Tabbara+SS+G-+Serim

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=Hello~<3 Welcome to Serim's Social Studies Wiki page. Please take a look at it and enjoy~^^=

=Early Humans, Mesopotamia, Ancient Egypt, Ancient India, Ancient Greece = = = = = = =

=__Assignment 5__=
 * Sources:**
 * Athens: [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://kis6ss.wikispaces.com/file/view/The+Battle+of+Marathon.pdf"]] [|The Battle of Marathon.pdf]
 * Sparta: [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://kis6ss.wikispaces.com/file/view/The+Battle+of+Thermopylae.pdf"]] [|The Battle of Thermopylae.pdf]
 * Corinth: [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://kis6ss.wikispaces.com/file/view/The+Peloponnesian+War.pdf"]] [|The Peloponnesian War.pdf]


 * Directions:** Follow the directions given to you in class.

= = =__Assignment 4 __= Answer the following questions **in your notebook**. Make sure your answers are **clear** and **detailed**.
 * 1) What type of government did you work under as you built your acropolis?
 * 2) How did you feel working under this type of government? **Be honest :), specific, and detailed in your answer.**
 * 3) **Explain clearly** at least two advantages to working under this type of government?
 * 4) **Explain clearly** at least two disadvantages to working under this type of government?
 * 5) Which one of the types of governments we learned about would you like to be a citizen of? Why?

=__Assignment 3__= Sources: Copy the following venn diagram **in your notebook**. Then, using all of the sources above, compares these three poleis by filling in the proper area in the venn diagram.
 * Athens
 * Corinth
 * Sparta

=__Assignment 2__= Directions: Read the following information about the Minoans and the Mycenaeans and then answer the questions that follow **in your notebook**.

The Minoans:** Minoan culture developed on the island of Crete in approximately 3,000 B.C.E. Minoan palace murals (wall paintings) and painted pottery show us a great sea culture, fueled by fishing, farming, and local arts. The Minoans were master sailors and set up long-distance trade routes with Spain, Egypt, Canaan, and Asia Minor. Socially, the Minoans were an egalitarian (equal) culture, with both men and women holding respected positions in the fields of religion, agriculture, and craftwork. Recreation enjoyed by the Minoans included dancing to music and song, "bull-leaping" - and boxing, complete with boxing gloves and mouth guards. The remarkable peace-loving character of the Minoan civilization is obvious because they didn't have fortresses, war equipment, and painted battle scenes among the remains of their settlements. The Minoan civilization is historically important to Greece because it was the model for the Mycenaean (pronounced my-sih-NEE-in) civilization which is considered the earliest developed culture on mainland Greece.
 * __The Origins of the Greeks__

Mycenae was settled in 2,700 B.C.E. Most of the myths about ancient Greek heroes and their famous battles come to us from the Mycenaeans. Later Greek poets such as Homer used these tales in their writings. The Mycenaeans spoke an early form of the Greek language, and developed an agricultural economy based on grains, grapes, and olives. Like the Minoans, they traded by sea with Egypt and Asia Minor. Unlike the Minoans, the Mycenaeans devoted most of their energies to developing a strong military. The circular royal tombs of Mycenae reveal collections of decorated uniforms, elaborate helmets, chariots, daggers, and axes. Horses were also extremely important to the Mycenaeans, as they were the vehicles of war. Mycenaean documents suggest that their society was hierarchical, with kings and soldiers in positions of power at the top of society, and prisoners of war who became slaves at the bottom of society who served the kings and soldiers. Other than artwork showing religious festivals and musical performances, very few artifacts of entertainment were left by the Mycenaeans.
 * The Mycenaeans:**

//1. What did the Minoan and the Mycenaean civilizations have in common?// //2. In what ways were the Minoan and the Mycenaean civilizations different?// //3. Why do you think so many aspects of Minoan civilization are found at Mycenae?// //4. What other geographical areas, besides Mycenae, might Minoan civilization have influenced?// //5. What aspects of Minoan and Mycenaean civilizations would you expect to have survived in later periods of Greek history?// //6. Using your **textbook pages 256-257**, explain how the decline of the Minoans and the Mycenaeans was similar.//

=__**Assignment 1**__=
 * Source 1:** []


 * Source 2:** []


 * Directions:** Using **both** sources above, neatly and clearly label the following on your scribble map.
 * Greece (text label)
 * Athens (marker)
 * Corinth (marker)
 * Sparta (marker)
 * Mount Olympus (text label)
 * Crete (text label)
 * Knossos (its' a city on Crete) (marker)
 * the Aegean Sea (text label)
 * the Black Sea (text label)
 * the Ionian Sea (text label)

=__Assignment 10__= Now that we are finished our unit about ancient India, I would like you to reflect on what you have learned. Please answer clearly and with details. Each answer must be at least two sentences. If you need reminders of what we did, just scroll through the assignments on this page or look through your notes.

