Mid term Exam
Answer Section
MULTIPLE CHOICE
1. ANS: C
PTS: 3
DIF: L3
REF: pp. 136-137
OBJ: S.3.4.4 Students will know the Phoenician alphabet was a significant contribution.
STA: SS.6.W.3.1 Analyze the cultural impact the ancient Phoenicians had on the Mediterranean world with
regard to colonization (Carthage), exploration, maritime commerce (purple dye, tin), and written communication
(alphabet).
TOP: The Fertile Crescent 1 The Phoenicians
KEY: Phoenician alphabet
MSC: Remediation: Go to SE pages 136-1 37.
NOT: The Phoenician alphabet was based on single consonant sounds.
2. ANS: C
PTS: 3
DIF: L3
REF: p. 118
OBJ: S.3.2.1 Students will know that Sargon formed the world's first empire by conquering the Sumerian
city-states.
STA: SS.6.W.2.8 Determine the impact of key figures from ancient Mesopotamian civilizations.
TOP: The Fertile Crescent I The First Empires
KEY: empire ( Sargon 1 city-state
MSC: Remediation: Go to SE page 1 18.
NOT: Fighting among Sumerians weakened the city-states. These conflicts eventually led to outside forces
conquering the region.
REF: p. 94
3. ANS: D
PTS: 3
DIF: L3
OBJ: S.2.2.2 Students will know that in several fertile river valleys, cities gave rise to world's first civilizations.
STA: SS.6.G.2.3 Analyze the relationship of physical geography to the development of ancient river valley
civilizations.
TOP: Beginning of Civilization I Cities and Civilizations
KEY: civilization I Mesopotamia 1 Indus Valley 1 fertile soil
MSC: Remediation: Go to Places to Know on the Digital Path.
NOT: The earliest civilizations arose in four fertile river valleys in Asia and northeastern Africa: Mesopotamia,
the Nile River Valley, Indus Valley, and the Huang He River Valley in China. These were all near fertile soil of
great river valleys.
4. ANS: C
PTS: 3
DIF: L3
REF: p. 70
OBJ: S. 1.3.2 Students will know that as they migrated, humans learned to adapt to various environments.
KEY: humans I migrate I adapt ( environments
TOP: Early People I Populating the Earth
MSC: Remediation: Go to SE page 70.
NOT: As modern humans migrated across the Earth, they were forced to change their way of life (adapt) to suit
the different surroundings (environments) they encountered.
5. ANS: A
PTS: 3
DIF: L3
REF: p. 133
OBJ: S.3.4.1 Students will know that the Phoenicians were ocean traders who spread their culture over a wide
area.
STA: SS.6.E.3.4 Describe the relationship among civilizations that engage in trade, including the benefits and
TOP: The Fertile Crescent I The Phoenicians
drawbacks of voluntary trade.
MSC: Remediation: Go to SE page 133.
KEY: import 1 export I Phoenicia
NOT: For Phoenicia, ivory was an import, or a good sold within a country that is produced in another country.
6. ANS: C
PTS: 3
DIF: L3
REF: p. 67
OBJ: S. 1.2.2 Students will know that modern humans and Neanderthals both appeared late in the Stone Age.
TOP: Early People I Hunter-Gatherer Societies
KEY: Homo sapiens
MSC: Remediation: Go to SE page 67.
NOT: Homo sapiens is the scientific name for the first modern humans. It means "wise people."
ID: B
7. ANS: B
PTS: 3
DIF: L3
REF: p. 88
OBJ: S.2.1.2 Students will know that farming enabled people to settle in one place and develop specialized skills.
STA: SS.6.W.2.1 Compare the lifestyles of hunter-gatherers with those of settlers of early agricultural
communities.
TOP: Beginning of Civilization 1 Early Agriculture
KEY: specialize I farming
MSC: Remediation: Go to 2 1st Century Learning on the Digital Path.
NOT: Farming led to food surpluses, which led to the development of specialized skills.
8. ANS: A
PTS: 3
DIF: L3
REF: p. 66
OBJ: S. 1.2.6 Students will interpret how geographic boundaries invite or limit interaction with other regions and
cultures.
