancient
Mesopotamian cultures.
Directions: Answer the following questions in the spaces provided.
1. What were the two major rivers of Mesopotamia?
CHAPTER 1
2. What does the name Mesopotamia mean?
3. How did the people of Mesopotamia use the rivers?
4. Name some food crops grown by the ancient Mesopotamians.
6. Drawing Conclusions Look at the land surrounding
Mesopotamia on the map. How did the geography
of Mesopotamia and the surrounding lands open
the region to invasion?
12
Copyright © by The McGraw-Hill Companies, Inc.
5. By looking at the map, name three bodies of water other than
rivers.
Name
Class
Date
PEOPLE
TO
MEET ACTIVITY 1
The First Farmers
Imagine that you are living almost
8,000 years ago. You might raise a few
domesticated animals, but most of your
food comes from farming. As one of the
first farmers, you can only grow plants
native to your area or plants that you
get through trade.
Copyright © by The McGraw-Hill Companies, Inc.
Different Kinds of Farming
Milpas, or slash-and-burn agriculture
Second, you must know when to
plant and harvest. If you plant too early
or too late, you could lose your crop and
starve to death. You will also notice that
seasonal floods, monsoons, or dry and
cold seasons happen every time certain
planets or constellations are in the sky.
Soon your civilization will use the stars
to invent calendars that keep track of the
planting cycle.
Directions: Answer the questions below in the spaces provided.
1. Eight thousand years ago, where did most food come from?
2. How was farming in the rain forest of Mesoamerica different
from farming near the Nile?
3. Writing On a separate sheet of paper, write a paragraph comparing farming today in the United States with farming 8,000
years ago.
13
CHAPTER 1
How you farm depends on where
you live. Maybe you live near a large
river, like the Nile in Egypt, that floods
every year. The floods renew the soil,
so it stays fertile a long time. This means
that you can make a large farm that produces a lot of food and other crops.
If you live in the rain forest of
Mesoamerica, you will practice milpas,
or slash-and-burn agriculture. You will
cut and burn down a patch of forest. Then
you will plant your crops. The soil in rain
forests is not very rich. After a couple of
years the land will wear out, and you
will have to cut another patch.
No matter where you live or how you
farm, two things are true. First, you must
get water to your crops, so you may need
to develop an irrigation system to supply
water.
2000 B.C.
1600 B.C.
1200 B.C.
800 B.C.
400 B.C.
15
CHAPTER 1
Date
Between 2400 B.C. and 400 B.C., several empires took turns controlling Mesopotamia.
• In 2340 B.C. Sargon conquered all of
• The Chaldeans controlled
Mesopotamia.
Mesopotamia beginning in 605 B.C.
• The Chaldeans captured Nineveh
• About 550 years later, Hammurabi
seven years earlier.
created the Babylonian Empire.
• King Nebuchadnezzar died in 562 B.C.
• Around 1750 B.C., Hammurabi wrote
the Code of Hammurabi.
• The Persians captured Babylon over
twenty years later.
• The Assyrians conquered Mesopotamia
about 900 B.C.
Background
2400 B.C.
Copyright © by The McGraw-Hill Companies, Inc.
Name
Class
TIME LINE ACTIVITY 1
The World’s First Empires
(2400–400 B.C.)
Directions: Use the following information about the world’s first
empires to complete the time line.
Name
Date
CITIZENSHIP
AND
Class
SERVICE LEARNING ACTIVITY 1
Brainstorming a Mural
Why It’s Important
Copyright © by The McGraw-Hill Companies, Inc.
Art has been an important part of human life since its earliest days. Today, in many neighborhoods, public art is on display. Murals are painted on buildings. A mural is a picture
large enough to cover a whole wall of a building or room.
Murals serve many purposes. They may express the common history and hopes of a community. They may beautify an
ugly wall. They may bring comfort or humor to a hospital
waiting area. They may unite a community as many people
work together designing it, painting it, supporting it, and
enjoying it.
Background
Questions to Consider
Evidence of the art of early humans is
found in many locations around the
world. These people used art to record
their experiences and perhaps for religious purposes. The cave paintings at
Lascaux, France, show animals that were
important to the painters as food or as
sacred beings. These cave paintings are
the world’s earliest murals.
Sumerian art includes architecture,
sculpture, and pottery, as well as paintings. You can see examples in your textbook on pages 18 and 19. The Assyrians
were skilled in the arts, particularly
sculpture. The Babylonians adorned their
buildings with paintings of animals,
plants, and other symbols. The Hanging
Gardens of Babylon were, in a sense, a
huge public sculpture, designed to be
visible from any point in the city.
Directions: Answer the questions below on
a separate sheet of paper.
CHAPTER 1
1. What public art are you familiar
with? What does it mean to you?
What goal is the art supposed to
accomplish?
2. How do you decorate your own
space? Have you put up posters or
special wallpaper?
3. What public spaces in your environment could benefit from a mural?
4. What symbols would you use to represent yourself? What symbols represent your school? Your community?
17
Name
Date
Class
CITIZENSHIP AND SERVICE LEARNING ACTIVITY 1 (continued)
Brainstorming a Mural
Painter Aaron Douglas
(1898–1979) was a major African American
artist. He was known for painting indoor
murals in public buildings. His best-known
works were painted on the walls of a branch
of the New York City Library.
Your Task
Your task is to brainstorm ideas for a
mural in your community. First, decide
where you would like to place the mural.
Then, decide on the subject. You will
make lists of people from whom you
might need permissions, funding,
and assistance. You will end up with
a proposal.
How to Do It
CHAPTER 1
1. Consider the purpose of the mural. Is
it for sheer entertainment? Will it
reflect local history? Is it for inspiration or unity?
What location and subject did you
pick for your mural? Was it difficult
or easy to decide on a location? How
about a subject? Why? Explore the
possibility of actually implementing
your mural proposal. Make a “to do”
list and a “to buy” list for the project.
3. Next, brainstorm ideas for the artwork on the mural itself. The subject
of the mural will depend both on its
purpose and its location.
4. Now, make a list of people who
might help you pay for the mural.
Consider arts organizations, schools,
and businesses.
5. Who will you need to get permission
from to paint the mural?
6. Who will paint the mural?
7. Write up your plan. State the purpose, the location, the subject of the
art, how you will try to fund it, who
you will need permission from, and
who will paint the mural.
HOW TO BRAINSTORM
1. Select one member of your group to write
down the ideas. Write the ideas where
everyone can see them, if possible.
2. Begin calling out ideas. Respect one another’s right to speak, and wait for your turn.
3. Do not judge the ideas. Some ideas may
seem silly or impossible. The goal is to generate as many ideas as possible.
4. When your group runs out of ideas, evaluate them. Each idea should be discussed.
You may also categorize them.
5. Circle ideas that seem especially promising.
Cross out ideas that are not feasible. Try to
reach agreement on just one idea.
18
Copyright © by The McGraw-Hill Companies, Inc.
Follow-Up Activity
2. Brainstorm ideas for where to place a
mural in your community. Think of
indoor and outdoor locations. Think
of public buildings and businesses.
Name
Class
Date
ECONOMIC ACTIVITY 1
Jobs of Tomorrow
During the Neolithic Age, people
began to practice specialization, or the
development of different kinds of jobs.
People who were not needed for farming
had time to develop other types of skills,
such as pottery, weaving, and toolmaking.
Today, people still practice specialization. Knowing what skills and occupa-
tions will be needed in tomorrow’s job
market will help you as you plan your
future career. The Bureau of Labor Statistics predicts that the following occupations will grow the fastest between now
and the year 2012.
The 10 Fastest Growing Occupations, 2002–2012
Percent Growth
59%
57%
49%
49%
48%
47%
46%
46%
45%
45%
CHAPTER 1
Occupation
Medical assistants
Network systems and data communications analysts
Physician assistants
Social and human service assistants
Home health aides
Medical records and health information technicians
Physical therapist aides
Computer software engineers, applications
Computer software engineers, systems software
Physical therapist assistants
Copyright © by The McGraw-Hill Companies, Inc.
Source: Bureau of Labor Statistics.
Directions: Use the information above to complete the following
questions.
1. What personal characteristics will be
required in most of these jobs?
4. What career choices are you
considering?
2. What skills will be valuable in most
of these jobs?
5. How can information about the
future growth of a career help you
select a career?
3. Research one of these jobs. What
education and training are needed
for this career?
19
Name
Class
Date
WORLD LITERATURE READING 1
Early Literature
About the Selection
Guided Reading
As you read this excerpt from the
epic, pay attention to how Enkidu
describes his dreams. Then answer
the questions that follow.
Reader’s Dictionary
devastation: destruction and ruin
talons: claws of a bird
quench: to satisfy
remote: distant, far removed
forfeit: lose
resumed: began again
withering: shriveling and drying up
deprived: withheld something from
CHAPTER 1
The Epic of Gilgamesh was discovered
in ancient Mesopotamia and is the oldest
known piece of literature in the world. It
was written in cuneiform (wedge-shaped
characters) on stone tablets. It tells the
story of the warrior Gilgamesh. After his
friend Enkidu dies, Gilgamesh is so overcome by grief that he searches for a way
to live forever. In the end, he must accept
that only the gods are immortal.
The Epic of Gilgamesh
Copyright © by The McGraw-Hill Companies, Inc.
Tablet VII, Column iv
With these last words the dying Enkidu did pray
and say to his beloved companion:
“In dreams last night
the heavens and the earth poured out
great groans while I alone
stood facing devastation. Some fierce
and threatening creature flew down at me
and pushed me with its talons towards
the horror-filled house of death
wherein Irkalla, queen of shades,
stands in command.
