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CHAPTER 1 RESOURCES

The First CivilizationsActivity for Differentiated Instruction 1 . . . . . . . . . . . . . . 6

The Epic of Gilgamesh

Critical Thinking Skills Activity 1 . . . . . . . . . . . . . . . . . . 9Making Comparisons

Geography and History Activity 1 . . . . . . . . . . . . . . . . . . 11Two Rivers in Mesopotamia

People to Meet Activity 1 . . . . . . . . . . . . . . . . . . . . . . . 13The First Farmers

Time Line Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 15The World’s First Empires (2400–400 B.C.)

Citizenship and Service Learning Activity 1 . . . . . . . . . . 17Brainstorming a Mural

Economic Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Jobs of Tomorrow

World Literature Reading 1 . . . . . . . . . . . . . . . . . . . . . . 21Early Literature

Primary Source Reading 1. . . . . . . . . . . . . . . . . . . . . . . 23The Code

Take-Home Review Activity 1 . . . . . . . . . . . . . . . . . . . . 25The First Civilizations

5

The Epic of Gilgamesh is a Sumerian poem dating from about2000 B.C. It is one of the world’s oldest known stories. The hero, Gil-gamesh, is a king who traveled the world performing great deeds.

In one of the most famous parts of the epic, Gilgamesh tries tolearn the secret of eternal life from an immortal wise man. Thisman tells Gilgamesh about a great flood that destroyed the world.Warned by the god of wisdom, the man had saved himself and hisfamily by building an ark. The gods eventually gave the man eter-nal life. Here is part of the man’s story:

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ACTIVITY FOR DIFFERENTIATED INSTRUCTION 1

The Epic of Gilgamesh

Six days and six nightsBlows 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.

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.

[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.

Directions: Use the information in the passage to answer the followingquestions on a separate sheet of paper.

1. Making Connections Review the information in your textbookabout the geography of Sumeria. How do you think theSumerians’ physical environment might have inspired theGilgamesh flood story?

2. Analyze What does this story tell us about the relationshipSumerians might have had with their gods? Explain youranswer.

Source: Translated by E.A. Speiser, in Ancient Near Eastern Texts (Princeton, 1950), as reprinted in Isaac Mendelsohn (ed.), Religionsof the Ancient Near East (New York, 1955).

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The following are ways the basic lesson can be modified to accommo-date students’ different learning styles.

Visual/Spatial Learning; Interpersonal Learning

Divide students into groups. Have each student in the group illus-trate one part of the Gilgamesh flood story, using techniques of theirchoice (crayons, colored pencils, water color, etc.). The groups can decidewho will illustrate which part of the story, but the entire story should beillustrated. Students’ works can then be displayed in correct order topresent 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 theyresearch, they should keep in mind the following questions: How docuneiform characters differ from our alphabet? How long would it havetaken a Sumerian scribe to copy the Gilgamesh flood story? The entireEpic of Gilgamesh? How would civilizations have attempted to preservestories such as the Epic of Gilgamesh before the invention of writing, andhow successful would their efforts have been? Students should reporttheir findings in a one- to two-page report.

CRISS Reading Strategy

Ask students to paraphrase the Gilgamesh flood story in their ownwords. Make sure that events are presented in correct chronologicalorder and that all important incidents are mentioned.

English Learners (EL) Reading Strategy

Ask students to find the following facts from the passage: (1) Howmany days and nights did the flood wind blow? (2) Where did the arkcome to rest? (3) How many birds were released from the ark? Namethem. (4) What was the last bird to be released? How was this bird’sbehavior different from the others?

TEACHING STRATEGIES FOR DIFFERENT LEARNING STYLES

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CRITICAL THINKING SKILLS ACTIVITY 1

Making ComparisonsSocial Studies Objective: Analyze information by comparing and contrasting.

Learning the SkillWhen you make a comparison, you look at two or more things

and determine how they are alike and how they are different. Youmay make comparisons between peoples or cultures, events or situa-tions, or documents. Making comparisons allows you to make moreinformed judgments. When making a comparison, follow the stepslisted 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 SkillDirections: Analyze the information in the chart below. Then answer thequestions that follow.

Ancient Communities

Çatal Hüyük Babylon

Time period settled around 6700 B.C. around 1800 B.C.

Location (modern-day) Turkey Iraq

Approximate population more than 6,000 up to 50,000

Crops grown peas, lentils, wheat wheat, barley, peas, lentils,chickpeas

1. What items are being compared inthe chart?

2. What characteristics are being usedto compare them?

3. Which community was settled first?When?

4. Which community had a larger population?

5. Compare the crops grown by thetwo communities. How are theyalike and how are they different?

6. Why do you think Babylon was ableto support a much larger populationthan Çatal Hüyük?

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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 calledMesopotamia. This name comes from the Greek words mesosmeaning “middle” and potamos meaning “river.” Mesopotamia literally means “land between the rivers.” The region was at theeastern end of an area of good farmland known as the FertileCrescent (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 waterfor drinking and growing crops. The rivers were also used fortransportation. Some of the earliest sailboats ever built carriedpeople and goods up and down the rivers.

Flood Control and IrrigationIn 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 intofields where crops were grown—one of the world’s first knownexamples of irrigation. The mineral-rich soil helped these earlyfarmers to grow enough crops to feed the people. Wheat, barley,sesame, and other fruits and vegetables were the primary foodcrops. The farmers also grew flax, which was woven into clothes.

GEOGRAPHY AND HISTORY ACTIVITY 1

Two Rivers in Mesopotamia

Euphrates R.

Tigris R.Jordan R.N

S

W E

100 kilometers

200 miles

0

0

CaspianCaspianSeaSea

MMeedd

iitteerr

rraann

eeaann

PersianPersianGulfGulf

SSeeaa

JerusalemJerusalem SSUUMMEERRBabylonBabylon

ASIAMINOR

SYRIA

I R A N

Babylon

ZAGROS MTS.

SUMERUrukUrukUruk

EriduEriduUrukUrukEriduUrUrUr

Dead Sea

CHALDEA

SYRIAN DESERT

Jerusalem

CaspianSea

Med

iter

ran

ean

PersianGulf

Sea

Fertile Crescent

KEY

The Fertile Crescent

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Trade and WritingThe development of wind-powered boats helped move crops

and other goods up and down the rivers. A number of cities alongthe 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 theworld’s earliest forms of writing. Literate men known as scribeswould form tablets from clay from the rivers and carve small sym-bols into them while the clay was still soft. Using a sharpened reedknown as a stylus, the scribe would mark records on the tabletsand then leave them in the hot sun to dry. From this writing,called cuneiform, we have learned much about these ancientMesopotamian cultures.

Directions: Answer the following questions in the spaces provided.

1. What were the two major rivers of Mesopotamia?

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.

5. By looking at the map, name three bodies of water other thanrivers.

6. Drawing Conclusions Look at the land surroundingMesopotamia on the map. How did the geography of Mesopotamia and the surrounding lands open the region to invasion?

GEOGRAPHY AND HISTORY ACTIVITY 1 (continued)

Two Rivers in Mesopotamia

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Imagine that you are living almost8,000 years ago. You might raise a fewdomesticated animals, but most of yourfood comes from farming. As one of thefirst farmers, you can only grow plantsnative to your area or plants that you get through trade.

Different Kinds of FarmingHow you farm depends on where

you live. Maybe you live near a largeriver, like the Nile in Egypt, that floodsevery year. The floods renew the soil, so it stays fertile a long time. This meansthat you can make a large farm that pro-duces a lot of food and other crops.

If you live in the rain forest ofMesoamerica, you will practice milpas, or slash-and-burn agriculture. You willcut and burn down a patch of forest. Thenyou will plant your crops. The soil in rainforests is not very rich. After a couple ofyears the land will wear out, and youwill have to cut another patch.

No matter where you live or how youfarm, two things are true. First, you mustget water to your crops, so you may needto develop an irrigation system to supplywater.

Second, you must know when toplant and harvest. If you plant too earlyor too late, you could lose your crop andstarve to death. You will also notice thatseasonal floods, monsoons, or dry andcold seasons happen every time certainplanets or constellations are in the sky.Soon your civilization will use the starsto invent calendars that keep track of theplanting 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 differentfrom farming near the Nile?

3. Writing On a separate sheet of paper, write a paragraph com-paring farming today in the United States with farming 8,000years ago.

PEOPLE TO MEET ACTIVITY 1

The First Farmers

Milpas, or slash-and-burn agriculture

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TIME LINE ACTIVITY 1

240

0 B

.C.