STA: SS.6.G.2.5 Interpret how geographic boundaries invite or limit interaction with other regions and cultures.
KEY: hunter-gatherers ( nomads
TOP: Early People ( Hunter-Gatherer Societies
MSC: Remediation: Go to SE page 66.
NOT: Hunter-gatherer societies spent most of their time gathering food. These groups were nomadic and had not
yet learned to settle down and grow crops or keep livestock.
9. ANS: C
PTS: 3
DlF: L3
REF: pp. 136-137
OBJ: S.3.4.2 Students will know that the most lasting contribution of the Phoenicians was the development of
the alphabet.
STA: SS.6.W.3.1 Analyze the cultural impact the ancient Phoenicians had on the Mediterranean world with
regard to colonization (Carthage), exploration, maritime commerce (purple dye, tin), and written communication
(alphabet).
TOP: The Fertile Crescent 1 The Phoenicians
MSC: Remediation: Go to SE pages 136-1 37.
KEY: Phoenician alphabet
NOT: The Phoenician alphabet consisted of only 22 symbols, which were easy to memorize and write, and stood
for single sounds instead of symbols or entire words.
10. ANS: B
PTS: 3
DIF: L3
REF: p. 128
OBJ: S.3.3.2 Students will know that the Persian empire balanced local self-government with central power.
STA: SS.6.W.2.4 Compare the economic, political, social, and religious institutions of ancient river civilizations.
TOP: The Fertile Crescent I The Assyrian and Persian Empires KEY: Persian empire I self-government
MSC: Remediation: Go to SE page 128.
NOT: Persian rulers, beginning with Darius the Great, encouraged local self-government. Leaders were allowed
independence, and long-standing laws and traditions were permitted to remain in place. They did not make them
follow the same customs and obey the same laws.
11. ANS: B
PTS: 3
DIF: L3
REF: p. 129
OBJ: S.3.3.6 Students will identifj, examples of mediums of exchange (currencies) used for trade (barter) for
each civilization, and explain why international trade requires a system for a medium of exchange between trading
both inside and among various regions.
STA: SS.6.E.3.1 ldentifj, examples of mediums of exchange (currencies) used for trade (barter) for each
civilization, and explain why international trade requires a system for a medium of exchange between trading both
TOP: The Fertile Crescent ( The Assyrian and Persian Empires
inside and among various regions.
MSC: Remediation: See SE page 129.
KEY: coins ( currency I economy
NOT: Darius's introduction of gold coins gave the empire a common currency and facilitated trade across the vast
Persian empire.
12. ANS: C
PTS: 3
DIF: L3
REF: p. 91
OBJ: S.2.2.3 Students will know that early civilizations all had certain features in common.
STA: SS.6.W.2.3 Identifj, the characteristics of civilization.
TOP: Beginning of Civilization I Cities and Civilizations
MSC: Remediation: Go to SE page 91.
KEY: goods I services 1 economy I government I history
NOT: The economy of a society is defined by the answers to three basic questions about its goods and services:
What goods and services should be produced? How should goods and services be produced? Who should get and
use goods and services?
ID: B
13. ANS: B
PTS: 3
DIF: L3
REF: pp. 93-97
OBJ: S.2.2.6 Students will describe how the developments of agriculture and metallurgy related to settlement,
population growth, and the emergence of civilization.
STA: SS.6.W.2.2 Describe how the developments of agriculture and metallurgy related to settlement, population
growth, and the emergence of civilization. TOP: Beginning of Civilization 1 Cities and Civilizations
KEY: civilization I public works I job specialization ( established religion
MSC: Remediation: See SE pages 93-97.
NOT: Early civilizations shared eight basic features: cities, organized governments, established religion, job
specialization, social classes, public works, arts and architecture, and a writing system.
14. ANS: D
PTS: 3
DIF: L3
REF: p. 59
OBJ: S.l.l.l Students will know that scientists use fossils and artifacts to draw conclusions about early humans.
STA: SS.6.W. 1.4 Describe the methods of historical inquiry and how history relates to the other social sciences.