There is darkness which lets no person
again see light of day.
There is a road leading away from
bright and lively life.
There dwell those who eat dry dust
and have no cooling water to quench their awful thirst.
As I stood there I saw all those who’ve died
and even kings among those darkened souls
21
Name
Class
Date
WORLD LITERATURE READING 1
(continued)
Early Literature
have none of their remote and former glory.
All earthly greatness was forfeit
and I entered then into the house of death.
Others who have been there long
did rise to welcome me.”
Hearing this, great Gilgamesh said to his handsome mother:
“My friend, dear Enkidu, has seen his passing now
and he lies dying here upon a sad and lonely cot.
Each day he weakens more and wonders how much more
life may yet belong to his hands and eyes and tongue.”
Then Enkidu resumed his last remarks and said:
“Oh Gilgamesh, some destiny has robbed me
of the honor fixed for those who die in battle.
I lie now in slow disgrace, withering day by day,
deprived as I am of the peace that comes to one
who dies suddenly in a swift clash of arms.”
From the Epic of Gilgamesh. Translated by Danny P. Jackson. Wauconda, IL:
Bolchazy-Carducci Publishers, 1997.
CHAPTER 1
Analyzing the Reading
Directions: Answer the questions below in the spaces provided.
1. What did Enkidu dream about?
3. Critical Thinking Describe what Enkidu thought death would
be like.
4. Critical Thinking What do you think the author of this epic
thought about war and going into battle? Explain your answer
using the text.
22
Copyright © by The McGraw-Hill Companies, Inc.
2. Why did Enkidu feel disgraced?
Name
Class
Date
PRIMARY SOURCE READING 1
The Code
About the Selection
Hammurabi ruled as king of Babylon
from 1792 B.C. to 1750 B.C. He changed
Babylon from a small city-state into a
very powerful state. He established
strong laws. His Code contained
282 laws—a few of which are listed
below—covering all aspects of society.
These laws reflect the social structure
and values of Babylon during
Hammurabi’s rule.
Reader’s Dictionary
Marduk: the main God of Babylon
oppressed: held down or abused
ensnare: to take or catch
accusation: the charge of a crime
or wrongdoing
The Code of Hammurabi
CHAPTER 1
When Marduk sent me to rule over men, to give the protection of
right to the land, I did right and righteousness in . . . , and brought about
the well-being of the oppressed.
Copyright © by The McGraw-Hill Companies, Inc.
CODE OF LAWS
1. If any one ensnare another, putting a ban upon him, but he can not
prove it, then he that ensnared him shall be put to death.
2. If any one bring an accusation against a man, and the accused go to
the river and leap into the river, if he sink in the river his accuser shall
take possession of his house. But if the river prove that the accused is
not guilty, and he escape unhurt, then he who had brought the accusation shall be put to death, while he who leaped into the river shall
take possession of the house that had belonged to his accuser.
3. If any one bring an accusation of any crime before the elders, and
does not prove what he has charged, he shall, if it be a capital offense
charged, be put to death. . . .
6. If any one steal the property of a temple or of the court, he shall be
put to death, and also the one who receives the stolen thing from
him shall be put to death.
7. If any one buy from the son or the slave of another man, without
witnesses or a contract, silver or gold, a male or female slave, an ox
or a sheep, [a donkey] or anything, or if he take it in charge, he is
considered a thief and shall be put to death.
Source: The Code of Hammurabi. Tr. L. W. King. www.yale.edu/lawweb/avalon/medieval/hamcode.htm
23
Name
Date
Class
PRIMARY SOURCE READING 1
The Code (continued)
Directions: Answer the questions below in the spaces provided.
1. Why did Hammurabi establish his code?
2. What is the penalty for receiving stolen goods?
CHAPTER 1
3. What role does the river play in the Code of Hammurabi?
24
Copyright © by The McGraw-Hill Companies, Inc.
4. Critical Thinking Why do you think that death was the penalty for so many
crimes?
Name
Class
Date
TAKE-HOME REVIEW ACTIVITY 1
The First Civilizations
Some of the first civilizations arose in southwest Asia. The people of
these civilizations gradually learned how to farm and developed systems of government, writing, and religion.
REVIEWING CHAPTER 1
Early Humans
•
•
•
Copyright © by The McGraw-Hill Companies, Inc.
•
Early humans were nomads who moved
around to hunt animals and gather food.
They built shelters and used fire to survive. In time, they developed language
and art.
Paleolithic people adapted to their environment and invented many tools to
help them survive.
In the Neolithic Age, people started
farming, building communities, producing goods, and trading.
During the farming revolution, people
began to grow crops and domesticate
animals, which allowed them to settle
in villages.
Mesopotamian Civilization
•
•
In early Mesopotamian civilizations, religion and government were closely
linked. Kings created strict laws to govern the people.
Civilization in Mesopotamia began in
the valleys of the Tigris and Euphrates
Rivers. In time, farming villages devel-
•
•
oped into civilizations with governments, art, religion, writing, and social
class divisions. The first city-states
developed in Mesopotamia.
Many cities had formed in southern
Mesopotamia in a region known as
Sumer. Sumerians invented writing and
made other important contributions to
later peoples.
Sumerian city-states lost power when
they were conquered by outsiders.
The First Empires
•
•
•
New empires arose in Mesopotamia
around 900 B.C. These civilizations
included the Assyrians and the
Chaldeans. They used powerful armies
and iron weapons to conquer the region.
Assyria’s military power and wellorganized government helped it build a
vast empire in Mesopotamia by 650 B.C.
The Chaldeans built a large empire that
included Babylon, the largest and richest
city in the world at the time. The
Chaldeans developed the first calendar
with a seven-day week.
STANDARDIZED TEST PRACTICE
Multiple Choice
1. The first city-states developed in
A
Sumer.
C
Chaldea.
B
Assyria.
D
Mesopotamia.
25
CHAPTER 1
The site of ancient Jericho is one-third of a mile (one-half a kilometer) away
from modern Jericho at a depth of 820 feet (250 meters) below sea level.
Jericho, one of the oldest known communities, is located in the West Bank
between what are now Israel and Jordan.
Name
Class
Date
TAKE-HOME REVIEW ACTIVITY 1
(continued)
Word Unscramble
Directions: Look at the letters below. Use the clues to unscramble the
letters.
1. L G T S S I A A E H C R O O scientists who work to
uncover clues about early human life by hunting for evidence
buried in the ground where settlements might once have been
2. M E C T O T I D E A S tame animals and plants for
human use
3. A V N C A R A S groups of traveling merchants
4. V T I I L S N I I C Z A O complex societies
CHAPTER 1
5. F U N M R O E C I Sumerian writing consisting of hundreds of wedge-shaped marks cut into damp clay tablets with
a sharp-edged reed
6. E P R E M I
ruler
a group of many different lands under one
8. D S A O N M
place
tools and methods to help
people who regularly move from place to
9. L O S S F I S traces of plants or animals that have been
preserved in rock
26
Copyright © by The McGraw-Hill Companies, Inc.
7. O O G E C Y T H N L
humans perform tasks
Name
Date
Class
Workbook Activity 1
The Stone Age
The first humans lived during the Stone Age.
The first part of this period is called the Paleolithic Age,
or Old Stone Age. It lasted from about 2.5 million
years ago until about 8000 B.C.The second part of this
period is called the Neolithic Age, or New Stone Age.
It lasted from about 8000 B.C. until 4000 B.C.
DIRECTIONS: Completing a Graphic Organizer Read each statement in the
list below. Then, fill in the statement in the correct spot on the Venn diagram. Statements
that are about the Paleolithic Age go in the left circle, statements about the Neolithic Age
go in the right circle, and statements about both ages go in the middle section. After you
have completed the diagram, answer the questions that follow.
• lived in small groups of nomads
• created wall paintings
• underwent the farming revolution
• lived in villages
• made farming tools
• practiced specialization of jobs
• made tools out of copper and bronze
• built shelters
• hunted and fished
• gathered plants and fruits
• made stone tools and weapons
• farmed, raised animals, and traded
• discovered how to use fire
• started to speak a language
• created cave paintings
PALEOLITHIC AGE
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Date: ____________
NEOLITHIC AGE
BOTH
Date: ____________
1. In what important ways were people from the Paleolithic Age and people from
the Neolithic Age alike?
2. What do you think was the most important development made during the
Stone Age? Explain.
1
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Workbook Activity 2
Mesopotamian Cultures and Empires
DIRECTIONS: Distinguishing Fact from Opinion Decide whether the statements
below are facts or opinions. Write F for fact or O for opinion in the blank next to each statement. Then answer the questions that follow.
1.
The Chaldeans invented the first seven-day calendar.
2.
Because Assyrian soldiers were so cruel, it made sense for the
people of Assyria to rebel.
3.
Babylon was the largest and richest city in the world at its time.
4.
To prevent people in conquered lands from rebelling, Assyrians
had little choice but to resettle them elsewhere.
5.
The Chaldeans were probably happy to join the Persian Empire
because they were having a hard time controlling the land they
had conquered.
6.
Sumerian city-states had their own governments.
7.
More people would have supported the Code of Hammurabi
if it had been less strict.
8.
Assyrian kings divided their empire into provinces that were
ruled by officials.
9.
Sargon set up the world’s first empire.
The most important Sumerian achievement was their religion.
10.
Rivers?