1. The single most important thing I learned was...

2. Something that confused me or that I didn't understand was...

3. What surprised me the most was...

4. I would like to know more about...

5. The part that I think I will always remember was...

1A. The single most important thing I learned was about Hinduism and Buddhism. I think they were most important because Hinduism and Buddhism are both still practiced today, it could be very useful. 2A. Something that confused me or that I didn't understand was some information that the sages taught me. Some sages weren't clear about their information and I sometimes got confused. But mostly, it was clear to me. 3A. The thing that surprised me the most was how Hindu and Buddhists cared so much about their religion. I thought they would just pray to their gods, but they made religious stories, art, and more!! 4A. I would like to know more about the ancient India epics. There were three of them on the textbook, but we only watched one of them, the Ramayana. I want to watch more of them, it's so fun!! 5A. The part that I think I will always remember is the life cycle of the Hindus. It was so cool how they even thought of reincarnation and things! Also, I think it sticks in my head more because of the mandalas we made.

=__Assignment 9__=
 * Source:** Online Textbook pages 162-171


 * Directions:** You are a sage and you will teach your classmates a part of ancient India's history. The four parts (groups) are...
 * Group 1: The Mauryan Empire (page 162-163, 166)
 * Group 2: The Gupta Empire (page 164-165)
 * Group 3: Indian Achievements- Religious Art & Sanskrit Literature (page 167-169)
 * Group 4: Indian Achievements- Scientific Advances (page 170-171)

Each part has (or might have) pictures, illustrations, maps, dates, vocabulary words, and important people. Your job as a sage is to become an expert on your part so you will be able to comfortably and confidently teach others. Remember that if you don't understand the information, you won't be able to teach others properly. Follow these steps to become a great sage:

__**Steps**__
 * 1) Read all the information on the pages you are responsible for. Don't just read the main parts, look at the other information such as maps or diagrams or pictures.
 * 2) Take notes in your notebook and answer the **//Reading Check//** question after each section to make sure you understand the information. You also have to answer the questions about your section from **page 176** (section 4 or 5).
 * 3) Present the information to your students but first decide how you are going to present the information. Will you just talk about the information (this can be boring) or will you use visuals or give a slideshow presentation (this can be more interesting)? Remember that your students have not read the information and are counting on you to teach them in an interesting and educational way.
 * 4) Check your students understanding. How will you check if your students understood the information? Will you make up questions to ask them? Will you ask them to write answers to the questions you had to answer in step 2? What else will you do? Will you ask your students to create something that shows their understanding? Think about how you are taught at school and the activities you do in your classes. Your students would probably have more fun if they made something that shows they understand the information.
 * 5) Your students must do the work you give them. They (**and you**) must also do the following:
 * add at least two important events to their timelines (you choose the important events from your part)
 * add two markers/labels to their scribble map (you choose what should be labeled from your part)
 * 1) Finally quiz and grade your students using the resources Mr. Tabbara shows you.

= = =__Assignment 8__= Write your answers for this assignment in your **NOTEBOOK**.
 * Sources:**
 * 1. Online Textbook page 157
 * 2. Online Textbook pages 158-159
 * Directions:**

__Part 1__ Using source number 1, write your own clear and complete sentences using of the following words. Remember that your sentences should show that you know the meanings of the words. __Part 2__ Using source number 2, write about the following: >> __Part 3__ Using source number 2, create a clear and neat Venn diagram showing the differences and similarities between Hinduism and Buddhism.
 * fasting
 * meditation
 * The Four Noble Truths
 * Summarize in 3-4 sentences
 * Give one real-world example for each truth
 * The Eightfold Path
 * Summarize in 3-4 sentences
 * Explain how you are following at least three of the eight parts of the path in your life today
 * Explain how you are NOT following two of the eight parts of the path in your life today