TOP: Early People 1 Studying the Distant Past
KEY: archaeologists ( excavation
MSC: Remediation: Go to SE page 59.
NOT: As archaeologists dig at a site, they pay close attention to the location of objects they find. Objects located
in lower layers are generally older than those closer to the surface.
15. ANS: A
PTS: 3
DIF: L3
REF: p. 93
OBJ: S.2.2.4 Students will know how villages became cities and then civilizations.
STA: SS.6.W.2.3 Identify the characteristics of civilization.
KEY: resources I surplus
TOP: Beginning of Civilization 1 Cities and Civilizations
MSC: Remediation: Go to SE page 93.
NOT: The resources of seeds, soil, and water are needed to grow surplus food.
16. ANS: B
PTS: 3
DIF: L3
REF: pp. 91-92
OBJ: S.2.2.1 Students will know that as populations grew, farming villages developed into cities.
STA: SS.6.G.2.1 Explain how major physical characteristics, natural resources, climate, and absolute and relative
locations have influenced settlement, interactions, and the economies of ancient civilizations of the world.
KEY: government
TOP: Beginning of Civilization I Cities and Civilizations
MSC: Remediation: Go to SE pages 91 and 92.
NOT: As the populations of cities grew, more government was needed to manage all the people. Their problems
could no longer be solved by village councils.
17. ANS: A
PTS: 3
DIF: L3
REF: p. 82
OBJ: S.2.1.2 Students will know that farming enabled people to settle in one place and develop specialized skills.
STA: SS.6.W.2.1 Compare the lifestyles of hunter-gatherers with those of settlers of early agricultural
communities.
TOP: Beginning of Civilization I Early Agriculture
KEY: settlements MSC: Remediation: Go to SE page 82.
NOT: Domestication of plants and animals is what allowed early people to settle in one place, which led to the
development of agriculture and farming villages.
18. ANS: D
PTS: 3
DIF: L3
REF: p. 82
OBJ: S.2.1.1 Students will know that human life changed dramatically when people learned to farm and to
domesticate animals.
STA: SS.6.W.2.1 Compare the lifestyles of hunter-gatherers with those of settlers of early agricultural
communities.
TOP: Beginning of Civilization 1 Early Agriculture
MSC: Remediation: Go to SE page 82.
KEY: hunters and gatherers
NOT: Because hunters and gatherers were continually traveling, they owned only what they could easily carry.
ID: B
19. ANS: B
PTS: 3
DIF: L3
REF: p. 72
OBJ: S. 1.3.6 Students will evaluate how civilizations through clans, leaders, and family groups make economic
decisions for that civilization providing a framework for future city-state or nation development.
STA: SS.6.E.2.1 Evaluate how civilizations through clans, leaders, and family groups make economic decisions
for that civilization providing a framework for future city-state or nation development.
TOP: Early People 1 Populating the Earth
KEY: clan 1 trade 1 sharing information
MSC: Remediation: Go to SE page 72.
NOT: Growing communities were organized into clans. Clans were more complex societies in which some people
might have specialized roles.
20. ANS: A
PTS: 3
DIF: L3
REF: p. 63
OBJ: S. 1.1.2 Students will know that archaeological evidence indicates that human life began in Africa.
STA: SS.6.W. 1.4 Describe the methods of historical inquiry and how history relates to the other social sciences.
TOP: Early People 1 Studying the Distant Past
KEY: scientists 1 human life 1 Africa
MSC: Remediation: Go to SE page 63.
NOT: After finding several human skeletons in East Africa that were millions of years old--older than any found
elsewhere in the world-scientists concluded that life began in Africa. However, there is some discussion about
whether human life originated in East or Central Africa.
21. ANS: D
PTS: 3
DIF: L3
REF: pp. 64-65
OBJ: S.1.2.1 Students will know that the development of new skills allowed hunter-gatherer societies to survive.
STA: SS.6.W.2.1 Compare the lifestyles of hunter-gatherers with those of settlers of early agricultural
communities.
TOP: Early People I Hunter-Gatherer Societies
KEY: tools I stone MSC: Remediation: Go to SE pages 64 and 65.