12. Why is Mesopotamia called the “cradle of civilization”?
2
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11. Why did early civilizations arise in the valleys of the Tigris and Euphrates
Name
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Date
READING ESSENTIALS
Early Humans
AND
STUDY GUIDE 1-1
For use with pages 8–15
Key Terms
historian: a person who studies and writes about the human past (page 9)
archaeologist: a scientist who digs up clues about the past (page 9)
artifact: a weapon, tool, or other item made by humans (page 9)
fossil: traces of plants or animals that have been preserved in rock (page 9)
anthropologist: a scientist who studies how humans and their societies
develop (page 9)
nomad: a person who regularly moves from place to place (page 10)
technology: tools and methods that help humans perform tasks (page 11)
domesticate: to tame plants or animals for human use (page 13)
specialization: a practice in which different people focus on different jobs
(page 15)
Drawing From Experience
Copyright © by The McGraw-Hill Companies, Inc.
You know that certain jobs—computer technician, athlete, salesperson—often require traveling from place to
place. But can you imagine an entire community that
moved several times a year?
In this section, you will learn why bands of people
once roamed the land—and what enabled them to finally
settle down.
Organizing Your Thoughts
Use the following cause-and-effect chart to track how
early humans adapted to their environment. Use details
from the text to help you fill in each blank.
Cause
Effect
1. Because people hunted and
gathered . . .
. . . Paleolithic
2. Fire was a life-changing
development because . . .
. . . fire provided
3. After people learned how to
grow food . . .
. . . they were able to
4. Because not everyone was
needed for farming . . .
. . . some people specialized
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STUDY GUIDE 1-1
(continued)
Early Humans (page 9)
Paleolithic people adapted to their environment and invented many
tools to help them survive.
2
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History is the story of our human past. Historians
study and write about what people did long ago. Historians tell us that history began when people first began to
write—about 5,500 years ago. The time before this is
called prehistory. This is when the human story really
begins.
Tools of Discovery We study the earliest people and the things
they left behind. Scientists called archaeologists hunt for
clues to the past by digging underground. They choose
sites where humans might once have settled. Archaeologists discover artifacts, such as tools, weapons, bowls,
and other things humans made. They also hunt for traces
of plants or animals in rock called fossils.
Another type of historian is an anthropologist. These
people study how different kinds of societies developed.
They look for clues to how people related to one another.
Historians call the early period of human history the
Stone Age. It is named for the fact that people during this
time used stone to make tools and weapons. The earliest
part of the Stone Age is the Paleolithic or Old Stone Age.
This time began about 2.5 million years ago and lasted
until around 8000 B.C.
Who Were the Hunter-Gatherers We know that early humans
spent most of their time searching for food. They hunted
animals, caught fish, ate insects, and gathered nuts,
berries, fruits, grains, and plants.
Because they lived off what the land provided, Paleolithic people were always on the move. They were
nomads, or people who move regularly. They looked for
good, rich land. They moved in bands of about 30. The
group kept members safer.
At each new place, people camped near a stream or
other water source. Women stayed close to the campsite.
Name
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READING ESSENTIALS
Date
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STUDY GUIDE 1-1
(continued)
They cared for the children and searched nearby woods
for berries, nuts, and grains.
Men hunted animals. This sometimes took them far
from camp. Men had to learn the habits of different animals. They also needed to make tools for the kill. The
earliest tools, such as clubs were used for such a purpose.
Men also killed animals by driving them off cliffs. Later,
people invented spears, traps, and bows and arrows.
Adapting to the Environment The way Paleolithic people lived
depended on where they lived. Those in warm climates
needed little clothing or shelter. People in cold climates
needed more. Many lived in caves. Over time, people created new kinds of shelters, such as animal hides held up
by wooden poles.
Paleolithic people also learned to tame fire. Fire was
important for many reasons. It provided warmth and
light. It scared away wild animals. Food cooked over a
fire tasted better, was easier to digest, and would keep
longer. People also could now save meat by having it
smoked over fire.
Archaeologists believe that fires were first started by
rubbing two pieces of wood together and later with drilllike tools.
What Were the Ice Ages? Fire helped people survive the Ice
Ages. From 100,000 B.C. to about 8000 B.C., thick ice sheets
covered parts of Europe, Asia, and North America.
During the Ice Ages, people were at constant risk from
cold and hunger. To survive, early humans had to adapt.
People had to build sturdier shelters, make warmer clothing, and change their diets. Fire helped them live in this
harsh environment.
Language, Art, and Religion Paleolithic people developed language. This made it easier for people to work together
and pass on knowledge. Early people used both words
and art. They made paint from crushed rocks. They
painted animals on cave walls.
Some historians believe the early art could have had religious meaning or was meant to bring hunters good luck.
3
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(continued)
The Invention of Tools Paleolithic people were the first to use
tools and methods to help them perform tasks. This is
called technology. Tools were made of a hard stone called
flint. Flint would flake into sharp pieces when hit with a
rock. By tying wooden poles to different shapes of flint,
people made axes and spears.
Over time, early people made smaller and sharper
tools—like fishhooks and needles—from animal bones.
People used needles to make nets and baskets and to sew
hides together for clothing.
5. How did the development of spoken language help
Paleolithic people?
Neolithic Times (page 13)
In the Neolithic Age, people started farming, building communities, producing goods, and trading.
4
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After the last Ice Age ended, people began to change
the way they lived. They learned how to domesticate, or
tame animals. More control over animals meant more
meat, milk, and wool. People also learned how to grow
plants. People no longer had to roam from place to place
in search of food. They could grow crops themselves.
Gradually, farming replaced hunting and gathering.
These changes marked the beginning of the Neolithic
Age. Also called the New Stone Age, this period lasted
from about 8000 B.C. to 4000 B.C.
Why Was Farming Important? Historians call the Neolithic Age
the farming revolution. The word revolution describes
changes that affect many areas of life.
Farming first developed everywhere. People scattered
across the globe discovered how to grow crops at about
the same time. What they grew depended on where they
lived.
Name
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STUDY GUIDE 1-1
Region
Crops
Asia
Africa
Europe
South America
wheat, barley, rice, soybeans, millet
coffee, cocoa, millet, barley, onions, wheat, flax
oats, rye, olives
beans, cotton, peanuts, potatoes, peppers,
coffee, cocoa
beans, sunflowers, squash
North America
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AND
Class
(continued)
The Growth of Villages Farming allowed people to stay in one
place. Herders still drove their flocks wherever they could
find grazing land. Farmers, however, had to stay put.
They needed to water their plants and protect them from
hungry animals. They also had to wait to reap the harvest. So they built permanent homes and created villages.
During the Neolithic Age, villages grew in Europe,
India, Egypt, China, and Mexico. The earliest known communities have been found in the Middle East. One of the
oldest is Jericho, which dates back to about 8000 B.C.
Another well-known Neolithic community is Çatal
Hüyük in present-day Turkey. This village was home to
about 6,000 people between 6700 B.C. and 5700 B.C. Some
of its ruins have left behind clues to how its residents
lived. For example, mud-brick houses were packed
tightly together. People made wall paintings. They
farmed, hunted, raised sheep and goats, worshiped
together, and ate fish and bird eggs.
The Benefits of a Settled Life Neolithic people had a more secure
life. Steady food supplies meant healthy, growing populations. Larger populations meant more workers to produce
a bigger crop. Now they had a surplus to use for trade
both within and outside their communities.
People made another advance in how they produced
things. They began to practice specialization, or the
development of different kinds of jobs. Now, not everyone needed to farm. So some people had time to develop
other types of skills. These craftspeople made clay pottery
and wove cloth. These workers then traded what they
made for goods they needed.
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(continued)
In late Neolithic times, toolmakers created better farming tools, such as the sickle, used for cutting grain. In
some places, people worked with metal. At first, they
melted copper to make tools and weapons.
After 4000 B.C., craftspeople in western Asia made a
discovery. They mixed copper with tin to make a stronger,
longer-lasting metal called bronze. It became widely used
between 3000 B.C. and 1200 B.C. This period is known as
the Bronze Age.
6. Name two differences between people during the
Paleolithic and Neolithic Ages.
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6
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Mesopotamian Civilization
STUDY GUIDE 1-2
For use with pages 16–23
Key Terms
civilization: complex societies (page 17)
irrigation: man-made way of watering crops (page 18)
city-state: city and its surrounding lands (page 19)
artisan: skilled worker (page 20)
cuneiform: ancient Sumerian form of writing (page 20)
scribe: record keeper (page 20)
empire: group of lands under one ruler (page 23)
Drawing From Experience
Doing a school project with a partner can be pretty
simple. But what happens when you add a third, fourth—
or tenth person to the group? Without structure and
organization, things could get complicated.
In the last section, you learned why bands of people
once roamed the land—and what enabled them to finally
settle down. In this section, you will learn how early civilizations handled the need to organize their growing populations.
Copyright © by The McGraw-Hill Companies, Inc.
Organizing Your Thoughts
Use the following sequence chart to track the development of Mesopotamian civilization. Use details from the
text to help you fill in the boxes.
Mesopotamia
where: 1.
climate: 2.
farmers: 3.
Sumer
government: 4.
gods: 5.
rulers: 6.
classes: 7.
7
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(continued)
Cradle of Civilization
writing: 8.
writers: 9.
science: 10.
math: 11.
Mesopotamia’s Civilization (page 17)
Civilization in Mesopotamia began in the valleys of the Tigris and
Euphrates Rivers.
8
Copyright © by The McGraw-Hill Companies, Inc.
Over thousands of years, some of the early farming villages developed into civilizations. Civilizations are complex societies. They have cities with different social
groups and organized governments. Civilizations have
art, religion, and a writing system.
Why Were River Valleys Important? The first civilizations arose in
river valleys. Near rivers, farming conditions were good.
Rivers helped people travel and made trade easier.
As cities grew, they needed organization. People
formed governments. Leaders took charge of food supplies, planned building projects, made laws, and formed
armies. People did not worry so much about meeting
basic needs. They developed religion and the arts. They
invented ways of writing and created calendars.