= = =**__Assignment 7__**= Using the sources above, complete the //Buddha's Path to Enlightenment// sheet by...
 * Sources:**
 * Online Textbook pages 156-157
 * The Buddha's Biography
 * Pictures:
 * 1. [|Siddhartha's Birth]
 * 2. [|Princely Life]
 * 3. [|Discovers Aging Sickness Death]
 * 4. [|Leaves Family]
 * 5. [|Becomes the Buddha]
 * Directions:**
 * completing the drawing for each picture.
 * writing an appropriate caption (2-3 sentences) for each picture.
 * adding three labels to each picture.
 * coloring each picture.
 * coloring the other parts of the sheet for a higher grade.

= = =**__Assignment 6__**= Follow the directions on the handout for your illustrated poem about the //Ramayana//. Here is additional information:
 * You must have at least four visuals and they must all be original (i.e. you must create them).
 * Your poem must be neatly typed in an easy to read font or __neatly__ hand written.
 * Your name should appear on the front side of your poem.
 * You may use more than one sheet of paper.
 * Your poem must be converted to a PDF and put into my dropbox on the due date given to you in class.
 * Scripts for all five scenes--->[[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://kis6ss.wikispaces.com/file/view/ReadersTheaterRamayana.pdf"]] [|ReadersTheaterRamayana.pdf]

Assignment 5 __** Website: [|India-Government]
 * __

Use the website above to answer these questions.

1. Why would having a central government help in planning and organizing a city? 2. Who were Rajahs? 3. What is a Guru? 4. What subjects were taught in school? 5. Who was in charge of the government? 6. Why did people look up to the priests? 7. Look up the word 'sage' in any dictionary. What does it mean and what word from questions 1-6 is it similar to? 1A. A central government help in planning and organizing a city because all the cities could have combined their systems to have one large system. The layout among the cities were pretty much all the same. 2A. Rajahs are rulers of the cities. 3A. A Guru is was a teacher that stayed with the student until the student was 20 years old. 4A. All the subjects had a religious nature. It was also related to government, which relates with religion anyway- religion is a big part of government. 5A. The Indus priests are in charge of the government. 6A. People looked up to the priests because they are the ones that made offering to the gods, making them the highest positions. 7A. Sage means a wise man. From questions 1-6, the word that is similar to 'sage' is priest, because priests are wise, like a sage.

Assignment 4 __** **Answer the following questions clearly and with details on your wiki page.** 1. What varna were you in during the caste system simulation? 2. What was your favorite part about the caste system simulation? Why? 3. What part of the simulation made you angry, upset, or frustrated? Why? 4. Do you think this system is fair? Why or why not? 5. Do you think a society should organize people into social classes? Why or Why not? 1A. I was a sudra during the caste system simulation. 2A. I didn't have a favorite part about the caste system simulation, but if I had to pick one, it was watching the vaisyas giving the brahmins gifts because we didn't do anything and we were just watching them. 3A. The part of the simulation that would have made me angry, upset, or frustrated if I was a real sudra would be cleaning up for the brahmins. It was because the brahmins were really mean and made us work when they could have done it, even if they were in a very important position. I wanted to rebel. 4A. If I was a sudra like in the simulation, I would think the simulation is not fair, because I was in a low position and I was considered bad and like a slave by all the other classes, but if I was a brahmin or a kshatriya, I would be happy with the system because I would be in a high position and I could order sudras and other lower class people. 5A. I think a society shouldn't organize people into social classes because they are all people and they all have rights to be the same class as other people. If a society tried to organize me and other people into social classes, I would rebel because they have no right to do that. We are all people and being equal is good.
 * __

Assignment 3 __** Think about the activity we did in class as archeologists in Mohenjo-Daro. Using the source above, your ideas, and the notes you took about archeologists ideas, answer the following questions __clearly__ and __completely__ on your wiki page. **Each answer should be at least two sentences long with specific information.**
 * __
 * Source:** [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="http://kis6ss.wikispaces.com/file/view/Archeologists+Ideas+Mohenjo-Daro.pdf"]] [|Archeologists Ideas Mohenjo-Daro.pdf]