NOT: Early humans split stones to make cutting tools. Later, they learned to shape the stones into sharper, thinner
blades and used them to fashion spears and arrows.
22. ANS: D
PTS: 3
DIF: L3
REF: p. 128
OBJ: S.3.3.4 Students will know Assyrians and Persians created and governed vast empires.
TOP: The Fertile Crescent 1 The Assyrian and Persian Empires KEY: Persia I government 1 local I central
MSC: Remediation: Go to SE page 128.
NOT: The Persian ruler was the head of central government. He appointed local people to lead each province.
23. ANS: D
PTS: 3
DIF: L3
REF: p. 120 ( p. 126
OBJ: S.3.3.7 Students will use maps to identifjr characteristics and boundaries of ancient civilizations that have
shaped the world today.
STA: SS.6.G. 1.7 Use maps to identifj characteristics and boundaries of ancient civilizations that have shaped the
world today.
TOP: The Fertile Crescent 1 The First Empires
MSC: Remediation: Go to SE pages 120 and 126.
KEY: Babylon
NOT: Baghdad is close to the site of the ancient city of Babylon.
24. ANS: D
PTS: 3
DIF: L3
REF: p. 66
OBJ: S. 1.2.4 Students will know features of early humans of the Stone Age.
KEY: Neanderthals / Homo sapiens
TOP: Early People I Hunter-Gatherer Societies
MSC: Remediation: Go to SE page 66.
NOT: Neanderthals appeared about 100,000 years ago, while Homo sapiens appeared about 200,000 years ago.
Neanderthals were shorter than Homo sapiens, had only simple language skills, and did not make art or music.
ID: B
25. ANS: C
PTS: 3
DIF: L3
REF: p. 63
OBJ: S. 1.1.2 Students will know that archaeological evidence indicates that human life began in Africa.
STA: SS.6.W.1.5 Describe the roles of historians and recognize varying historical interpretations
(historiography).
TOP: Early People I Studying the Distant Past
KEY: Michael Brunet I Central Africa I East Africa
MSC: Remediation: Go to SE page 63.
NOT: The human skull discovered by Michael Brunet was nearly 7 million years old-the oldest ever found. It
was also significant because it was found in Chad, which is in Central Africa. Other significant finds had all been
in East Africa to this point. This raised the question of whether human life actually originated in Central, not East,
Africa.
26. ANS: D
PTS: 3
DIF: L3
REF: p. 135
OBJ: S.3.4.3 Students will know Phoenicians spread Mesopotamian civilization through ocean trade.
STA: SS.6.G.5.2 Use geographic terms and tools to explain why ancient civilizations developed networks of
TOP: The Fertile Crescent I The Phoenicians
highways, waterways, and other transportation linkages.
KEY: navigation I North Star I Phoenicia MSC: Remediation: Go to SE page 135.
NOT: Phoenician sailors used the North Star as a guiding point with which they could calculate their location.
REF: pp. 111-113
27. ANS: A
PTS: 3
DIF: L4
OBJ: S.3.1.6 Students will use geographic terms and tools to explain why ancient civilizations developed
networks of highways, waterways, and other transportation linkages.
STA: SS.6.G.5.2 Use geographic terms and tools to explain why ancient civilizations developed networks of
highways, waterways, and other transportation linkages.
TOP: The Fertile Crescent ( The Civilization of Sumer
KEY: geography 1 trade 1 waterway ( river I silt ( irrigation
MSC: Remediation: See SE pages 111-1 13.
NOT: The Tigris and Euphrates Rivers helped keep the farmlands of the Sumer city-states fertile and they also
served as waterways for an expansion of trade that linked the various cities of the region.
28. ANS: C
PTS: 3
DIF: L3
REF: p. 75
OBJ: S.1.3.5 Students will know that Ice Age human societies became increasingly complex and religious.
TOP: Early People ( Populating the Earth
KEY: burial practices I artwork I animism
MSC: Remediation: Go to SE page 75.
NOT: Animism is a belief that the natural world-such as animals, rocks, trees, and water-are filled with spirits.
Prehistoric people might have used animals and other parts of the natural world in their artwork as a way to honor
them.