The Rise of Sumer The earliest-known civilization arose in the
Middle East on a flat plain between the Tigris and
Euphrates Rivers. It was called Mesopotamia, which is
Greek for “the land between the rivers.”
Mesopotamia’s climate was hot and dry. The rivers
often flooded and left behind rich soil. However, flooding
was unpredictable. It might flood one year, but not the
next. Over time, farmers built dams and channels to control floods. They also built walls, waterways, and ditches
to bring water to their fields. This way of watering crops
is called irrigation. By 3000 B.C., many cities had formed
in southern Mesopotamia in a region called Sumer.
Name
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(continued)
What Were City-States? Geographic features isolated Sumerian
cities. Mudflats and desert made travel and communication difficult. Each Sumerian city—and the lands around
it—became a separate city-state. Each city-state had its
own government and did not belong to a larger unit.
Sumerian city-states often fought with each other. They
went to war for glory and more territory. To ward off enemies, each city-state built a wall. First they mixed river
mud with crushed reeds. Then they molded bricks and
left them to dry in the sun. The hard, waterproof bricks
were used for walls, homes, temples, and other buildings.
Gods and Rulers The Sumerians believed in many gods. Each
god was thought to have power over a natural force or
human activity, such as floods or basket weaving. The
Sumerians built a grand temple called a ziggurat for their
chief god. The word ziggurat means “mountain of god” or
“hill of heaven.” The ziggurat stood out as the centerpiece
of the city. At the top was a shrine, or special place of
worship. Only priests and priestesses could enter.
Priests and priestesses controlled much of the land.
Some even ruled. Later, the government was run by kings
who led armies and organized building projects. Eventually, the position of king became hereditary. That is, after
a king died, his son took over.
What Was Life Like in Sumer? Sumerian kings lived in palaces.
Ordinary people lived in small mud-brick homes. Most
people farmed. Others were artisans, or skilled workers,
and made metal products, cloth, or pottery. Other Sumerians worked as mechanics or traders. Merchants traded
tools, wheat, and barley for copper, tin, and timber.
People in Sumer were divided into classes. The upper
class included kings, priests, and government officials.
The middle class included artisans, merchants, farmers,
and fishers. The lower class included enslaved people
who worked on farms or in temples. Slaves were prisoners of war, criminals, or those paying off debts.
In Sumer, women and men had separate roles. Men
headed the households. Only males could attend school.
9
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(continued)
Women, however, did have some rights. They could buy
and sell property and run businesses.
12. What led to the isolation of each Sumerian city-state
from others?
A Skilled People (page 20)
Sumerians invented writing and made other important contributions to
later peoples.
10
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The Sumerians’ ideas and inventions were copied by
other peoples. As a result, Mesopotamia has been called
the “cradle of civilization.”
Why Was Writing Important? The Sumerians’ greatest invention
was probably writing. Writing helps people keep records.
Record keeping helps people pass their ideas on to others.
Writing, called cuneiform, was developed to keep
track of business deals. With a sharp reed, marks were cut
into damp clay. Archaeologists have found thousands of
cuneiform tablets. Mostly boys from wealthy families
learned to write. After years of training, they became
scribes, or record keepers. Scribes held honored positions
in society. They often went on to become judges and political leaders.
Sumerian Literature The Sumerians also produced works of literature. The world’s oldest known story is called the Epic
of Gilgamesh. An epic is a long poem that tells the story of
a hero. Gilgamesh is a king who travels around the world
with a friend, performing great deeds. When his friend
dies, Gilgamesh searches for a way to live forever, or
immortality. He learns that immortality is only for the
gods.
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(continued)
Advances in Science and Math The Mesopotamian’s creativity also
affected technology, mathematics, and time calculation.
(See chart below.)
Mesopotamian Inventions
Technology
Mathematics
Time
•
•
•
•
•
•
irrigation system
wagon wheel
plow
sailboat
geometry (to measure fields, put up buildings)
number system based on 60 (based for today’s
60-minute hour, 360-degree circle)
• watched skies (to time crop-planting and religious
festivals)
• recorded positions of stars and planets
• developed 12-month calendar based on moon
cycles
13. Of all Sumerian inventions, why is writing probably
the greatest?
Copyright © by The McGraw-Hill Companies, Inc.
Sargon and Hammurabi (page 23)
Sumerian city-states lost power when they were conquered by outsiders.
Over time, conflicts weakened Sumer’s city-states.
Now they were vulnerable to attacks from outsiders.
One such enemy was the Akkadians of northern
Mesopotamia.
The king of the Akkadians was named Sargon. In
about 2340 B.C., Sargon conquered all of Mesopotamia.
He set up the world’s first empire. An empire is a group
of many lands under one ruler. Sargon’s empire lasted for
more than 200 years before falling to invaders.
In the 1800s B.C., a new group came to power in
Mesopotamia. These people built the city of Babylon by
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(continued)
the Euphrates River. Babylon quickly became a center of
trade. Beginning in 1792 B.C., King Hammurabi of Babylon began conquering cities to the north and south. He
created the Babylonian Empire.
Hammurabi is best known for his code, or collection of
laws. This code covered crimes, farming, business activities, marriage, and the family. In fact, the code applied to
almost every area of life. Many punishments in the Code
of Hammurabi were cruel from our standpoint today.
Still, his laws mark an important step toward a system
of justice.
14. Why was the Code of Hammurabi an improvement
over laws from individual city-states?
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The First Empires
AND
STUDY GUIDE 1-3
For use with pages 26–30
Key Terms
province: political districts (page 28)
caravan: group of traveling merchants (page 30)
astronomer: person who studies heavenly bodies (page 30)
Drawing From Experience
Suppose you were elected class president? How would
you use your power?
In the last section, you learned how early civilizations
handled the need to organize their growing populations.
In this section, you will learn how two empires—the
Assyrians and the Chaldeans—used power to focus on
different aspects of their rule.
Organizing Your Thoughts
Copyright © by The McGraw-Hill Companies, Inc.
Use the following chart to note characteristics of the
Assyrian and Chaldean Empires. Use details from the text
to help you.
Assyrians
Chaldeans
military
1.
1.
1.
1.
4.
2.
2.
2.
government
2.
1.
1.
1.
5.
1.
1.
1.
other contributions
3.
1.
1.
1.
6.
1.
1.
1.
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(continued)
The Assyrians (page 27)
Assyria’s military power and well-organized government helped it build
a vast empire in Mesopotamia by 650 B.C.
14
Copyright © by The McGraw-Hill Companies, Inc.
About 1,000 years after Hammurabi, a new empire
arose—the Assyrians. They lived near the Tigris River in
fertile valleys. Outsiders liked the area, so the Assyrians
built an army to defend their land. Around 900 B.C., they
began taking over the rest of Mesopotamia.
Why Were the Assyrians So Strong? The Assyrian army was well
organized. Its core group was made up of foot soldiers
armed with spears and daggers. Other soldiers used their
bow-and-arrow skills. Chariot riders and horsemen completed the Assyrian army.
The army was the first to use iron weapons. Iron had
been used for tools but was too soft for weapons. Then
a people called the Hittites made iron stronger. They
heated iron ore, hammered it, and then cooled it rapidly.
The Assyrians learned this technique and made iron
weapons.
The Assyrians were ferocious warriors. To attack cities,
they tunneled under walls or climbed over them on ladders. They used tree trunks as battering rams to knock
down city gates. Once they captured a city, the Assyrians
carried away its people and goods and set the city afire.
The Assyrians punished anyone who resisted their
rule. They drove people from their lands, brought in new
settlers, and forced them to pay taxes.
A Well-Organized Government Assyrians needed strength to rule
their large empire. By about 650 B.C., the Assyrian empire
stretched east from the Persian Gulf to the Nile River in
the west. Nineveh, on the Tigris River, was the capital.
Assyrian kings divided the empire into provinces,
or political districts. They chose officials to govern each
province. These officials collected taxes and enforced
laws.
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(continued)
The kings built roads to link the parts of their empire.
Along the roadways were stations posted with government soldiers. These soldiers protected traders from bandits. Messengers on government business also stopped at
the stations to rest and change horses.
Life in Assyria Assyrians were similar to other Mesopotamians. Their writing was based on Babylonian writing. They
worshiped many of the same gods. Their laws were similar, but lawbreakers were more severely punished.
The Assyrians erected large temples and palaces filled
with wall carvings. They wrote and collected literature. In
fact, Nineveh had one of the world’s first libraries.
Assyria’s cruel treatment of people led to rebellions.
Around 650 B.C., the Assyrians began fighting each other
over who would be king. A group called the Chaldeans
rebelled. In 612 B.C., they captured Nineveh. Soon after,
the Assyrian Empire crumbled.
7. Why were the Assyrian army’s weapons so superior?
Copyright © by The McGraw-Hill Companies, Inc.
The Chaldeans (page 29)
The Chaldean Empire built important landmarks in Babylon and developed the first calendar with a seven-day week.
The Chaldeans wanted to build an empire. From 605
B.C. to 562 B.C., led by King Nebuchadnezzar, they controlled all of Mesopotamia.
The City of Babylon About 1,200 years earlier, the Babylonian
people had belonged to Hammurabi’s empire. Most of
their descendants were known as Chaldeans. These people rebuilt Babylon.
Babylon quickly became the world’s largest and richest
city. A wall surrounded the city. Soldiers kept watch from
towers in the wall.
In the center of the city stood large palaces and temples, including a huge ziggurat and an immense staircase
15
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8. Name three contributions the Chaldeans made to
society.