1. What have you learned about daily life in Mohenjo-Daro from this activity? 2. Which characteristics of civilization do you see represented in the artifacts you looked at? Explain. 3. In what ways do you think Mohenjo-Daro was like a modern city? 4. Why do you think it is difficult for us to know exactly what life was like in ancient civilizations like those in the Indus-Sarasvati region? 5. What do you think might have contributed to the decline of Mohenjo-Daro? 1A. I learned that they had life kind of like today. I think it is because for example, they have games similar to chess, and they have a sewer system, they have jewelry to wear, and they have houses too. 2A. A characteristic of civilization that I can see in the artifacts are things like religious system, because of the Great Bath. It was used for religious ceremonies. Another characteristic of civilization is government because of the Priest King. Another is art because they made statues. They also had a regular food supply because they traded food. They had different social systems because richer people had bigger houses and more windows but the poorer people had smaller houses and one window. They had different jobs because there are priests, traders, farmers, and other jobs. 3A. I think Mohenjo-Daro is like a modern city because it has games similar to chess, and we have games similar to chess too. Also, they had changing rooms next to the Great Bath, which is a very modern idea. The drains are also similar to us. They had houses too. People wore jewelry, same as today. 4A. I think it is difficult for us to know what life was like in ancient civilizations like those in the Indus-Sarasvati region because we can't understand their language. We knew a lot about Egypt because of the Rosetta Stone, but because we can't understand their language, we can't read about them and find information. Also, a lot of things are destroyed so that we can't find everything. 5A. I think maybe that because of the Sarasvati river dried up, maybe that was a big part of their decline. Also, maybe I think that the river's water was not enough to supply people water. Maybe the Mohenjo-Daro people got a disease or they had war. A natural disaster might have happened too.

Assignment 2 __** Website: [|Indus Valley] Use the website above to answer these questions. Write your answers in **complete sentences** with **clear details** on your wiki page. 1. What was discovered during the excavations of Mohenjo-Daro? 2. How is Mohenjo-Daro similar to our cities today? 3. What can we learn from archaeological discoveries (such as artifacts and city construction) in Mohenjo-Daro? 4. Give clear and specific information about how people lived in Mohenjo-Daro. In your answer, you have to talk about the artifacts that you discovered and put into the museum. 5. What do we know about the Priest-King? 6. What was the Great Bath and how was it used?
 * __

1A. Elephant seals, necklaces, model carts, terracotta figurines, and weights were discovered in the excavations of Mohenjo-Daro. 2A. Mohenjo-Daro is similar to our cities because it has bricks, houses, drains, and wells (sort of). 3A. We can learn that there are highly skilled craft workers that are willing to take a long time to make things. We can also learn that necklaces are made of rare things, like gold and green stone beads. Only rich people could get the necklace. The seals were made as an impression on wet clay. There were elephants, bulls, crocodiles, and tigers on the seals. Indus writings were written on top of the seals. Model carts were made out of terracotta, a cheap material. Model carts were played with by children. Animals that were used to pull full sized carts were probably bullocks. Weights were made out of carved stone. It was used to measure the goods they traded. They used the smallest weights to measure precious goods like gold. The biggest weight were used to measure heavier goods like sacks of grain. The figurines were made from terracotta. There were figurines of woman. A certain figurine wore a headdress on her head. 4A. Looking at the model cart, I think the Indus people must have used boats and carts to move goods over land and over water. The proof is because materials like copper were brought from far places. Looking at the tiny bronze statue of a woman, I think figurines were attached to the wooden pole and was carried in a procession. Looking at the terricotta figure, I think the Indus people have the hair style of the figurine. Looking at the copper place, I think rich people used the copper plates because they were expensive. Looking at the stone weights, I think they used the weights to measure the goods that they traded. Looking at the bull seal, I think the important people all had seals and used them for trading. Looking at the elephant seal, I think writing on top of the seal is Indus writing. Looking at the Carnelian belt, I think skilled craft workers, made those jewelry. Looking at the necklace, I think rich woman would have worn it. 5A. Archaeologists thought the sculpture may have been a ruler, who was an important man or a priest. Gold headbands were found on him. It has a circular ornament. One is on it's forehead and one is on his upper right arm. His eyes are deeply cut into stone. Some people think there maybe have carved shell set into them. The sculpture was found in Lower town in 1927. Some people think the sculpture was broken on purpose. Some think it broke when it got lost. He wore a cloak decorated with a trefoil on three leafed design. The trefoils were once red. His upper lip is shaved and his beard is combed. The back of his head is flat. It might have been a carving of hair tied up or a headdress attached to ti. The headdress band ends fall down his back. It is only 18 centimeters and is made of fired steatite. 6A. The Great Bath is located on top of the citadel in Mohenjo-Daro. It is approximately 12 meters long and 7 meters wide. It is 2.4 meters deep at its deepest point. A platform goes around the outside of the pool. Two wide staircases lead down into the pool. A ledge at the bottom of the stairs goes along each end of the pool. You can walk down the stairs and move along this ledge without going into the middle of the pool. The bath floor is watertight. This is because layers of special tightly-fitted bricks were used. The bricks were set in gypsum mortar. A layer of tar was sandwiched between two of the layers.