29. ANS: C
PTS: 3
DIF: L4
REF: p. 121
OBJ: S.3.2.5 Students will listen to, read, and discuss familiar and conceptually challenging text.
STA: LA.6.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text.
KEY: Hammurabi's Code I law I social order
TOP: The Fertile Crescent 1 The First Empires
MSC: Remediation: See SE page 121.
NOT: Hammurabi's Code might look harsh by modern standards, but by applying specific punishments to
specific crimes, he hoped to encourage people to live by the rule of law.
REF: pp. 82-83
30. ANS: B
PTS: 3
DIF: L3
OBJ: S.2.1.5 Students will explain how the physical landscape has affected the development of agriculture and
industry in the ancient world.
STA: SS.6.G.3.1 Explain how the physical landscape has affected the development of agriculture and industry in
the ancient world.
TOP: Beginning of Civilization I Early Agriculture
KEY: Ice Age ( climate I glacier
MSC: Remediation: See SE pages 82-83.
NOT: At the end of the Ice Age, temperatures rose and rainfall patterns changed. This led to adaptations by plants
and animals and the humans who depended on them.
ID: B
31. ANS: B
PTS: 3
DIF: L3
REF: p. 64
OBJ: S. 1.2.1 Students will know that the development of new skills allowed hunter-gatherer societies to survive.
STA: SS.6.W.2. I Compare the lifestyles of hunter-gatherers with those of settlers of early agricultural
communities.
TOP: Early People ( Hunter-Gatherer Societies
KEY: era I Old Stone Age
MSC: Remediation: Go to SE page 64.
NOT: The era during which people first developed tools is called the Paleolithic Era, or Old Stone Age.
Paleolithic comes from Greek words meaning "old" and "stone."
32. ANS: C
PTS: 3
DIF: L3
REF: pp. 1 13-1 14
OBJ: S.3.1.2 Students will know that priests and kings had great power in the city-states of Sumer.
STA: SS.6.W.2.4 Compare the economic, political, social, and religious institutions of ancient river civilizations.
TOP: The Fertile Crescent ( The Civilization of Sumer
KEY: priests 1 religion
MSC: Remediation: Go to SE pages 1 13 and 1 14.
NOT: Priests communicated with the gods so that Sumerians could know what the gods wanted them to do.
33. ANS: B
PTS: 3
DIF: L3
REF: p. 125
OBJ: S.3.3.1 Students will know that Assyrian armies conquered a vast empire that stretched from Mesopotamia
southwest into Egypt.
STA: SS.6.W.2.4 Compare the economic, political, social, and religious institutions of ancient river civilizations.
TOP: The Fertile Crescent I The Assyrian and Persian Empires KEY: Assyrian
MSC: Remediation: Go to SE page 125.
NOT: To keep control over such a large empire, Assyrian rulers divided the empire into 70 smaller units of
government called provinces.
34. ANS: A
PTS: 3
DIF: L3
REF: pp. 83-84
OBJ: S.2.1.1 Students will know that human life changed dramatically when people learned to farm and to
domesticate animals.
STA: SS.6.G.5.1 Identie the methods used to compensate for the scarcity of resources in the ancient world.
KEY: domestication
TOP: Beginning of Civilization ( Early Agriculture
MSC: Remediation: Go to SE pages 83-84.
NOT: Selection of specific seeds that came from plants that people wanted to grow led to domestication of plants
and, eventually, to farming.
35. ANS: D
PTS: 3
DIF: L3
REF: p. 72
OBJ: S. 1.3.8 Students will explain how family and ethnic relationships influenced ancient cultures.
STA: SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures.
TOP: Early People I Populating the Earth
MSC: Remediation: Go to SE page 72.
KEY: clan ( religion 1 language I burial practices
NOT: In ancient cultures, communities might organize into a network of clans. Clans were groups of families
with a common ancestor.
36. ANS: B
PTS: 3
DIF: L3
REF: p. 86
OBJ: S.2.1.4 Students will know agriculture led to permanent settlements and specialized roles.
STA: SS.6.W.2.1 Compare the lifestyles of hunter-gatherers with those of settlers of early agricultural
communities.