16
Copyright © by The McGraw-Hill Companies, Inc.
of greenery. Visible from any point in Babylon, it was the
Hanging Gardens of King Nebuchadnezzar’s palace. The
garden had large trees, flowering vines, and other plants.
A pump brought water from a nearby river.
A Greek historian described Babylon: “In magnificence, there is no other city that approaches it.” Outside
the city’s center stood houses and marketplaces. There,
artisans made pottery, cloth, baskets, and jewelry. They
sold these to passing caravans, or groups of traveling
merchants. Babylon lay on the major trade route between
the Persian Gulf and the Mediterranean Sea. This ideal
position helped it become rich from trade.
Babylon was also a center of science. Like earlier
Mesopotamians, the Chaldeans thought it was important
to pay attention to the skies. Changes in the heavens, they
believed, revealed plans the gods had in store. They had
specialists called astronomers—people who study heavenly bodies. These people mapped the stars, the planets,
and the phases of the moon. The Chaldeans made one of
the first sundials. They were also first to have a seven-day
week.
Why Did the Empire Fall? As time passed, the Chaldeans’s
power began to slip away. They found it hard to control
the peoples they had conquered. In 539 B.C. Persians from
the mountains to the northeast captured Babylon.
Mesopotamia became part of the new Persian Empire.
(continued)
Chapter 1, Section 1
Early Humans
(Pages 8-15)
Setting a Purpose for Reading Think about these questions as you read:
• How did Paleolithic people adapt to their environment and use tools to
help them survive?
• How did life change for people during the Neolithic Age?
Copyright © by The McGraw-Hill Companies, Inc.
As you read pages 9–15 in your textbook, complete this graphic organizer by
filling in the causes and effects that explain how early humans adapted to their
environment.
Cause:
Effect:
Cause:
Effect:
Cause:
Effect:
Chapter 1, Section 1
1
Early Humans
(pages 9–11)
What would it be like to live in the Stone Age? As you read,
list words and phrases that help you picture the life of
early humans. Then write a paragraph describing a day in
your life as a Paleolithic man or woman.
Define or describe the following terms from this lesson.
historian
archaeologist
artifact
Copyright © by The McGraw-Hill Companies, Inc.
fossil
anthropologist
nomad
technology
2
Chapter 1, Section 1
Define these academic vocabulary words from this lesson.
period
task
How are fossils and artifacts different?
Neolithic Times
(pages 13–15)
Copyright © by The McGraw-Hill Companies, Inc.
Why do some historians consider the farming revolution
the most important event in human history? As you read,
look for hints or ideas that support this idea. Record the
hints you find in the web below.
The
Farming
Revolution
Chapter 1, Section 1
3
Define or describe the following terms from this lesson.
domesticate
specialization
Briefly describe the following place.
Jericho
Define these academic vocabulary words from this lesson.
revolution
affect
4
Chapter 1, Section 1
Copyright © by The McGraw-Hill Companies, Inc.
How did the Paleolithic and Neolithic Ages differ?
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
How did Paleolithic people adapt to their environment and use tools to
help them survive?
Copyright © by The McGraw-Hill Companies, Inc.
How did life change for people during the Neolithic Age?
Chapter 1, Section 1
5
Chapter 1, Section 2
Mesopotamian Civilization
(Pages 16–23)
Setting a Purpose for Reading Think about these questions as you read:
• Why did civilization in Mesopotamia begin in the valleys of the Tigris and
Euphrates Rivers?
• How did the Sumerians contribute to later peoples?
• Why did the Sumerian city-states lose power?
As you read pages 17–23 in your textbook, complete this diagram to show how
the first empire in Mesopotamia came about.
City-States Formed
Copyright © by The McGraw-Hill Companies, Inc.
6
Chapter 1, Section 2
Mesopotamia’s Civilization
(pages 17–20)
Complete this outline as you read.
I. Why Were River Valleys Important?
A. __________________________________________________________
B. __________________________________________________________
II. The Rise of Sumer
A. __________________________________________________________
B. __________________________________________________________
III. What Were City-States?
A. __________________________________________________________
B. __________________________________________________________
IV. Gods and Rulers
A. __________________________________________________________
B. __________________________________________________________
V. What Was Life Like in Sumer?
Copyright © by The McGraw-Hill Companies, Inc.
A. __________________________________________________________
B. __________________________________________________________
Define or describe the following terms from this lesson.
civilization
irrigation
Chapter 1, Section 2
7
city-state
artisan
Briefly describe the following places.
Mesopotamia
Tigris River
Euphrates
River
Sumer
Define these academic vocabulary words from this lesson.
Copyright © by The McGraw-Hill Companies, Inc.
complex
assemble
8
Chapter 1, Section 2
How did Mesopotamians control the flow of the Tigris and
Euphrates Rivers?
A Skilled People
(pages 20–21)
As you read, write three details about the Sumerians. Then
write a general statement on the basis of these details.
1.
2.
Copyright © by The McGraw-Hill Companies, Inc.
3.
General
Statement
Chapter 1, Section 2
9
Define or describe the following terms from this lesson.
cuneiform
scribe
Define these academic vocabulary words from this lesson.
consist
create
Use each of these terms that you studied earlier in a sentence that reflects the term’s meaning.
archaeologist
(Chapter 1, Section 1)
Copyright © by The McGraw-Hill Companies, Inc.
technology
(Chapter 1, Section 1)
10
Chapter 1, Section 2
What kind of written language did the Sumerians use?
Sargon and Hammurabi
(page 23)
As you read, complete the following sentences. Doing so
will help you summarize the section.
1. Sumeria was conquered by the ______________. Their king,
______________, set up the world’s first ______________.
2. The Babylonian king ______________ is best known for his collection
of ______________.While some of his laws seem cruel, they were an
important step toward a fair system of ______________.
Copyright © by The McGraw-Hill Companies, Inc.
Define or describe the following term from this lesson.
empire
Briefly describe the following place.
Babylon
Chapter 1, Section 2
11
Explain why each of these people is important.
Sargon
Hammurabi
Define these academic vocabulary words from this lesson.
conflict
code
Why was Sargon’s empire important?
Copyright © by The McGraw-Hill Companies, Inc.
12
Chapter 1, Section 2
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
Why did civilization in Mesopotamia begin in the valleys of the Tigris and
Euphrates Rivers?
Copyright © by The McGraw-Hill Companies, Inc.
How did the Sumerians contribute to later peoples?
Why did the Sumerian city-states lose power?
Chapter 1, Section 2
13
Chapter 1, Section 3
The First Empires
(Pages 26–30)
Setting a Purpose for Reading Think about these questions as you read:
• How did Assyria build its vast empire?
• What major contributions did the Chaldean Empire make?
As you read pages 27–30 in your textbook, complete this diagram listing the similarities and differences between the Assyrian and Chaldean Empires.
Assyrians
Chaldeans
Both
Copyright © by The McGraw-Hill Companies, Inc.
14
Chapter 1, Section 3
The Assyrians
(pages 27–28)
As you read, write three questions about the main ideas
presented in this passage. After you have finished reading,
write the answers to these questions.
1.
2.
3.
Define or describe the following term from this lesson.
Copyright © by The McGraw-Hill Companies, Inc.
province
Briefly describe the following places.
Assyria
Nineveh
Persian Gulf
Chapter 1, Section 3
15
Define these academic vocabulary words from this lesson.
founded
core
Why were the Assyrian soldiers considered brutal and cruel?
The Chaldeans
(pages 29–30)
As you read, write the main idea of the passage. Review
your statement when you have finished reading and revise
as needed.
Copyright © by The McGraw-Hill Companies, Inc.
16
Chapter 1, Section 3
Define or describe the following terms from this lesson.
caravan
astronomer
Briefly describe the following place.
Hanging
Gardens
Explain why this person is important.
Nebuchadnezzar
Define these academic vocabulary words from this lesson.
Copyright © by The McGraw-Hill Companies, Inc.
interval
route
What were the Hanging Gardens of Babylon?
Chapter 1, Section 3
17
Now that you have read the section, write the answers to
the questions that were included in Setting a Purpose for
Reading at the beginning of the lesson.
How did Assyria build its vast empire?
What major contributions did the Chaldean Empire make?
Copyright © by The McGraw-Hill Companies, Inc.
18
Chapter 1, Section 3
STEP INTO WORLD HISTORY 1—TEACHING STRATEGY
Topic
Procedures/Pacing Guide
In this simulation, students will write
and present newscasts reporting on
events of the early civilizations discussed
in Unit 1. They will prioritize the events
in order of importance.
This simulation is designed to be conducted over the course of nine days (plus
out-of-class preparation time). However,
the days do not need to be contiguous.
You can shorten the time required by
doing some of the preparatory work
yourself.
Purpose
The early civilizations discussed in
this unit laid the groundwork for much
of western culture. They developed concepts of government and religion that are
still important today. This simulation will
help students evaluate events in history
and place them in context.
Copyright © by The McGraw-Hill Companies, Inc.
Objectives
By participating in this simulation,
students will:
• Review the events of the early civilizations discussed in the unit.
• Appreciate the contributions made
by the early civilizations discussed in
the unit.
• Research the weather, arts, and recreation of these civilizations.
• Evaluate and prioritize historical
events.
• Practice writing and public speaking.
• Practice participation in an interactive
group.
Suggested Resources
• Library resources specifically related to
the early civilizations under discussion, namely, those of the Paleolithic
and Neolithic eras: Sumer, Babylon,
Assyria, Egypt, Kush, and Israel
(Canaan, Judah, and so on)
• Tapes of local and national news
broadcasts to assist students in planning their own news shows
• Video camera and practiced operator to
tape the news shows (optional)
Day One—Introduce the Simulation
Explain to students that they will be
preparing a news broadcast about the
civilizations discussed in Unit 1. They
may select a narrow period of history on
which to report—such as the week the
Israelites escaped from Egypt—or they
may go broader, reporting on various
accomplishments from the Paleolithic
and Neolithic eras.