200

0 B

.C.

160

0 B

.C.

120

0 B

.C.

80

0 B

.C.

400

B.C

.

Directions: Use the following information about the world’s firstempires to complete the time line.

The World’s First Empires(2400–400 B.C.)

Back

grou

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2400

B.C

.and

400

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., se

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.

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CITIZENSHIP AND SERVICE LEARNING ACTIVITY 1

Brainstorming a Mural

Why It’s ImportantArt has been an important part of human life since its earli-

est days. Today, in many neighborhoods, public art is on dis-play. Murals are painted on buildings. A mural is a picturelarge enough to cover a whole wall of a building or room.

Murals serve many purposes. They may express the com-mon history and hopes of a community. They may beautify anugly wall. They may bring comfort or humor to a hospitalwaiting area. They may unite a community as many peoplework together designing it, painting it, supporting it, andenjoying it.

BackgroundEvidence of the art of early humans is

found in many locations around theworld. These people used art to recordtheir experiences and perhaps for reli-gious purposes. The cave paintings atLascaux, France, show animals that wereimportant to the painters as food or assacred beings. These cave paintings arethe world’s earliest murals.

Sumerian art includes architecture,sculpture, and pottery, as well as paint-ings. You can see examples in your text-book on pages 18 and 19. The Assyrianswere skilled in the arts, particularlysculpture. The Babylonians adorned theirbuildings with paintings of animals,plants, and other symbols. The HangingGardens of Babylon were, in a sense, ahuge public sculpture, designed to bevisible from any point in the city.

Questions to ConsiderDirections: Answer the questions below ona separate sheet of paper.

1. What public art are you familiarwith? What does it mean to you?What goal is the art supposed toaccomplish?

2. How do you decorate your ownspace? Have you put up posters orspecial wallpaper?

3. What public spaces in your environ-ment could benefit from a mural?

4. What symbols would you use to rep-resent yourself? What symbols repre-sent your school? Your community?

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Painter Aaron Douglas(1898–1979) was a major African Americanartist. He was known for painting indoormurals in public buildings. His best-knownworks were painted on the walls of a branchof the New York City Library.

Your TaskYour task is to brainstorm ideas for a

mural in your community. First, decidewhere you would like to place the mural.Then, decide on the subject. You willmake lists of people from whom youmight need permissions, funding, and assistance. You will end up with a proposal.

How to Do It1. Consider the purpose of the mural. Is

it for sheer entertainment? Will itreflect local history? Is it for inspira-tion or unity?

2. Brainstorm ideas for where to place amural in your community. Think ofindoor and outdoor locations. Thinkof public buildings and businesses.

3. Next, brainstorm ideas for the art-work on the mural itself. The subjectof the mural will depend both on itspurpose and its location.

4. Now, make a list of people whomight help you pay for the mural.Consider arts organizations, schools,and businesses.

5. Who will you need to get permissionfrom to paint the mural?

6. Who will paint the mural?

7. Write up your plan. State the pur-pose, the location, the subject of theart, how you will try to fund it, whoyou will need permission from, andwho will paint the mural.

CITIZENSHIP AND SERVICE LEARNING ACTIVITY 1 (continued)


Follow-Up ActivityWhat location and subject did you

pick for your mural? Was it difficult or easy to decide on a location? Howabout a subject? Why? Explore the possibility of actually implementingyour mural proposal. Make a “to do”list and a “to buy” list for the project.

1. Select one member of your group to writedown the ideas. Write the ideas whereeveryone can see them, if possible.

2. Begin calling out ideas. Respect one anoth-er’s right to speak, and wait for your turn.

3. Do not judge the ideas. Some ideas mayseem silly or impossible. The goal is to gen-erate as many ideas as possible.

4. When your group runs out of ideas, evalu-ate 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 toreach agreement on just one idea.

HOW TO BRAINSTORM

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During the Neolithic Age, peoplebegan to practice specialization, or thedevelopment of different kinds of jobs.People who were not needed for farminghad time to develop other types of skills,such as pottery, weaving, and toolmaking.

Today, people still practice specializa-tion. Knowing what skills and occupa-

tions will be needed in tomorrow’s jobmarket will help you as you plan yourfuture career. The Bureau of Labor Statis-tics predicts that the following occupa-tions will grow the fastest between nowand the year 2012.

1. What personal characteristics will berequired in most of these jobs?

2. What skills will be valuable in mostof these jobs?

3. Research one of these jobs. Whateducation and training are neededfor this career?

4. What career choices are you considering?

5. How can information about thefuture growth of a career help youselect a career?

Directions: Use the information above to complete the following questions.

ECONOMIC ACTIVITY 1

Jobs of Tomorrow

The 10 Fastest Growing Occupations, 2002–2012

Occupation Percent Growth

Medical assistants 59%

Network systems and data communications analysts 57%

Physician assistants 49%

Social and human service assistants 49%

Home health aides 48%

Medical records and health information technicians 47%

Physical therapist aides 46%

Computer software engineers, applications 46%

Computer software engineers, systems software 45%

Physical therapist assistants 45%

Source: Bureau of Labor Statistics.

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The Epic of GilgameshTablet VII, Column iv

With these last words the dying Enkidu did pray and say to his beloved companion:“In dreams last nightthe heavens and the earth poured outgreat groans while I alonestood facing devastation. Some fierceand threatening creature flew down at meand pushed me with its talons towardsthe horror-filled house of deathwherein Irkalla, queen of shades,stands in command.There is darkness which lets no personagain see light of day.There is a road leading away frombright and lively life.There dwell those who eat dry dustand have no cooling water to quench their awful thirst.As I stood there I saw all those who’ve diedand even kings among those darkened souls

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About the SelectionThe Epic of Gilgamesh was discovered

in ancient Mesopotamia and is the oldestknown piece of literature in the world. Itwas written in cuneiform (wedge-shapedcharacters) on stone tablets. It tells thestory of the warrior Gilgamesh. After hisfriend Enkidu dies, Gilgamesh is so over-come by grief that he searches for a wayto live forever. In the end, he must acceptthat only the gods are immortal.

Guided ReadingAs you read this excerpt from the

epic, pay attention to how Enkidudescribes his dreams. Then answer the questions that follow.

WORLD LITERATURE READING 1

Early Literature

Reader’s Dictionarydevastation: 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

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have none of their remote and former glory.All earthly greatness was forfeitand I entered then into the house of death.Others who have been there longdid rise to welcome me.”Hearing this, great Gilgamesh said to his handsome mother:“My friend, dear Enkidu, has seen his passing nowand he lies dying here upon a sad and lonely cot.Each day he weakens more and wonders how much morelife 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 onewho dies suddenly in a swift clash of arms.”

From the Epic of Gilgamesh. Translated by Danny P. Jackson. Wauconda, IL:Bolchazy-Carducci Publishers, 1997.

WORLD LITERATURE READING 1 (continued)

Early Literature

Analyzing the ReadingDirections: Answer the questions below in the spaces provided.

1. What did Enkidu dream about?

2. Why did Enkidu feel disgraced?

3. Critical Thinking Describe what Enkidu thought death wouldbe like.

4. Critical Thinking What do you think the author of this epicthought about war and going into battle? Explain your answerusing the text.

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The Code of HammurabiWhen Marduk sent me to rule over men, to give the protection of

right to the land, I did right and righteousness in . . . , and brought aboutthe well-being of the oppressed.

CODE OF LAWS1. 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 tothe river and leap into the river, if he sink in the river his accuser shalltake possession of his house. But if the river prove that the accused isnot guilty, and he escape unhurt, then he who had brought the accu-sation shall be put to death, while he who leaped into the river shalltake possession of the house that had belonged to his accuser.

3. If any one bring an accusation of any crime before the elders, anddoes not prove what he has charged, he shall, if it be a capital offensecharged, be put to death. . . .

6. If any one steal the property of a temple or of the court, he shall beput to death, and also the one who receives the stolen thing fromhim shall be put to death.

7. If any one buy from the son or the slave of another man, withoutwitnesses or a contract, silver or gold, a male or female slave, an oxor a sheep, [a donkey] or anything, or if he take it in charge, he isconsidered 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

Name Date Class

Reader’s DictionaryMarduk: the main God of Babylon

oppressed: held down or abused

ensnare: to take or catch

accusation: the charge of a crime or wrongdoing

About the SelectionHammurabi ruled as king of Babylon

from 1792 B.C. to 1750 B.C. He changedBabylon from a small city-state into avery powerful state. He establishedstrong laws. His Code contained282 laws—a few of which are listedbelow—covering all aspects of society.These laws reflect the social structureand values of Babylon duringHammurabi’s rule.