TOP: Beginning of Civilization I Early Agriculture
MSC: Remediation: Go to SE page 86.
KEY: dwellings I farming
NOT: The earliest shelters were built from straw and mud, which hardened in the sun to form walls.
ID: B
37. ANS: A
PTS: 3
DIF: L3
REF: p. 65
OBJ: S.1.2.3 Students will know skills that helped hunter-gatherer societies to survive.
STA: SS.6.W.2.1 Compare the lifestyles of hunter-gatherers with those of settlers of early agricultural
communities.
TOP: Early People ( Hunter-Gatherer Societies
KEY: technology ( human development I fire
MSC: Remediation: Go to SE page 65.
NOT: When humans learned to use fire, the entire course of human development was affected, because fire could
be used for so many purposes, such as lighting, cooking, and safety. Its discovery allowed humans more freedom
in choosing where they lived. They were no longer forced to live in warm climates.
38. ANS: C
PTS: 3
DIF: L3
REF: p. 112
OBJ: S.3.3.7 Students will use maps to identify characteristics and boundaries of ancient civilizations that have
shaped the world today.
STA: SS.6.G.1.7 Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the
world today.
TOP: The Fertile Crescent I The Assyrian and Persian Empires
KEY: Mesopotamia I mountains ( desert MSC: Remediation: See SE page 112.
NOT: The Fertile Crescent formed a fertile plain that was ideal for growing crops, thereby making is an ideal
place for settlement.
39. ANS: B
PTS: 3
DIF: L3
REF: p. 131
OBJ: S.3.3.5 Students will know Mesopotamian cultures made lasting contributions to the arts.
STA: SS.6.W.2.7 Summarize the important achievements of Mesopotamian civilization.
TOP: The Fertile Crescent I The Assyrian and Persian Empires KEY: Mesopotamian art I relief I sculpture
MSC: Remediation: Go to SE page 131.
NOT: In relief sculpture, the background is cawed away from the main scene being depicted.
40. ANS: B
PTS: 3
DIF: L3
REF: p. 68
OBJ: S. 1.3.1 Students will know that over time, modern humans populated most regions of the world.
STA: SS.6.G.4.3 Locate sites in Africa and Asia where archaeologists have found evidence of early human
societies, and trace their migration patterns to other parts of the world.
KEY: Africa I migration I fossil remains
TOP: Early People I Populating the Earth
MSC: Remediation: Go to SE page 68.
NOT: Those who support the "out of Africa" theory argue that Homo sapiens probably originated in Africa. From
there, they migrated across Earth, gradually replacing the older groups who lived in those places. If this is true,
then regions closest to Africa would have the oldest Homo sapiens fossil remains, since it would have taken many
thousands of years for humans to reach places further from Africa.
REF: pp. 70-75
41. ANS: C
PTS: 3
DIF: L3
OBJ: S.1.3.7 Students will explain the concept of cultural diffusion, and identify the influences of different
ancient cultures on one another.
STA: SS.6.G.2.6 Explain the concept of cultural diffusion, and identify the influences of different ancient
TOP: Early People I Populating the Earth
cultures on one another.
KEY: cultural diffusion ( land bridge I animism
NOT: Cultural diffusion occurs when one culture influences another, not when the influence comes from within
that group.
42. ANS: D
PTS: 3
DIF: L3
REF: p. 116
OBJ: S.3.1.2 Students will know that priests and kings had great power in the city-states of Sumer.
STA: SS.6.W.2.4 Compare the economic, political, social, and religious institutions of ancient river civilizations.
TOP: The Fertile Crescent I The Civilization of Sumer
KEY: king ( city-state
MSC: Remediation: Go to SE page 116
NOT: The first Sumerian kings were the military leaders of the different city-states.
ID: B
ANS: A
PTS: 3
DIF: L3
REF: p. 112
OBJ: S.3.1.I Students will know that fertile land between the Tigris and Euphrates rivers supported the earliest
known civilization.
STA: SS.6.G.2.4 Explain how the geographical location of ancient civilizations contributed to the culture and
TOP: The Fertile Crescent I The Civilization of Sumer
politics of those societies.