Discuss with students how a newscast is put together. Point out that the
most important news is usually given
first and that various categories are covered, such as local, national, and international news, agriculture and economic
news, entertainment, sports, and weather. Remind students of the roles played
by anchors and reporters. If time allows,
view a tape of a local news broadcast
and identify the components.
Finally, divide the class into three
groups. Each group will prepare a
10-minute newscast from one of the
chapters in Unit 1.
Day Two—Planning and Research
Groups will work together to identify
the segment of history upon which they
will report. Make sure none of the
groups choose the same event. By the
end of Day Two, each group member
should have a research assignment related to a story he or she will report.
1
UNIT 1
Evening News of Early Civilizations
STEP INTO WORLD HISTORY 1—TEACHING STRATEGY
Evening News of Early Civilizations (continued)
UNIT 1
Groups may need support during this
planning stage. You should monitor the
groups and help them stay focused.
Distribute Simulation Sheet 1 to assist
students with their writing.
You may want to give the students a
few days to conduct research before Day
Three of the simulation takes place.
Days Three and Four—Planning the Program
Students will bring their stories to
their groups, and the group will work
together to organize the stories into a
newscast. The stories should be read
aloud and critiqued. Hold a brief class
instruction period on how newscasts are
written. The language is focused and the
story opens with a dramatic scene or
statement. Personal interest aspects are
stressed. Stories are short and should
answer these questions: who, what,
how, where, when, and why. Students
should revise their stories with these
criteria in mind. If students progress
satisfactorily, you may need only one
day for this step.
2
Days Six, Seven, and Eight—The News
Stage the newscasts. Have students
who are observing the performances fill
out Simulation Sheet 2 as they watch in
order to participate more actively. If
possible, have someone tape the newscasts to lend authenticity and so performing groups can evaluate their own
performances.
Day Nine—Reflection
Debrief the exercise by scrambling the
three groups so that each new group is
made up of members from all three
of the previous groups. Have the new
groups discuss the experience, referring
to Simulation Sheet 2 as appropriate. Did
they feel that they understood the period
of history more fully after they reported
on it? Did they feel that they understood
the other periods of history more fully
after they watched the newscasts?
Finally, have each student in the class
write a paragraph about his or her experience with the group process.
Copyright © by The McGraw-Hill Companies, Inc.
Day Five—Rehearsal
Allow time on this day for groups
to rehearse the newscasts they have
planned. Remind them of their 20-minute
time limit. Also, remind them to speak
clearly and look up from their scripts.
If students have ample time to rehearse
outside of class, this step may be omitted.
Name
Date
Class
STEP IINTO
NTO WORLD HISTORY 2
ACTIVITY 1
Evening News of Early Civilizations
Simulation Sheet 1
UNIT 1
Directions: This sheet will help you to gather and organize information
for the news story you will be reporting for your group’s newscast. Use a
separate sheet of paper to answer the questions. The checklist at the bottom of the page will help you edit your writing into a newscast format.
1. On what time segment or event is your group reporting? On
what part of the story are you reporting?
2. WHO: Name the people or groups involved in your story. What
role did each person or group play?
3. WHAT: What are the details of the event on which you are
reporting? List the details in the order in which they happened.
4. HOW: Describe how the event happened.
5. WHERE: Describe the location of the event. Be as detailed as
possible, naming not just the country, but the city, town, or
even neighborhood where the event took place.
6. WHEN: When did your event occur? Did it happen at one
moment on one day or did it span several days, months, or
years?
Copyright © by The McGraw-Hill Companies, Inc.
7. WHY: What led up to the event? What happened because of
the event? Why was it significant?
Checklist
❒ Do you have a dramatic opening?
❒ Is the language focused and simplified?
❒ Have you included the “who, what, how, where, when, and why”?
❒ Did you appeal to people’s personal interests, telling them why they should
be interested in the story?
❒ Can you pronounce all of the words you used?
❒ Have you read your story out loud and timed it?
3
Name
Date
Class
STEP INTO
INTO W
WORLD
ORLD H
HISTORY
ISTORY 2
ACTIVITY 1
Evening News of Early Civilizations
Simulation Sheet 2
Directions: Use this sheet to take notes in various categories as you
listen to the newscasts of the other two groups in your class.
UNIT 1
Main Event/Civilization:
Topics of Stories Reported:
Information that Surprised Me:
Excellent Reporters:
Good Story Openings:
Main Event/Civilization:
Topics of Stories Reported:
Excellent Reporters:
Good Story Openings:
4
Copyright © by The McGraw-Hill Companies, Inc.
Information that Surprised Me:
Name
Date
Class
UNIT 1 PRETEST FORM A
Early Civilizations
Directions: Matching Match each item in Column A with its description
in Column B. Write the correct letters in the blanks. (3 points each)
Column A
A. cuneiform
B. David
Column B
1. a family of rulers who pass power down through
the family
C. dynasty
2. revolted against the Assyrians and established their
capital at Babylon
D. medicine
3. god who ruled the underworld
E. Re
4. taught that the Torah should be applied to everyday
life
F. Abraham
5. wedge-shaped Sumerian writing
G. Chaldeans
6. As a boy, he defeated the Philistine giant, Goliath.
H. Osiris
7. Because of the practice of embalming, the ancient
Egyptians learned about this.
I. Pharisees
J. anthropologists
8. The Israelites claimed to be descended from him.
9. people who study how humans developed and how
they relate to each other
Copyright © by The McGraw-Hill Companies, Inc.
10. the sun god, chief god of the Egyptians
Directions: Multiple Choice In the blank at the left, write the letter of
the choice that best completes the statement or answers the question.
(3 points each)
11. Mesopotamia, the cradle of civilization, lay between the
A. Nile River and Red Sea.
C. Tigris and Euphrates Rivers.
B. Rhine and Rhone Rivers.
D. Nile and Niger Rivers.
12. Hammurabi’s ideas for his legal code came from
A. the laws of lands he conquered. C. taking dictation on Mt. Sinai.
B. trips to the desert.
D. long sea voyages.
13. The Jews who lived scattered around outside of Judah
are called the
A. menorah.
C. Diaspora.
B. plethora.
D. aurora.
1
Name
Class
Date
UNIT 1 PRETEST FORM A
(continued)
Early Civilizations
14. The world’s longest river is the
A. Tigris.
B. Nile.
C. Niger.
D. Euphrates.
15. Who was the Israelite king known for his wise sayings,
or proverbs?
A. Sargon
C. Tutankhamen
B. Nebuchadnezzar
D. Solomon
16. The Egyptians believed that the pharaoh was the son of
A. Isis.
C. Bel.
B. Osiris.
D. Re.
17. The weekly day of worship and rest is called the
A. weekend.
C. Sabbath.
B. synagogue.
D. Rabbi.
18. Using artificial means of bringing water to crops is called
A. adulation.
C. initiation.
B. irrigation.
D. inflation.
19. A place where tombs for the pharaohs were cut into the
rock walls.
A. Valley of the Spirits
C. Valley of the Kings
B. Valley of the Nile
D. Valley of the Sun
2
Copyright © by The McGraw-Hill Companies, Inc.
20. Sumerian women had the rights to buy and sell property
and
A. write wills.
C. go to school.
B. become rulers.
D. run businesses.
Name
Class
Date
UNIT 1 PRETEST FORM A
(continued)
Early Civilizations
Reading a Chart: Applying Skills Use the chart below to answer the
questions that follow. (5 points)
Major Hebrew Prophets
Copyright © by The McGraw-Hill Companies, Inc.
Name
Time Period
Teachings
Elijah
874–840 B.C.
Only God should be worshiped—not idols
or false gods.
Amos
780–740 B.C.
The kingdom of King David will be restored
and will prosper.
Hosea
750–722 B.C.
God is loving and forgiving.
Isaiah
738–700 B.C.
God wants us to help others and promote justice.
Micah
735–700 B.C.
Both rich and poor have to do what is right
and follow God.
Jeremiah
626–586 B.C.
God is just and kind—he rewards as well as
punishes.
Ezekiel
597–571 B.C.
Someone who has done wrong can choose
to change.
21. Which prophet lived from 626 B.C. to 586 B.C.?
A. Elijah
C. Micah
B. Hosea
D. Jeremiah
22. Micah taught that
and follow God.
A. rich and poor
B. men and women
have to do what is right
C. kings
D. poor men
23. Which prophet said that God is loving and forgiving?
A. Amos
C. Micah
B. Hosea
D. Ezekiel
3
Name
Class
Date
UNIT 1 PRETEST FORM A
(continued)
Early Civilizations
Directions: Document-Based Questions Use the document below to
answer the questions that follow. (5 points)
“When a person sins and acts unfaithfully against the Lord and
deceives his companion in regard to a deposit or a security
entrusted to him, or through robbery, or if he has extorted from his
companion, or has found what was lost and lied about it and
sworn falsely so that he sins . . . he shall restore what he took by
robbery, or what he got by extortion . . . he shall make restitution
[repayment] for it in full and add to it one-fifth more. He shall give
it to the one to whom it belongs . . .”
—Leviticus 6:2–5
Source: Bible, New American Standard Version
24. This passage illustrates the Israelite ideal of
A. purity.
C. faith.
B. justice.
D. hope.
25. The sin that the quote is talking about is
another person.
A. kidnapping
C. cheating
B. killing
D. battering
C. beggars
D. the priest
Directions: Essay Answer one of the questions below. (10 points)
27. What features of its geography protected Egypt from
invasions?