PRIMARY SOURCE READING 1

The Code

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1. Why did Hammurabi establish his code?

2. What is the penalty for receiving stolen goods?

3. What role does the river play in the Code of Hammurabi?

4. Critical Thinking Why do you think that death was the penalty for so manycrimes?


The Code (continued)

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REVIEWING CHAPTER 1

Early Humans• Early humans were nomads who moved

around to hunt animals and gather food.They built shelters and used fire to sur-vive. In time, they developed languageand art.

• Paleolithic people adapted to their envi-ronment and invented many tools tohelp them survive.

• In the Neolithic Age, people startedfarming, building communities, produc-ing goods, and trading.

• During the farming revolution, peoplebegan to grow crops and domesticateanimals, which allowed them to settle in villages.

Mesopotamian Civilization• In early Mesopotamian civilizations, reli-

gion and government were closelylinked. Kings created strict laws to gov-ern the people.

• Civilization in Mesopotamia began inthe valleys of the Tigris and EuphratesRivers. In time, farming villages devel-

oped into civilizations with govern-ments, art, religion, writing, and socialclass divisions. The first city-statesdeveloped in Mesopotamia.

• Many cities had formed in southernMesopotamia in a region known asSumer. Sumerians invented writing andmade other important contributions tolater peoples.

• Sumerian city-states lost power whenthey were conquered by outsiders.

The First Empires• New empires arose in Mesopotamia

around 900 B.C. These civilizationsincluded the Assyrians and theChaldeans. They used powerful armiesand iron weapons to conquer the region.

• Assyria’s military power and well-organized government helped it build avast empire in Mesopotamia by 650 B.C.

• The Chaldeans built a large empire thatincluded Babylon, the largest and richestcity in the world at the time. TheChaldeans developed the first calendarwith a seven-day week.

TAKE-HOME REVIEW ACTIVITY 1

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The First Civilizations

The site of ancient Jericho is one-third of a mile (one-half a kilometer) awayfrom 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 Bankbetween what are now Israel and Jordan.

Some of the first civilizations arose in southwest Asia. The people ofthese civilizations gradually learned how to farm and developed sys-tems of government, writing, and religion.

STANDARDIZED TEST PRACTICE

Multiple Choice

1. The first city-states developed in

Sumer. Chaldea.

Assyria. Mesopotamia.DB

CA

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TAKE-HOME REVIEW ACTIVITY 1 (continued)

Directions: Look at the letters below. Use the clues to unscramble theletters.

1. L G T S S I A A E H C R O O scientists who work touncover clues about early human life by hunting for evidenceburied 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 forhuman 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

5. F U N M R O E C I Sumerian writing consisting of hun-dreds of wedge-shaped marks cut into damp clay tablets witha sharp-edged reed

6. E P R E M I a group of many different lands under oneruler

7. O O G E C Y T H N L tools and methods to helphumans perform tasks

8. D S A O N M people who regularly move from place toplace

9. L O S S F I S traces of plants or animals that have beenpreserved in rock

CH

AP

TE

R 1

Word Unscramble

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. Statementsthat are about the Paleolithic Age go in the left circle, statements about the Neolithic Agego in the right circle, and statements about both ages go in the middle section. After youhave completed the diagram, answer the questions that follow.

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Workbook Activity 1The 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 thisperiod is called the Neolithic Age, or New Stone Age.It lasted from about 8000 B.C. until 4000 B.C.

• lived in small groups of nomads • hunted and fished• created wall paintings • gathered plants and fruits• underwent the farming revolution • made stone tools and weapons• lived in villages • farmed, raised animals, and traded• made farming tools • discovered how to use fire• practiced specialization of jobs • started to speak a language• made tools out of copper and bronze • created cave paintings• built shelters

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.

Date: ____________

PALEOLITHIC AGE NEOLITHIC AGEDate: ____________BOTH

DIRECTIONS: Distinguishing Fact from Opinion Decide whether the statementsbelow are facts or opinions. Write F for fact or O for opinion in the blank next to each state-ment. Then answer the questions that follow.

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Workbook Activity 2Mesopotamian Cultures and Empires

Name Date Class

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 Empirebecause 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.

10. The most important Sumerian achievement was their religion.

11. Why did early civilizations arise in the valleys of the Tigris and Euphrates

Rivers?

12. Why is Mesopotamia called the “cradle of civilization”?

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READING ESSENTIALS AND STUDY GUIDE 1-1

Early Humans For use with pages 8–15

Drawing From ExperienceYou know that certain jobs—computer technician, ath-

lete, salesperson—often require traveling from place toplace. But can you imagine an entire community thatmoved several times a year?

In this section, you will learn why bands of peopleonce roamed the land—and what enabled them to finallysettle down. Organizing Your Thoughts

Use the following cause-and-effect chart to track howearly humans adapted to their environment. Use detailsfrom the text to help you fill in each blank.

Key Termshistorian: 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 societiesdevelop (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)

Cause Effect

1. Because people hunted and . . . Paleolithicgathered . . .

2. Fire was a life-changing . . . fire provideddevelopment because . . .

3. After people learned how to . . . they were able togrow food . . .

4. Because not everyone was . . . some people specializedneeded for farming . . .

Early Humans (page 9)

Paleolithic people adapted to their environment and invented manytools to help them survive.

History is the story of our human past. Historiansstudy and write about what people did long ago. Histori-ans tell us that history began when people first began towrite—about 5,500 years ago. The time before this iscalled prehistory. This is when the human story reallybegins. Tools of Discovery We study the earliest people and the thingsthey left behind. Scientists called archaeologists hunt forclues to the past by digging underground. They choosesites where humans might once have settled. Archaeolo-gists discover artifacts, such as tools, weapons, bowls,and other things humans made. They also hunt for tracesof plants or animals in rock called fossils.

Another type of historian is an anthropologist. Thesepeople 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 theStone Age. It is named for the fact that people during thistime used stone to make tools and weapons. The earliestpart of the Stone Age is the Paleolithic or Old Stone Age.This time began about 2.5 million years ago and lasteduntil around 8000 B.C.Who Were the Hunter-Gatherers We know that early humansspent most of their time searching for food. They huntedanimals, caught fish, ate insects, and gathered nuts,berries, fruits, grains, and plants.

Because they lived off what the land provided, Pale-olithic people were always on the move. They werenomads, or people who move regularly. They looked forgood, rich land. They moved in bands of about 30. Thegroup kept members safer.

At each new place, people camped near a stream orother water source. Women stayed close to the campsite.

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READING ESSENTIALS AND STUDY GUIDE 1-1 (continued)

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They cared for the children and searched nearby woodsfor berries, nuts, and grains.

Men hunted animals. This sometimes took them farfrom camp. Men had to learn the habits of different ani-mals. 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 liveddepended on where they lived. Those in warm climatesneeded little clothing or shelter. People in cold climatesneeded more. Many lived in caves. Over time, people cre-ated new kinds of shelters, such as animal hides held upby wooden poles.

Paleolithic people also learned to tame fire. Fire wasimportant for many reasons. It provided warmth andlight. It scared away wild animals. Food cooked over afire tasted better, was easier to digest, and would keeplonger. People also could now save meat by having itsmoked over fire.

Archaeologists believe that fires were first started byrubbing two pieces of wood together and later with drill-like tools.What Were the Ice Ages? Fire helped people survive the IceAges. From 100,000 B.C. to about 8000 B.C., thick ice sheetscovered parts of Europe, Asia, and North America.

During the Ice Ages, people were at constant risk fromcold and hunger. To survive, early humans had to adapt.People had to build sturdier shelters, make warmer cloth-ing, and change their diets. Fire helped them live in thisharsh environment.Language, Art, and Religion Paleolithic people developed lan-guage. This made it easier for people to work togetherand pass on knowledge. Early people used both wordsand art. They made paint from crushed rocks. Theypainted animals on cave walls.

Some historians believe the early art could have had reli-gious meaning or was meant to bring hunters good luck.


The Invention of Tools Paleolithic people were the first to usetools and methods to help them perform tasks. This iscalled technology. Tools were made of a hard stone calledflint. Flint would flake into sharp pieces when hit with arock. By tying wooden poles to different shapes of flint,people made axes and spears.