MSC: Remediation: Go to SE page 112.
KEY: food supply I agriculture 1 cities
NOT: Once Sumerians had a dependable food supply, they could settle in one place and create a more organized
society.
ANS: B
PTS: 3
DIF: L3
REF: p. 72
OBJ: S.1.3.3 Students will know that art and other evidence reveals that human societies became more complex
TOP: Early People 1 Populating the Earth
and developed religious beliefs.
KEY: cave paintings ( culture
MSC: Remediation: Go to SE page 72.
NOT: One of the most important signs of a complex culture is the existence of artwork such as paintings and
statues. Cave paintings showed that early humans were developing a complex culture.
ANS: C
PTS: 3
DIF: L3
REF: p. 117
OBJ: S.3.1.3 Students will know that Sumerian achievements included new technology, a written language, and
STA: SS.6.W.2.7 Summarize the important achievements of Mesopotamian civilization.
epic poetry.
KEY: Ur-Nammu I Sumer
TOP: The Fertile Crescent 1 The Civilization of Sumer
MSC: Remediation: Go to SE page 117.
NOT: The Ur-Nammu law code included laws about marriage, causing harm to others, and slavery.
ANS: D
PTS: 3
DIF: L3
REF: p. 84
OBJ: S.2.1.3 Students will know that domesticating plants and animals changed human life.
STA: SS.6.G.5.1 Identify the methods used to compensate for the scarcity of resources in the ancient world.
TOP: Beginning of Civilization / Early Agriculture
KEY: domesticate
MSC: Remediation: Go to Visual Glossary on the Digital Path.
NOT: Domesticated animals were raised for food as well as their hair or wool.
ANS: A
PTS: 3
DIF: L3
REF: p. 72
OBJ: S.1.3.3 Students will know that art and other evidence reveals that human societies became more complex
and developed religious beliefs.
TOP: Early People ( Populating the Earth
KEY: art ( Homo sapiens I statues
MSC: Remediation: Go to SE page 72.
NOT: Homo sapiens are known to have created cave paintings and statues, but not mosaics, tapestries, or baskets.
ANS: A
PTS: 3
DIF: L3
REF: p. 120
OBJ: S.3.2.2 Students will know that the Babylonian emperor Hammurabi created an important legal code.
STA: SS.6.W.2.7 Summarize the important achievements of Mesopotamian civilization.
TOP: The Fertile Crescent ( The First Empires
KEY: Babylon
MSC: Remediation: Go to SE page 120.
NOT: Under Hamrnurabi, the formerly unimportant city of Babylon became the center of a new Mesopotamian
empire.
ANS: C
PTS: 3
DIF: L3
REF: p. 122
OBJ: S.3.2.4 Students will know Hammurabi's Code defined laws that united the empire.
STA: SS.6.W.2.7 Summarize the important achievements of Mesopotamian civilization.
TOP: The Fertile Crescent I The First Empires
KEY: Hammurabi's Code
MSC: Remediation: Go to SE page 122.
NOT: In Hammurabi's Code, each law first describes the offense, then describes the punishment for that offense.
ANS: C
PTS: 3
DIF: L3
REF: p. 124
OBJ: S.3.3.4 Students will know Assyrians and Persians created and governed vast empires.
TOP: The Fertile Crescent ( The Assyrian and Persian Empires KEY: Assyria
MSC: Remediation: Go to SE page 124.
NOT: Assyrians became skilled at fighting while protecting their land from invaders.
ID: B
51. ANS: C
PTS: 3
DIF: L3
REF: p. 58
OBJ: S. 1.1 .I Students will know that scientists use fossils and artifacts to draw conclusions about early humans.
STA: SS.6.W. 1.4 Describe the methods of historical inquiry and how history relates to the other social sciences.
KEY: archaeologists 1 anthropology
TOP: Early People 1 Studying the Distant Past
MSC: Remediation: Go to SE page 58.
NOT: The scientists who study fossils and artifacts are known as archaeologists. Archaeology is a branch of the
field of study known as anthropology. Anthropologists look at a broad range of subjects related to the study of
human beings.