28. Who was Ezra?
4
Copyright © by The McGraw-Hill Companies, Inc.
26. Who gets the restitution?
A. a judge
B. the person who got cheated
Name
Class
Date
UNIT 1 PRETEST FORM B
Early Civilizations
Directions: Matching Match each item in Column A with its description
in Column B. Write the correct letters in the blanks. (3 points each)
Column A
K. kosher
L. Stone Age
M. Meroë
N. rule of law
O. specialization
P. Hatshepsut
Q. Herod
Column B
1. the idea that laws should apply equally to
everyone
2. a mixture of copper and tin which is
stronger than either
3. best known because he was king during
Jesus’ life
4. built a temple in the Valley of the Kings
5. people work at different jobs, instead of
everyone trying to do everything alone
R. bronze
6. food prepared according to Jewish dietary
laws
S. embalming
7. Kush had its capital here.
T. Nubia
8. called this because people made their tools
from stone during this time
9. invented to prevent the pharaoh’s body
from decomposing
Copyright © by The McGraw-Hill Companies, Inc.
10. Egypt’s neighbor to the south
Directions: Multiple Choice In the blank at the left, write the letter of
the choice that best completes the statement or answers the question.
(3 points each)
11. Life in ancient Egypt depended heavily on the
A. Nile River.
C. balance of trade.
B. good will of the pharaoh.
D. fish harvest.
12. The first humans were
A. farmers.
B. artisans.
C. hunter-gatherers.
D. scribes.
5
Name
Class
Date
UNIT 1 PRETEST FORM B
(continued)
Early Civilizations
13. The Egyptians used this for baskets and for papermaking.
A. jute
C. flax
B. gypsum
D. papyrus
14. Which of these did the faith of the Israelites influence?
A. Buddhism and Hinduism
C. Zoroastrianism and Baha’i
B. Islam and Christianity
D. none of the above
15. The
were one of the Seven Wonders of the
Ancient World.
A. ziggurats
C. juggernauts
B. temples at Çatal Hüyük
D. Hanging Gardens of Babylon
16. Who was the Jewish prophet who taught that God
rewards and punishes?
A. Abraham
C. Jeremiah
B. Micah
D. Moses
17. Whose wise sayings are recorded in the proverbs of the
Bible?
A. Moses
C. Daniel
B. Solomon
D. Saul
19. The
A. Hittites
B. Israelites
developed a way to make iron weapons.
C. Paleolithics
D. Maccabees
20. The Egyptians worshiped these animals like gods.
A. crocodiles
C. geckos
B. hippos
D. cats
6
Copyright © by The McGraw-Hill Companies, Inc.
18. King David’s songs are written in the Bible. We call
them the
A. lyrics.
C. hymnal.
B. prophecies.
D. Psalms.
Name
Class
Date
UNIT 1 PRETEST FORM B
(continued)
Early Civilizations
Reading a Map: Applying Skills Use the map below to answer the
questions that follow. (5 points)
Spread of Early Humans
30
30°E
60°N
60
90
90°E
150°E
150
25,000
years ago
40,000
years ago
ASIA
EUROPE
100,000
years ago
30
30°N
AFRICA
0°
150,000–200,000
years ago
50,000
years ago
EQUATOR
AUSTRALIA
30°S
30
N
0
2,000 mi.
W
Copyright © by The McGraw-Hill Companies, Inc.
2,000 km
0
Mercator projection
E
S
KEY
Movement of
early humans
21. Twenty-five thousand years ago, humans moved in
which direction?
A. south
C. northeast
B. west
D. southeast
22. Early humans spread to which continent first?
A. Africa
C. Asia
B. Australia
D. Europe
23. Early humans spread to Europe
A. 100,000
B. 50,000
years ago.
C. 40,000
D. 200,000
7
Name
Class
Date
UNIT 1 PRETEST FORM B
(continued)
Early Civilizations
Directions: Document-Based Questions Use the document below to
answer the questions that follow. (5 points)
“. . . you are not to eat of these . . . the camel, for though it chews
cud, it does not divide the hoof, it is unclean to you. Likewise the
rock badger . . . the rabbit also . . . and the pig, for though it divides
the hoof . . . it does not chew cud, it is unclean to you. You shall
not eat of their flesh nor touch their carcasses [dead bodies]; they
are unclean to you.”
—Leviticus 11:2–8
Source: Bible, New American Standard Version
24. What two features make an animal clean, according to
the quote?
A. scales and fins
B. chewing cud and divided hooves
C. feathers and fur
D. opposable thumbs and laying eggs
26. The people may not touch them after the animals
A. grow up.
C. give birth.
B. die.
D. bathe.
Directions: Essay Answer one of the questions below. (10 points)
27. Slavery was common in ancient civilizations. Explain how a
person could become enslaved.
28. What kinds of things were buried with the pharaohs? Why?
8
Copyright © by The McGraw-Hill Companies, Inc.
25. Which of these things are the people forbidden to do?
A. own them
C. eat them
B. touch them
D. kill them
Name
Class
Date
QUIZ 1-1
Early Humans
Directions: Matching Match each item in Column A with its description
in Column B. Write the correct letters in the blanks. (10 points each)
Column A
Column B
A. fossil
B. artifact
1. early weapon, tool, or other thing made by
humans
2. studies human society
C. nomad
3. preserved remains of plants and animals
D. anthropologist
4. hunts for evidence of human settlements
E. archaeologist
5. person who moves from place to place
regularly, usually within a group of people
Directions: Multiple Choice In the blank at the left, write the
letter of the choice that best completes the statement or answers
the question. (10 points each)
Copyright © by The McGraw-Hill Companies, Inc.
6. Historians call the early period of human history the
A. Iron Age.
C. Ancient Age.
B. Bronze Age.
D. Stone Age.
7. The Paleolithic people were able to survive because
they used
A. rocks.
C. water.
B. fire.
D. caves.
8. One of the most important technologies used by the
Paleolithic people was
A. tools.
C. art.
B. language.
D. religion.
9. What revolutionary change took place during the
Neolithic Age?
A. simple shelters
C. farming
B. hunting
D. toolmaking
10. Which are two well-known Neolithic communities?
A. Europe and China
C. Jericho and Çatal Hüyük
B. Mexico and Egypt
D. Babylon and Uruk
9
Name
Class
Date
QUIZ 1-2
Mesopotamian Civilization
Directions: Matching Match each item in Column A with its description
in Column B. Write the correct letters in the blanks. (10 points each)
Column A
Column B
A. Mesopotamia
1. Greek for “land between the rivers”
B. cuneiform
2. complex societies that have organized
governments, culture, and writing
C. city-state
3. a method that brings water to crops
D. irrigation
4. has its own government but is not part of
any larger unit
E. civilization
5. a form of writing developed by the people
of Sumer
Directions: Multiple Choice In the blank at the left, write the
letter of the choice that best completes the statement or answers
the question. (10 points each)
6. The first civilizations arose
ditions for farming were good.
A. in the mountains
B. near the sea
because the conC. in river valleys
D. in the desert
8. Although most Sumerians were farmers, many were
skilled
who also made metal, cloth, and
pottery products.
A. artisans
C. slaves
B. merchants
D. priests
9. The few Sumerians who learned how to write often
became
, holding high positions in society.
A. artisans
C. heads of households
B. scribes
D. merchants
10. The Babylonian king Hammurabi is best known for his
A. scientific inventions.
C. law code.
B. mathematical ideas.
D. writing skills.
10
Copyright © by The McGraw-Hill Companies, Inc.
7. The Sumerians built a temple called a
to
honor their chief god.
A. scribe
C. Gilgamesh
B. cradle
D. ziggurat
Name
Class
Date
QUIZ 1-3
The First Empires
Directions: Matching Match each item in Column A with its description
in Column B. Write the correct letters in the blanks. (10 points each)
Column A
Column B
A. province
1. a group of traveling merchants
B. astronomer
2. the Assyrian Empire’s capital city
C. Nineveh
D. Nebuchadnezzar
3. a political district
4. Chaldean king
5. one who studies the stars and planets
E. caravan
Directions: Multiple Choice In the blank at the left, write the
letter of the choice that best completes the statement or answers
the question. (10 points each)
Copyright © by The McGraw-Hill Companies, Inc.
6. What did the Hittites teach the Assyrians that helped
make its army strong?
A. how to use bows and arrows
C. how to make iron stronger
B. how to ride horses
D. how to make chariots
7. The
in Babylon are known as one of the
Seven Wonders of the Ancient World.
A. Hanging Gardens
C. wall around the city
B. king’s palace
D. irrigation system
8. Babylon became rich from trade because it was located
on a major trade route between the Mediterranean Sea
and the
A. Red Sea.
C. Tigris River.
B. Euphrates River.
D. Persian Gulf.
9. The Chaldeans contributed the
day calendar.
A. major holidays
B. seven-day week
to our modernC. twelve-month year
D. weekend
10. Which mountain people captured Babylon in 539 B.C.?
A. the Hittites
C. the Chaldeans
B. the Persians
D. the Assyrians
11
Name
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CITIZENSHIP
AND
Class
SERVICE LEARNING ACTIVITY 1
Brainstorming a Mural
Why It’s Important
Copyright © by The McGraw-Hill Companies, Inc.
Art has been an important part of human life since its earliest days. Today, in many neighborhoods, public art is on display. Murals are painted on buildings. A mural is a picture
large enough to cover a whole wall of a building or room.
Murals serve many purposes. They may express the common history and hopes of a community. They may beautify an
ugly wall. They may bring comfort or humor to a hospital
waiting area. They may unite a community as many people
work together designing it, painting it, supporting it, and
enjoying it.