Over time, early people made smaller and sharpertools—like fishhooks and needles—from animal bones.People used needles to make nets and baskets and to sewhides together for clothing.

5. How did the development of spoken language helpPaleolithic people?

Neolithic Times (page 13)

In the Neolithic Age, people started farming, building communities, pro-ducing goods, and trading.

After the last Ice Age ended, people began to changethe way they lived. They learned how to domesticate, ortame animals. More control over animals meant moremeat, milk, and wool. People also learned how to growplants. People no longer had to roam from place to placein search of food. They could grow crops themselves.Gradually, farming replaced hunting and gathering.

These changes marked the beginning of the NeolithicAge. Also called the New Stone Age, this period lastedfrom about 8000 B.C. to 4000 B.C.Why Was Farming Important? Historians call the Neolithic Agethe farming revolution. The word revolution describeschanges that affect many areas of life.

Farming first developed everywhere. People scatteredacross the globe discovered how to grow crops at aboutthe same time. What they grew depended on where theylived.

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The Growth of Villages Farming allowed people to stay in oneplace. Herders still drove their flocks wherever they couldfind grazing land. Farmers, however, had to stay put.They needed to water their plants and protect them fromhungry animals. They also had to wait to reap the har-vest. So they built permanent homes and created villages.

During the Neolithic Age, villages grew in Europe,India, Egypt, China, and Mexico. The earliest known com-munities have been found in the Middle East. One of theoldest is Jericho, which dates back to about 8000 B.C.

Another well-known Neolithic community is ÇatalHüyük in present-day Turkey. This village was home toabout 6,000 people between 6700 B.C. and 5700 B.C. Someof its ruins have left behind clues to how its residentslived. For example, mud-brick houses were packedtightly together. People made wall paintings. Theyfarmed, hunted, raised sheep and goats, worshipedtogether, and ate fish and bird eggs.The Benefits of a Settled Life Neolithic people had a more securelife. Steady food supplies meant healthy, growing popula-tions. Larger populations meant more workers to producea bigger crop. Now they had a surplus to use for tradeboth within and outside their communities.

People made another advance in how they producedthings. They began to practice specialization, or thedevelopment of different kinds of jobs. Now, not every-one needed to farm. So some people had time to developother types of skills. These craftspeople made clay potteryand wove cloth. These workers then traded what theymade for goods they needed.


Region Crops

Asia wheat, barley, rice, soybeans, millet

Africa coffee, cocoa, millet, barley, onions, wheat, flax

Europe oats, rye, olives

South America beans, cotton, peanuts, potatoes, peppers,coffee, cocoa

North America beans, sunflowers, squash

In late Neolithic times, toolmakers created better farm-ing tools, such as the sickle, used for cutting grain. Insome places, people worked with metal. At first, theymelted copper to make tools and weapons.

After 4000 B.C., craftspeople in western Asia made adiscovery. They mixed copper with tin to make a stronger,longer-lasting metal called bronze. It became widely usedbetween 3000 B.C. and 1200 B.C. This period is known asthe Bronze Age.

6. Name two differences between people during thePaleolithic and Neolithic Ages.

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Mesopotamian Civilization For use with pages 16–23

Drawing From ExperienceDoing 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 andorganization, things could get complicated.

In the last section, you learned why bands of peopleonce roamed the land—and what enabled them to finallysettle down. In this section, you will learn how early civi-lizations handled the need to organize their growing pop-ulations. Organizing Your Thoughts

Use the following sequence chart to track the develop-ment of Mesopotamian civilization. Use details from thetext to help you fill in the boxes.

Key Termscivilization: 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)

Mesopotamia

where: 1.

climate: 2.

farmers: 3.

Sumer

government: 4.

gods: 5.

rulers: 6.

classes: 7.

Mesopotamia’s Civilization (page 17)

Civilization in Mesopotamia began in the valleys of the Tigris andEuphrates Rivers.

Over thousands of years, some of the early farming vil-lages developed into civilizations. Civilizations are com-plex societies. They have cities with different socialgroups and organized governments. Civilizations haveart, religion, and a writing system.Why Were River Valleys Important? The first civilizations arose inriver valleys. Near rivers, farming conditions were good.Rivers helped people travel and made trade easier.

As cities grew, they needed organization. Peopleformed governments. Leaders took charge of food sup-plies, planned building projects, made laws, and formedarmies. People did not worry so much about meetingbasic needs. They developed religion and the arts. Theyinvented ways of writing and created calendars.The Rise of Sumer The earliest-known civilization arose in theMiddle East on a flat plain between the Tigris andEuphrates Rivers. It was called Mesopotamia, which isGreek for “the land between the rivers.”

Mesopotamia’s climate was hot and dry. The riversoften flooded and left behind rich soil. However, floodingwas unpredictable. It might flood one year, but not thenext. Over time, farmers built dams and channels to con-trol floods. They also built walls, waterways, and ditchesto bring water to their fields. This way of watering cropsis called irrigation. By 3000 B.C., many cities had formedin southern Mesopotamia in a region called Sumer.

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Cradle of Civilization

writing: 8.

writers: 9.

science: 10.

math: 11.

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What Were City-States? Geographic features isolated Sumeriancities. Mudflats and desert made travel and communica-tion difficult. Each Sumerian city—and the lands aroundit—became a separate city-state. Each city-state had itsown government and did not belong to a larger unit.

Sumerian city-states often fought with each other. Theywent to war for glory and more territory. To ward off ene-mies, each city-state built a wall. First they mixed rivermud with crushed reeds. Then they molded bricks andleft them to dry in the sun. The hard, waterproof brickswere used for walls, homes, temples, and other buildings.Gods and Rulers The Sumerians believed in many gods. Eachgod was thought to have power over a natural force orhuman activity, such as floods or basket weaving. TheSumerians built a grand temple called a ziggurat for theirchief god. The word ziggurat means “mountain of god” or“hill of heaven.” The ziggurat stood out as the centerpieceof the city. At the top was a shrine, or special place ofworship. Only priests and priestesses could enter.

Priests and priestesses controlled much of the land.Some even ruled. Later, the government was run by kingswho led armies and organized building projects. Eventu-ally, the position of king became hereditary. That is, aftera 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. Mostpeople farmed. Others were artisans, or skilled workers,and made metal products, cloth, or pottery. Other Sumeri-ans worked as mechanics or traders. Merchants tradedtools, wheat, and barley for copper, tin, and timber.

People in Sumer were divided into classes. The upperclass included kings, priests, and government officials.The middle class included artisans, merchants, farmers,and fishers. The lower class included enslaved peoplewho worked on farms or in temples. Slaves were prison-ers of war, criminals, or those paying off debts.

In Sumer, women and men had separate roles. Menheaded the households. Only males could attend school.


Women, however, did have some rights. They could buyand sell property and run businesses.

12. What led to the isolation of each Sumerian city-statefrom others?

A Skilled People (page 20)

Sumerians invented writing and made other important contributions tolater peoples.

The Sumerians’ ideas and inventions were copied byother peoples. As a result, Mesopotamia has been calledthe “cradle of civilization.”Why Was Writing Important? The Sumerians’ greatest inventionwas probably writing. Writing helps people keep records.Record keeping helps people pass their ideas on to others.

Writing, called cuneiform, was developed to keeptrack of business deals. With a sharp reed, marks were cutinto damp clay. Archaeologists have found thousands ofcuneiform tablets. Mostly boys from wealthy familieslearned to write. After years of training, they becamescribes, or record keepers. Scribes held honored positionsin society. They often went on to become judges and polit-ical leaders.Sumerian Literature The Sumerians also produced works of lit-erature. The world’s oldest known story is called the Epicof Gilgamesh. An epic is a long poem that tells the story ofa hero. Gilgamesh is a king who travels around the worldwith a friend, performing great deeds. When his frienddies, Gilgamesh searches for a way to live forever, orimmortality. He learns that immortality is only for thegods.

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Advances in Science and Math The Mesopotamian’s creativity alsoaffected technology, mathematics, and time calculation.(See chart below.)


Technology • irrigation system• wagon wheel• plow• sailboat

Mathematics • geometry (to measure fields, put up buildings)• number system based on 60 (based for today’s

60-minute hour, 360-degree circle)

Time • watched skies (to time crop-planting and religious festivals)

• recorded positions of stars and planets• developed 12-month calendar based on moon

cycles

Mesopotamian Inventions

13. Of all Sumerian inventions, why is writing probablythe greatest?

Sargon and Hammurabi (page 23)

Sumerian city-states lost power when they were conquered by out-siders.