Background
Questions to Consider
Evidence of the art of early humans is
found in many locations around the
world. These people used art to record
their experiences and perhaps for religious purposes. The cave paintings at
Lascaux, France, show animals that were
important to the painters as food or as
sacred beings. These cave paintings are
the world’s earliest murals.
Sumerian art includes architecture,
sculpture, and pottery, as well as paintings. You can see examples in your textbook on pages 18 and 19. The Assyrians
were skilled in the arts, particularly
sculpture. The Babylonians adorned their
buildings with paintings of animals,
plants, and other symbols. The Hanging
Gardens of Babylon were, in a sense, a
huge public sculpture, designed to be
visible from any point in the city.
Directions: Answer the questions below on
a separate sheet of paper.
CHAPTER 1
1. What public art are you familiar
with? What does it mean to you?
What goal is the art supposed to
accomplish?
2. How do you decorate your own
space? Have you put up posters or
special wallpaper?
3. What public spaces in your environment could benefit from a mural?
4. What symbols would you use to represent yourself? What symbols represent your school? Your community?
17
Name
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Class
CITIZENSHIP AND SERVICE LEARNING ACTIVITY 1 (continued)
Brainstorming a Mural
Painter Aaron Douglas
(1898–1979) was a major African American
artist. He was known for painting indoor
murals in public buildings. His best-known
works were painted on the walls of a branch
of the New York City Library.
Your Task
Your task is to brainstorm ideas for a
mural in your community. First, decide
where you would like to place the mural.
Then, decide on the subject. You will
make lists of people from whom you
might need permissions, funding,
and assistance. You will end up with
a proposal.
How to Do It
CHAPTER 1
1. Consider the purpose of the mural. Is
it for sheer entertainment? Will it
reflect local history? Is it for inspiration or unity?
What location and subject did you
pick for your mural? Was it difficult
or easy to decide on a location? How
about a subject? Why? Explore the
possibility of actually implementing
your mural proposal. Make a “to do”
list and a “to buy” list for the project.
3. Next, brainstorm ideas for the artwork on the mural itself. The subject
of the mural will depend both on its
purpose and its location.
4. Now, make a list of people who
might help you pay for the mural.
Consider arts organizations, schools,
and businesses.
5. Who will you need to get permission
from to paint the mural?
6. Who will paint the mural?
7. Write up your plan. State the purpose, the location, the subject of the
art, how you will try to fund it, who
you will need permission from, and
who will paint the mural.
HOW TO BRAINSTORM
1. Select one member of your group to write
down the ideas. Write the ideas where
everyone can see them, if possible.
2. Begin calling out ideas. Respect one another’s right to speak, and wait for your turn.
3. Do not judge the ideas. Some ideas may
seem silly or impossible. The goal is to generate as many ideas as possible.
4. When your group runs out of ideas, evaluate them. Each idea should be discussed.
You may also categorize them.
5. Circle ideas that seem especially promising.
Cross out ideas that are not feasible. Try to
reach agreement on just one idea.
18
Copyright © by The McGraw-Hill Companies, Inc.
Follow-Up Activity
2. Brainstorm ideas for where to place a
mural in your community. Think of
indoor and outdoor locations. Think
of public buildings and businesses.
Name
Class
Date
ECONOMIC ACTIVITY 1
Jobs of Tomorrow
During the Neolithic Age, people
began to practice specialization, or the
development of different kinds of jobs.
People who were not needed for farming
had time to develop other types of skills,
such as pottery, weaving, and toolmaking.
Today, people still practice specialization. Knowing what skills and occupa-
tions will be needed in tomorrow’s job
market will help you as you plan your
future career. The Bureau of Labor Statistics predicts that the following occupations will grow the fastest between now
and the year 2012.
The 10 Fastest Growing Occupations, 2002–2012
Percent Growth
59%
57%
49%
49%
48%
47%
46%
46%
45%
45%
CHAPTER 1
Occupation
Medical assistants
Network systems and data communications analysts
Physician assistants
Social and human service assistants
Home health aides
Medical records and health information technicians
Physical therapist aides
Computer software engineers, applications
Computer software engineers, systems software
Physical therapist assistants
Copyright © by The McGraw-Hill Companies, Inc.
Source: Bureau of Labor Statistics.
Directions: Use the information above to complete the following
questions.
1. What personal characteristics will be
required in most of these jobs?
4. What career choices are you
considering?
2. What skills will be valuable in most
of these jobs?
5. How can information about the
future growth of a career help you
select a career?
3. Research one of these jobs. What
education and training are needed
for this career?
19
Name
Class
Date
WORLD LITERATURE READING 1
Early Literature
About the Selection
Guided Reading
As you read this excerpt from the
epic, pay attention to how Enkidu
describes his dreams. Then answer
the questions that follow.
Reader’s Dictionary
devastation: destruction and ruin
talons: claws of a bird
quench: to satisfy
remote: distant, far removed
forfeit: lose
resumed: began again
withering: shriveling and drying up
deprived: withheld something from
CHAPTER 1
The Epic of Gilgamesh was discovered
in ancient Mesopotamia and is the oldest
known piece of literature in the world. It
was written in cuneiform (wedge-shaped
characters) on stone tablets. It tells the
story of the warrior Gilgamesh. After his
friend Enkidu dies, Gilgamesh is so overcome by grief that he searches for a way
to live forever. In the end, he must accept
that only the gods are immortal.
The Epic of Gilgamesh
Copyright © by The McGraw-Hill Companies, Inc.
Tablet VII, Column iv
With these last words the dying Enkidu did pray
and say to his beloved companion:
“In dreams last night
the heavens and the earth poured out
great groans while I alone
stood facing devastation. Some fierce
and threatening creature flew down at me
and pushed me with its talons towards
the horror-filled house of death
wherein Irkalla, queen of shades,
stands in command.
There is darkness which lets no person
again see light of day.
There is a road leading away from
bright and lively life.
There dwell those who eat dry dust
and have no cooling water to quench their awful thirst.
As I stood there I saw all those who’ve died
and even kings among those darkened souls
21
Name
Class
Date
WORLD LITERATURE READING 1
(continued)
Early Literature
have none of their remote and former glory.
All earthly greatness was forfeit
and I entered then into the house of death.
Others who have been there long
did rise to welcome me.”
Hearing this, great Gilgamesh said to his handsome mother:
“My friend, dear Enkidu, has seen his passing now
and he lies dying here upon a sad and lonely cot.
Each day he weakens more and wonders how much more
life may yet belong to his hands and eyes and tongue.”
Then Enkidu resumed his last remarks and said:
“Oh Gilgamesh, some destiny has robbed me
of the honor fixed for those who die in battle.
I lie now in slow disgrace, withering day by day,
deprived as I am of the peace that comes to one
who dies suddenly in a swift clash of arms.”
From the Epic of Gilgamesh. Translated by Danny P. Jackson. Wauconda, IL:
Bolchazy-Carducci Publishers, 1997.
CHAPTER 1
Analyzing the Reading
Directions: Answer the questions below in the spaces provided.
1. What did Enkidu dream about?
3. Critical Thinking Describe what Enkidu thought death would
be like.
4. Critical Thinking What do you think the author of this epic
thought about war and going into battle? Explain your answer
using the text.
22
Copyright © by The McGraw-Hill Companies, Inc.
2. Why did Enkidu feel disgraced?
Name
Class
Date
PRIMARY SOURCE READING 1
The Code
About the Selection
Hammurabi ruled as king of Babylon
from 1792 B.C. to 1750 B.C. He changed
Babylon from a small city-state into a
very powerful state. He established
strong laws. His Code contained
282 laws—a few of which are listed
below—covering all aspects of society.
These laws reflect the social structure
and values of Babylon during
Hammurabi’s rule.
Reader’s Dictionary
Marduk: the main God of Babylon
oppressed: held down or abused
ensnare: to take or catch
accusation: the charge of a crime
or wrongdoing
The Code of Hammurabi
CHAPTER 1
When Marduk sent me to rule over men, to give the protection of
right to the land, I did right and righteousness in . . . , and brought about
the well-being of the oppressed.
Copyright © by The McGraw-Hill Companies, Inc.
CODE OF LAWS
1. If any one ensnare another, putting a ban upon him, but he can not
prove it, then he that ensnared him shall be put to death.
2. If any one bring an accusation against a man, and the accused go to
the river and leap into the river, if he sink in the river his accuser shall
take possession of his house. But if the river prove that the accused is
not guilty, and he escape unhurt, then he who had brought the accusation shall be put to death, while he who leaped into the river shall
take possession of the house that had belonged to his accuser.
3. If any one bring an accusation of any crime before the elders, and
does not prove what he has charged, he shall, if it be a capital offense
charged, be put to death. . . .
6. If any one steal the property of a temple or of the court, he shall be
put to death, and also the one who receives the stolen thing from
him shall be put to death.
7. If any one buy from the son or the slave of another man, without
witnesses or a contract, silver or gold, a male or female slave, an ox
or a sheep, [a donkey] or anything, or if he take it in charge, he is
considered a thief and shall be put to death.
Source: The Code of Hammurabi. Tr. L. W. King. www.yale.edu/lawweb/avalon/medieval/hamcode.htm
23
Name
Date
Class
PRIMARY SOURCE READING 1
The Code (continued)
Directions: Answer the questions below in the spaces provided.
1. Why did Hammurabi establish his code?
2. What is the penalty for receiving stolen goods?
CHAPTER 1
3. What role does the river play in the Code of Hammurabi?
24
Copyright © by The McGraw-Hill Companies, Inc.
4. Critical Thinking Why do you think that death was the penalty for so many
crimes?