Over time, conflicts weakened Sumer’s city-states.Now they were vulnerable to attacks from outsiders. One such enemy was the Akkadians of northernMesopotamia.

The king of the Akkadians was named Sargon. Inabout 2340 B.C., Sargon conquered all of Mesopotamia.He set up the world’s first empire. An empire is a groupof many lands under one ruler. Sargon’s empire lasted formore than 200 years before falling to invaders.

In the 1800s B.C., a new group came to power inMesopotamia. These people built the city of Babylon by

the Euphrates River. Babylon quickly became a center oftrade. Beginning in 1792 B.C., King Hammurabi of Baby-lon began conquering cities to the north and south. Hecreated the Babylonian Empire.

Hammurabi is best known for his code, or collection oflaws. This code covered crimes, farming, business activi-ties, marriage, and the family. In fact, the code applied toalmost every area of life. Many punishments in the Codeof 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 improvementover laws from individual city-states?

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The First Empires For use with pages 26–30

Drawing From ExperienceSuppose 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—theAssyrians and the Chaldeans—used power to focus ondifferent aspects of their rule. Organizing Your Thoughts

Use the following chart to note characteristics of theAssyrian and Chaldean Empires. Use details from the textto help you.

Key Termsprovince: political districts (page 28)

caravan: group of traveling merchants (page 30)

astronomer: person who studies heavenly bodies (page 30)

Assyrians Chaldeans

military 1. 4.1. 2.1. 2.1. 2.

government 2. 5.1. 1.1. 1.1. 1.

other contributions 3. 6.1. 1.1. 1.1. 1.

The Assyrians (page 27)

Assyria’s military power and well-organized government helped it builda vast empire in Mesopotamia by 650 B.C.

About 1,000 years after Hammurabi, a new empirearose—the Assyrians. They lived near the Tigris River infertile valleys. Outsiders liked the area, so the Assyriansbuilt an army to defend their land. Around 900 B.C., theybegan taking over the rest of Mesopotamia.Why Were the Assyrians So Strong? The Assyrian army was wellorganized. Its core group was made up of foot soldiersarmed with spears and daggers. Other soldiers used theirbow-and-arrow skills. Chariot riders and horsemen com-pleted the Assyrian army.

The army was the first to use iron weapons. Iron hadbeen used for tools but was too soft for weapons. Then a people called the Hittites made iron stronger. Theyheated iron ore, hammered it, and then cooled it rapidly.The Assyrians learned this technique and made ironweapons.

The Assyrians were ferocious warriors. To attack cities,they tunneled under walls or climbed over them on lad-ders. They used tree trunks as battering rams to knockdown city gates. Once they captured a city, the Assyrianscarried away its people and goods and set the city afire.

The Assyrians punished anyone who resisted theirrule. They drove people from their lands, brought in newsettlers, and forced them to pay taxes.A Well-Organized Government Assyrians needed strength to ruletheir large empire. By about 650 B.C., the Assyrian empirestretched east from the Persian Gulf to the Nile River inthe west. Nineveh, on the Tigris River, was the capital.

Assyrian kings divided the empire into provinces,or political districts. They chose officials to govern eachprovince. These officials collected taxes and enforcedlaws.

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The kings built roads to link the parts of their empire.Along the roadways were stations posted with govern-ment soldiers. These soldiers protected traders from ban-dits. Messengers on government business also stopped atthe stations to rest and change horses. Life in Assyria Assyrians were similar to other Mesopotami-ans. Their writing was based on Babylonian writing. Theyworshiped many of the same gods. Their laws were simi-lar, but lawbreakers were more severely punished.

The Assyrians erected large temples and palaces filledwith wall carvings. They wrote and collected literature. Infact, 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 otherover who would be king. A group called the Chaldeansrebelled. In 612 B.C., they captured Nineveh. Soon after,the Assyrian Empire crumbled.

7. Why were the Assyrian army’s weapons so superior?

The Chaldeans (page 29)

The Chaldean Empire built important landmarks in Babylon and devel-oped the first calendar with a seven-day week.

The Chaldeans wanted to build an empire. From 605B.C. to 562 B.C., led by King Nebuchadnezzar, they con-trolled all of Mesopotamia. The City of Babylon About 1,200 years earlier, the Babylonianpeople had belonged to Hammurabi’s empire. Most oftheir descendants were known as Chaldeans. These peo-ple rebuilt Babylon.

Babylon quickly became the world’s largest and richestcity. A wall surrounded the city. Soldiers kept watch fromtowers in the wall.

In the center of the city stood large palaces and tem-ples, including a huge ziggurat and an immense staircase


of greenery. Visible from any point in Babylon, it was theHanging Gardens of King Nebuchadnezzar’s palace. Thegarden had large trees, flowering vines, and other plants.A pump brought water from a nearby river.

A Greek historian described Babylon: “In magnifi-cence, there is no other city that approaches it.” Outsidethe city’s center stood houses and marketplaces. There,artisans made pottery, cloth, baskets, and jewelry. Theysold these to passing caravans, or groups of travelingmerchants. Babylon lay on the major trade route betweenthe Persian Gulf and the Mediterranean Sea. This idealposition helped it become rich from trade.

Babylon was also a center of science. Like earlierMesopotamians, the Chaldeans thought it was importantto pay attention to the skies. Changes in the heavens, theybelieved, revealed plans the gods had in store. They hadspecialists called astronomers—people who study heav-enly bodies. These people mapped the stars, the planets,and the phases of the moon. The Chaldeans made one ofthe first sundials. They were also first to have a seven-dayweek.Why Did the Empire Fall? As time passed, the Chaldeans’spower began to slip away. They found it hard to controlthe peoples they had conquered. In 539 B.C. Persians fromthe mountains to the northeast captured Babylon.Mesopotamia became part of the new Persian Empire.

8. Name three contributions the Chaldeans made to society.

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Chapter 1, Section 1 1

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?

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.

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Cause: Effect:

Cause: Effect:

Cause: Effect:

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What would it be like to live in the Stone Age? As you read,list words and phrases that help you picture the life ofearly humans. Then write a paragraph describing a day inyour life as a Paleolithic man or woman.

Define or describe the following terms from this lesson.

2 Chapter 1, Section 1

historian

archaeologist

artifact

fossil

anthropologist

nomad

technology

Early Humans (pages 9–11)

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Define these academic vocabulary words from this lesson.

How are fossils and artifacts different?

Why do some historians consider the farming revolutionthe most important event in human history? As you read,look for hints or ideas that support this idea. Record thehints you find in the web below.


period

task

The

Farming

Revolution

Neolithic Times (pages 13–15)

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Briefly describe the following place.


How did the Paleolithic and Neolithic Ages differ?


Jericho

revolution

affect

domesticate

specialization

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Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.

How did Paleolithic people adapt to their environment and use tools tohelp them survive?

How did life change for people during the Neolithic Age?




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.

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City-States Formed

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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?

A. __________________________________________________________

B. __________________________________________________________



civilization

irrigation

Mesopotamia’s Civilization (pages 17–20)

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Briefly describe the following places.



Mesopotamia

Tigris River

Euphrates River

Sumer

city-state

artisan

complex

assemble

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How did Mesopotamians control the flow of the Tigris andEuphrates Rivers?

As you read, write three details about the Sumerians. Thenwrite a general statement on the basis of these details.

1.

2.

3.


General Statement

A Skilled People (pages 20–21)

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Use each of these terms that you studied earlier in a sen-tence that reflects the term’s meaning.


consist

create

archaeologist (Chapter 1, Section 1)

technology (Chapter 1, Section 1)

cuneiform

scribe

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What kind of written language did the Sumerians use?

As you read, complete the following sentences. Doing sowill 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 ______________.

Define or describe the following term from this lesson.



Babylon

empire

Sargon and Hammurabi (page 23)

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Explain why each of these people is important.


Why was Sargon’s empire important?


Sargon

Hammurabi

conflict

code

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Why did civilization in Mesopotamia begin in the valleys of the Tigris andEuphrates Rivers?

How did the Sumerians contribute to later peoples?

Why did the Sumerian city-states lose power?




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 sim-

ilarities and differences between the Assyrian and Chaldean Empires.

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AssyriansBoth

Chaldeans

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As you read, write three questions about the main ideaspresented 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.

Briefly describe the following places.


province

Assyria

Nineveh

The Assyrians (pages 27–28)

Persian Gulf

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Why were the Assyrian soldiers considered brutal and cruel?

As you read, write the main idea of the passage. Reviewyour statement when you have finished reading and reviseas needed.


founded

core

The Chaldeans (pages 29–30)

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Explain why this person is important.


What were the Hanging Gardens of Babylon?


Nebuchadnezzar

Hanging Gardens

interval

route

caravan

astronomer

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How did Assyria build its vast empire?

What major contributions did the Chaldean Empire make?


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STEP INTO WORLD HISTORY 1—TEACHING STRATEGY

TopicIn this simulation, students will write

and present newscasts reporting onevents of the early civilizations discussedin Unit 1. They will prioritize the eventsin order of importance.

PurposeThe early civilizations discussed in

this unit laid the groundwork for muchof western culture. They developed con-cepts of government and religion that arestill important today. This simulation willhelp students evaluate events in historyand place them in context.

ObjectivesBy participating in this simulation,

students will:• Review the events of the early civiliza-

tions discussed in the unit.• Appreciate the contributions made

by the early civilizations discussed inthe unit.

• Research the weather, arts, and recre-ation of these civilizations.

• Evaluate and prioritize historicalevents.

• Practice writing and public speaking.• Practice participation in an interactive

group.

Suggested Resources• Library resources specifically related to

the early civilizations under discus-sion, namely, those of the Paleolithicand Neolithic eras: Sumer, Babylon,Assyria, Egypt, Kush, and Israel(Canaan, Judah, and so on)

• Tapes of local and national newsbroadcasts to assist students in plan-ning their own news shows

• Video camera and practiced operator totape the news shows (optional)

Evening News of Early Civilizations

Procedures/Pacing GuideThis simulation is designed to be con-

ducted over the course of nine days (plusout-of-class preparation time). However,the days do not need to be contiguous.You can shorten the time required bydoing some of the preparatory workyourself.

Day One—Introduce the SimulationExplain to students that they will be

preparing a news broadcast about thecivilizations discussed in Unit 1. Theymay select a narrow period of history onwhich to report—such as the week theIsraelites escaped from Egypt—or theymay go broader, reporting on variousaccomplishments from the Paleolithicand Neolithic eras.

Discuss with students how a news-cast is put together. Point out that themost important news is usually givenfirst and that various categories are cov-ered, such as local, national, and inter-national news, agriculture and economicnews, entertainment, sports, and weath-er. Remind students of the roles playedby anchors and reporters. If time allows,view a tape of a local news broadcastand identify the components.

Finally, divide the class into threegroups. Each group will prepare a 10-minute newscast from one of thechapters in Unit 1.

Day Two—Planning and ResearchGroups will work together to identify

the segment of history upon which theywill report. Make sure none of thegroups choose the same event. By theend of Day Two, each group membershould have a research assignment relat-ed to a story he or she will report.

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Groups may need support during thisplanning stage. You should monitor thegroups and help them stay focused.Distribute Simulation Sheet 1 to assiststudents with their writing.

You may want to give the students afew days to conduct research before DayThree of the simulation takes place.

Days Three and Four—Planning the ProgramStudents will bring their stories to

their groups, and the group will worktogether to organize the stories into anewscast. The stories should be readaloud and critiqued. Hold a brief classinstruction period on how newscasts arewritten. The language is focused and thestory opens with a dramatic scene orstatement. Personal interest aspects arestressed. Stories are short and shouldanswer these questions: who, what, how, where, when, and why. Studentsshould revise their stories with these criteria in mind. If students progress satisfactorily, you may need only one day for this step.

Day Five—RehearsalAllow time on this day for groups

to rehearse the newscasts they haveplanned. Remind them of their 20-minute

STEP INTO WORLD HISTORY 1—TEACHING STRATEGY

Evening News of Early Civilizations (continued)

UN

IT 1

time limit. Also, remind them to speakclearly and look up from their scripts. If students have ample time to rehearseoutside of class, this step may be omitted.

Days Six, Seven, and Eight—The NewsStage the newscasts. Have students

who are observing the performances fillout Simulation Sheet 2 as they watch inorder to participate more actively. If possible, have someone tape the news-casts to lend authenticity and so per-forming groups can evaluate their ownperformances.

Day Nine—ReflectionDebrief the exercise by scrambling the

three groups so that each new group ismade up of members from all three of the previous groups. Have the newgroups discuss the experience, referringto Simulation Sheet 2 as appropriate. Didthey feel that they understood the periodof history more fully after they reportedon it? Did they feel that they understoodthe other periods of history more fullyafter they watched the newscasts?Finally, have each student in the classwrite a paragraph about his or her expe-rience with the group process.

Simulation Sheet 1

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Directions: This sheet will help you to gather and organize informationfor the news story you will be reporting for your group’s newscast. Use aseparate sheet of paper to answer the questions. The checklist at the bot-tom of the page will help you edit your writing into a newscast format.

1. On what time segment or event is your group reporting? Onwhat part of the story are you reporting?

2. WHO: Name the people or groups involved in your story. Whatrole did each person or group play?

3. WHAT: What are the details of the event on which you arereporting? 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 aspossible, naming not just the country, but the city, town, oreven neighborhood where the event took place.

6. WHEN: When did your event occur? Did it happen at onemoment on one day or did it span several days, months, oryears?

7. WHY: What led up to the event? What happened because ofthe event? Why was it significant?

STEP INTO WORLD HISTORY 2STEP INTO WORLD HISTORY ACTIVITY 1


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?

Simulation Sheet 2

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Directions: Use this sheet to take notes in various categories as you listen to the newscasts of the other two groups in your class.

Main Event/Civilization:

Topics of Stories Reported:

Information that Surprised Me:

Excellent Reporters:

Good Story Openings:

Main Event/Civilization:

Topics of Stories Reported:

Information that Surprised Me:

Excellent Reporters:

Good Story Openings:

STEP INTO WORLD HISTORY 2STEP INTO WORLD HISTORY ACTIVITY 1


UN

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UNIT 1 PRETEST FORM A

Directions: Matching Match each item in Column A with its descriptionin Column B. Write the correct letters in the blanks. (3 points each)

Column A

A. cuneiform

B. David

C. dynasty

D. medicine

E. Re

F. Abraham

G. Chaldeans

H. Osiris

I. Pharisees

J. anthropologists

Column B

1. a family of rulers who pass power down through the family

2. revolted against the Assyrians and established theircapital at Babylon

3. god who ruled the underworld

4. taught that the Torah should be applied to everydaylife

5. wedge-shaped Sumerian writing

6. As a boy, he defeated the Philistine giant, Goliath.

7. Because of the practice of embalming, the ancientEgyptians learned about this.

8. The Israelites claimed to be descended from him.

9. people who study how humans developed and howthey relate to each other

10. the sun god, chief god of the Egyptians

Directions: Multiple Choice In the blank at the left, write the letter ofthe choice that best completes the statement or answers the question.(3 points each)

11. Mesopotamia, the cradle of civilization, lay between theA. 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 fromA. 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 Judahare called theA. menorah. C. Diaspora.B. plethora. D. aurora.

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14. The world’s longest river is theA. Tigris. C. Niger.B. Nile. D. Euphrates.

15. Who was the Israelite king known for his wise sayings, or proverbs?A. Sargon C. TutankhamenB. 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 theA. weekend. C. Sabbath.B. synagogue. D. Rabbi.

18. Using artificial means of bringing water to crops is calledA. adulation. C. initiation.B. irrigation. D. inflation.

19. A place where tombs for the pharaohs were cut into therock walls.A. Valley of the Spirits C. Valley of the KingsB. Valley of the Nile D. Valley of the Sun

20. Sumerian women had the rights to buy and sell propertyand A. write wills. C. go to school.B. become rulers. D. run businesses.

UNIT 1 PRETEST FORM A (continued)

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21. Which prophet lived from 626 B.C. to 586 B.C.?A. Elijah C. Micah B. Hosea D. Jeremiah

22. Micah taught that have to do what is rightand follow God.A. rich and poor C. kingsB. men and women D. poor men

23. Which prophet said that God is loving and forgiving?A. Amos C. Micah B. Hosea D. Ezekiel

Reading a Chart: Applying Skills Use the chart below to answer thequestions that follow. (5 points)

Elijah

Time PeriodName

874–840 B.C.

597–571 B.C.

626–586 B.C.

735–700 B.C.

738–700 B.C.

750–722 B.C.

780–740 B.C.

Teachings

Amos

Micah

Jeremiah

Only God should be worshiped—not idols or false gods.

Both rich and poor have to do what is right and follow God.

The kingdom of King David will be restored and will prosper.

Hosea God is loving and forgiving.

Isaiah God wants us to help others and promote justice.

God is just and kind—he rewards as well as punishes.

Ezekiel Someone who has done wrong can choose to change.

Major Hebrew ProphetsMajor Hebrew Prophets

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Early Civilizations

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. cheatingB. killing D. battering

26. Who gets the restitution?A. a judge C. beggarsB. the person who got cheated 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?

Directions: Document-Based Questions Use the document below toanswer the questions that follow. (5 points)

“When a person sins and acts unfaithfully against the Lord anddeceives his companion in regard to a deposit or a securityentrusted to him, or through robbery, or if he has extorted from hiscompanion, or has found what was lost and lied about it andsworn falsely so that he sins . . . he shall restore what he took byrobbery, or what he got by extortion . . . he shall make restitution[repayment] for it in full and add to it one-fifth more. He shall giveit to the one to whom it belongs . . .”

—Leviticus 6:2–5Source: Bible, New American Standard Version

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UNIT 1 PRETEST FORM B


Column A

K. kosher

L. Stone Age

M. Meroë

N. rule of law

O. specialization

P. Hatshepsut

Q. Herod

R. bronze

S. embalming

T. Nubia

Column B

1. the idea that laws should apply equally toeveryone

2. a mixture of copper and tin which isstronger than either

3. best known because he was king duringJesus’ life

4. built a temple in the Valley of the Kings

5. people work at different jobs, instead ofeveryone trying to do everything alone

6. food prepared according to Jewish dietarylaws

7. Kush had its capital here.

8. called this because people made their toolsfrom stone during this time

9. invented to prevent the pharaoh’s bodyfrom decomposing

10. Egypt’s neighbor to the south

Directions: Multiple Choice In the blank at the left, write the letter ofthe choice that best completes the statement or answers the question.(3 points each)

11. Life in ancient Egypt depended heavily on theA. Nile River. C. balance of trade.B. good will of the pharaoh. D. fish harvest.

12. The first humans wereA. farmers. C. hunter-gatherers.B. artisans. D. scribes.

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13. The Egyptians used this for baskets and for papermaking.A. jute C. flaxB. gypsum D. papyrus

14. Which of these did the faith of the Israelites influence? A. Buddhism and Hinduism C. Zoroastrianism and Baha’iB. Islam and Christianity D. none of the above

15. The were one of the Seven Wonders of theAncient World.A. ziggurats C. juggernautsB. temples at Çatal Hüyük D. Hanging Gardens of Babylon

16. Who was the Jewish prophet who taught that Godrewards and punishes?A. Abraham C. JeremiahB. Micah D. Moses

17. Whose wise sayings are recorded in the proverbs of theBible?A. Moses C. DanielB. Solomon D. Saul

18. King David’s songs are written in the Bible. We call them theA. lyrics. C. hymnal.B. prophecies. D. Psalms.

19. The developed a way to make iron weapons.A. Hittites C. PaleolithicsB. Israelites D. Maccabees

20. The Egyptians worshiped these animals like gods.A. crocodiles C. geckosB. hippos D. cats

UNIT 1 PRETEST FORM B (continued)

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21. Twenty-five thousand years ago, humans moved inwhich direction? A. south C. northeastB. west D. southeast

22. Early humans spread to which continent first?A. Africa C. AsiaB. Australia D. Europe

23. Early humans spread to Europe years ago.A. 100,000 C. 40,000B. 50,000 D. 200,000

Reading a Map: Applying Skills Use the map below to answer thequestions that follow. (5 points)

EQUATOREQUATOR

3030°E 9090°E 150150°E

0°

3030°S

3030°N

6060°N

EQUATOR

30°E 90°E 150°E

0°

30°S

30°N

60°N

Movement ofearly humans

KEY

150,000–200,000years ago

50,000years ago

25,000years ago

100,000years ago

40,000years ago

Mercator projectionMercator projection2,000 km2,000 km0

2,000 mi.2,000 mi.0N

S

W E

N

S

W E

AFRICAAFRICA

ASIAASIAEUROPEEUROPE

AUSTRALIAAUSTRALIA

AFRICA

ASIAEUROPE

AUSTRALIA

Mercator projection2,000 km0

2,000 mi.0

Spread of Early Humans

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Early Civilizations

Directions: Document-Based Questions Use the document below toanswer the questions that follow. (5 points)

24. What two features make an animal clean, according tothe quote?A. scales and finsB. chewing cud and divided hoovesC. feathers and furD. opposable thumbs and laying eggs

25. Which of these things are the people forbidden to do?A. own them C. eat themB. touch them D. kill them

26. The people may not touch them after the animalsA. 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 aperson could become enslaved.

28. What kinds of things were buried with the pharaohs? Why?

“. . . you are not to eat of these . . . the camel, for though it chewscud, it does not divide the hoof, it is unclean to you. Likewise therock badger . . . the rabbit also . . . and the pig, for though it dividesthe hoof . . . it does not chew cud, it is unclean to you. You shallnot eat of their flesh nor touch their carcasses [dead bodies]; theyare unclean to you.”

—Leviticus 11:2–8Source: Bible, New American Standard Version

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Early Humans

QUIZ 1-1

Column A

A. fossil

B. artifact

C. nomad

D. anthropologist

E. archaeologist

Column B

1. early weapon, tool, or other thing made byhumans

2. studies human society

3. preserved remains of plants and animals

4. hunts for evidence of human settlements

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)

6. Historians call the early period of human history theA. Iron Age. C. Ancient Age.B. Bronze Age. D. Stone Age.

7. The Paleolithic people were able to survive because they usedA. rocks. C. water.B. fire. D. caves.

8. One of the most important technologies used by the Paleolithic people wasA. tools. C. art.B. language. D. religion.

9. What revolutionary change took place during theNeolithic Age?A. simple shelters C. farmingB. hunting D. toolmaking

10. Which are two well-known Neolithic communities?A. Europe and China C. Jericho and Çatal HüyükB. Mexico and Egypt D. Babylon and Uruk


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Mesopotamian Civilization

QUIZ 1-2

Column A

A. Mesopotamia

B. cuneiform

C. city-state

D. irrigation

E. civilization

Column B

1. Greek for “land between the rivers”

2. complex societies that have organized governments, culture, and writing

3. a method that brings water to crops

4. has its own government but is not part ofany larger unit

5. a form of writing developed by the peopleof Sumer


6. The first civilizations arose because the con-ditions for farming were good.A. in the mountains C. in river valleysB. near the sea D. in the desert

7. The Sumerians built a temple called a tohonor their chief god.A. scribe C. GilgameshB. cradle D. ziggurat

8. Although most Sumerians were farmers, many wereskilled who also made metal, cloth, and pottery products.A. artisans C. slavesB. merchants D. priests

9. The few Sumerians who learned how to write oftenbecame , holding high positions in society.A. artisans C. heads of householdsB. scribes D. merchants

10. The Babylonian king Hammurabi is best known for hisA. scientific inventions. C. law code.B. mathematical ideas. D. writing skills.

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The First Empires

QUIZ 1-3

Column A

A. province

B. astronomer

C. Nineveh

D. Nebuchadnezzar

E. caravan

Column B

1. a group of traveling merchants

2. the Assyrian Empire’s capital city

3. a political district

4. Chaldean king

5. one who studies the stars and planets


6. What did the Hittites teach the Assyrians that helpedmake its army strong?A. how to use bows and arrows C. how to make iron strongerB. how to ride horses D. how to make chariots

7. The in Babylon are known as one of theSeven Wonders of the Ancient World.A. Hanging Gardens C. wall around the cityB. king’s palace D. irrigation system

8. Babylon became rich from trade because it was locatedon a major trade route between the Mediterranean Seaand theA. Red Sea. C. Tigris River.B. Euphrates River. D. Persian Gulf.

9. The Chaldeans contributed the to our modern-day calendar.A. major holidays C. twelve-month yearB. seven-day week D. weekend

10. Which mountain people captured Babylon in 539 B.C.?A. the Hittites C. the ChaldeansB. the Persians D. the Assyrians

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CITIZENSHIP AND SERVICE LEARNING ACTIVITY 1


Why It’s ImportantArt has been an important part of human life since its earli-

est days. Today, in many neighborhoods, public art is on dis-play. Murals are painted on buildings. A mural is a picturelarge enough to cover a whole wall of a building or room.

Murals serve many purposes. They may express the com-mon history and hopes of a community. They may beautify anugly wall. They may bring comfort or humor to a hospitalwaiting area. They may unite a community as many peoplework together designing it, painting it, supporting it, andenjoying it.

BackgroundEvidence of the art of early humans is

found in many locations around theworld. These people used art to recordtheir experiences and perhaps for reli-gious purposes. The cave paintings atLascaux, France, show animals that wereimportant to the painters as food or assacred beings. These cave paintings arethe world’s earliest murals.

Sumerian art includes architecture,sculpture, and pottery, as well as paint-ings. You can see examples in your text-book on pages 18 and 19. The Assyrianswere skilled in the arts, particularlysculpture. The Babylonians adorned theirbuildings with paintings of animals,plants, and other symbols. The HangingGardens of Babylon were, in a sense, ahuge public sculpture, designed to bevisible from any point in the city.

Questions to ConsiderDirections: Answer the questions below ona separate sheet of paper.

1. What public art are you familiarwith? What does it mean to you?What goal is the art supposed toaccomplish?

2. How do you decorate your ownspace? Have you put up posters orspecial wallpaper?

3. What public spaces in your environ-ment could benefit from a mural?

4. What symbols would you use to rep-resent yourself? What symbols repre-sent your school? Your community?

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Painter Aaron Douglas(1898–1979) was a major African Americanartist. He was known for painting indoormurals in public buildings. His best-knownworks were painted on the walls of a branchof the New York City Library.

Your TaskYour task is to brainstorm ideas for a

mural in your community. First, decidewhere you would like to place the mural.Then, decide on the subject. You willmake lists of people from whom youmight need permissions, funding, and assistance. You will end up with a proposal.

How to Do It1. Consider the purpose of the mural. Is

it for sheer entertainment? Will itreflect local history? Is it for inspira-tion or unity?

2. Brainstorm ideas for where to place amural in your community. Think ofindoor and outdoor locations. Thinkof public buildings and businesses.

3. Next, brainstorm ideas for the art-work on the mural itself. The subjectof the mural will depend both on itspurpose and its location.

4. Now, make a list of people whomight help you pay for the mural.Consider arts organizations, schools,and businesses.

5. Who will you need to get permissionfrom to paint the mural?

6. Who will paint the mural?

7. Write up your plan. State the pur-pose, the location, the subject of theart, how you will try to fund it, whoyou will need permission from, andwho will paint the mural.

CITIZENSHIP AND SERVICE LEARNING ACTIVITY 1 (continued)


Follow-Up ActivityWhat location and subject did you

pick for your mural? Was it difficult or easy to decide on a location? Howabout a subject? Why? Explore the possibility of actually implementingyour mural proposal. Make a “to do”list and a “to buy” list for the project.

1. Select one member of your group to writedown the ideas. Write the ideas whereeveryone can see them, if possible.

2. Begin calling out ideas. Respect one anoth-er’s right to speak, and wait for your turn.

3. Do not judge the ideas. Some ideas mayseem silly or impossible. The goal is to gen-erate as many ideas as possible.

4. When your group runs out of ideas, evalu-ate 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 toreach agreement on just one idea.

HOW TO BRAINSTORM

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During the Neolithic Age, peoplebegan to practice specialization, or thedevelopment of different kinds of jobs.People who were not needed for farminghad time to develop other types of skills,such as pottery, weaving, and toolmaking.

Today, people still practice specializa-tion. Knowing what skills and occupa-

tions will be needed in tomorrow’s jobmarket will help you as you plan yourfuture career. The Bureau of Labor Statis-tics predicts that the following occupa-tions will grow the fastest between nowand the year 2012.

1. What personal characteristics will berequired in most of these jobs?

2. What skills will be valuable in mostof these jobs?

3. Research one of these jobs. Whateducation and training are neededfor this career?

4. What career choices are you considering?

5. How can information about thefuture growth of a career help youselect a career?

Directions: Use the information above to complete the following questions.

ECONOMIC ACTIVITY 1

Jobs of Tomorrow

The 10 Fastest Growing Occupations, 2002–2012

Occupation Percent Growth

Medical assistants 59%

Network systems and data communications analysts 57%

Physician assistants 49%

Social and human service assistants 49%

Home health aides 48%

Medical records and health information technicians 47%

Physical therapist aides 46%

Computer software engineers, applications 46%

Computer software engineers, systems software 45%

Physical therapist assistants 45%

Source: Bureau of Labor Statistics.

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The Epic of GilgameshTablet VII, Column iv

With these last words the dying Enkidu did pray and say to his beloved companion:“In dreams last nightthe heavens and the earth poured outgreat groans while I alonestood facing devastation. Some fierceand threatening creature flew down at meand pushed me with its talons towardsthe horror-filled house of deathwherein Irkalla, queen of shades,stands in command.There is darkness which lets no personagain see light of day.There is a road leading away frombright and lively life.There dwell those who eat dry dustand have no cooling water to quench their awful thirst.As I stood there I saw all those who’ve diedand even kings among those darkened souls

Name Date Class

About the SelectionThe Epic of Gilgamesh was discovered

in ancient Mesopotamia and is the oldestknown piece of literature in the world. Itwas written in cuneiform (wedge-shapedcharacters) on stone tablets. It tells thestory of the warrior Gilgamesh. After hisfriend Enkidu dies, Gilgamesh is so over-come by grief that he searches for a wayto live forever. In the end, he must acceptthat only the gods are immortal.

Guided ReadingAs you read this excerpt from the

epic, pay attention to how Enkidudescribes his dreams. Then answer the questions that follow.

WORLD LITERATURE READING 1

Early Literature

Reader’s Dictionarydevastation: 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

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have none of their remote and former glory.All earthly greatness was forfeitand I entered then into the house of death.Others who have been there longdid rise to welcome me.”Hearing this, great Gilgamesh said to his handsome mother:“My friend, dear Enkidu, has seen his passing nowand he lies dying here upon a sad and lonely cot.Each day he weakens more and wonders how much morelife 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 onewho dies suddenly in a swift clash of arms.”

From the Epic of Gilgamesh. Translated by Danny P. Jackson. Wauconda, IL:Bolchazy-Carducci Publishers, 1997.

WORLD LITERATURE READING 1 (continued)

Early Literature

Analyzing the ReadingDirections: Answer the questions below in the spaces provided.

1. What did Enkidu dream about?

2. Why did Enkidu feel disgraced?

3. Critical Thinking Describe what Enkidu thought death wouldbe like.

4. Critical Thinking What do you think the author of this epicthought about war and going into battle? Explain your answerusing the text.

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The Code of HammurabiWhen Marduk sent me to rule over men, to give the protection of

right to the land, I did right and righteousness in . . . , and brought aboutthe well-being of the oppressed.

CODE OF LAWS1. 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 tothe river and leap into the river, if he sink in the river his accuser shalltake possession of his house. But if the river prove that the accused isnot guilty, and he escape unhurt, then he who had brought the accu-sation shall be put to death, while he who leaped into the river shalltake possession of the house that had belonged to his accuser.

3. If any one bring an accusation of any crime before the elders, anddoes not prove what he has charged, he shall, if it be a capital offensecharged, be put to death. . . .

6. If any one steal the property of a temple or of the court, he shall beput to death, and also the one who receives the stolen thing fromhim shall be put to death.

7. If any one buy from the son or the slave of another man, withoutwitnesses or a contract, silver or gold, a male or female slave, an oxor a sheep, [a donkey] or anything, or if he take it in charge, he isconsidered 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

Name Date Class

Reader’s DictionaryMarduk: the main God of Babylon

oppressed: held down or abused

ensnare: to take or catch

accusation: the charge of a crime or wrongdoing

About the SelectionHammurabi ruled as king of Babylon

from 1792 B.C. to 1750 B.C. He changedBabylon from a small city-state into avery powerful state. He establishedstrong laws. His Code contained282 laws—a few of which are listedbelow—covering all aspects of society.These laws reflect the social structureand values of Babylon duringHammurabi’s rule.


The Code

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1. Why did Hammurabi establish his code?

2. What is the penalty for receiving stolen goods?

3. What role does the river play in the Code of Hammurabi?

4. Critical Thinking Why do you think that death was the penalty for so manycrimes?


The Code (continued)

chapter 1 resources the first civilizations -...

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