**Source: [|IndiaSubcontinentMapTrans.jpg]**
 * __ Assignment 1 __**


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

Early Indian agricultural settlements arose in the Indus-Sarasvati river region at least as far back as 6500 B.C.E. Like many other ancient peoples, the early Indians settled by rivers. They settled primarily on the banks of the Sarasvati River as well as along the banks of the Indus River. These rivers providied the ancient Indians with plenty of water, and the land near the rivers was fertile and excellent for growing crops. The rivers also provided the Indians with a convenient way to travel and trade among themselves and with other civilizations. Archeologists have found artifacts from the Indus-Sarasvati civilization - such as carved seals - in Mesopotamia's Sumer. These discoveries have led scholars to believe that the early Indians traded with Mesopotamia, possibly by traveling in ships down the Indus and Sarasvati rivers to the Arabian Sea and then west to Sumer and other locations. After the Sarasvati River dried up around 1900 B.C.E., the Indus-Sarasvati Indians moved to more habitable areas, such as the fertile banks of the Ganga river further east. Archeological evidence shows, however, that people settled by the Ganga River as far back as 5000 B.C.E.
 * I**n the 1990's, satellite pictures revealed an ancient, dried riverbed located in India's present-day Thar Desert. Geologists have identified this riverbed as the route of the ancient **Sarasvati River**. The Sarasvati lay east of the Indus River and generally followed the same course, originating in the Himalaya mountains and emptying into the Arabian Sea. Geologists believe that the Sarasvati River dried up around 1900 B.C.E. Over time, the once fertile area around the Sarasvati River dried up around 1900 B.C.E. Over time, the once fertile area around the Sarasvati evolved into the dry, hot desert that exists today.

1. In what ways is your map similar to the one that you see in the map above?
 * Questions:**

2. What physiographic features can you identify on this map that are not on your map?

3. Why do you think settlements developed along the Indus and Saravati rivers? Explain with clear and complete details.

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

5. Why did ancient Indian people eventually migrate to the Ganga River?

1A. My map is similar to the one that I see in the map above because my map labels similar things to the map above. (Ex. Thar Desert, Hindu Kush Mountain, Indus River.. etc.) 2A. One of the rivers, called Sarasvati River, is not labeled on my map. 3A. I think settlements developed along the Indus and Saravati rivers because is full of silt and it is very good to farm near there. It also provided a good way to trade amongst themselves and other civilizations. 4A. Okay!!! 5A. I think Ancient Indian people eventually migrated to the Ganga River because when they used to live in the Saravati River which dried up. Then, they moved to the Ganga River. = =

=__Assignment 12__= Now that we are finished with the ancient Egypt unit, I would like you to reflect on what you have learned about ancient Egypt. Please complete these sentences **clearly and with specific details**. Write the answers on your wiki page. If you need reminders of what we did, just scroll through the assignments on this page or look through your notes.

1. The single most important thing I learned was...

2. Something that confused me or that I didn't understand was...

3. What surprised me the most was...

4. I would like to know more about...

5. The part that I think I will always remember was...

1A. The single most important thing I learned was learn about the kingdoms in Egypt specifically. I think it was important because the subject was Egypt and I could know more about Egypt by studying the three different kingdoms more than just studying about Egypt. 2A. Something that confused me or that I didn't understand was why the Nile River flowed the opposite way and why the other rivers didn't. Other rivers could flow in the opposite direction too, but since only the Nile Delta flowed the opposite way, I was a bit confused. 3A. What surprised me the most was how violent the Hittites were. When I saw the axe marks on the skull of the person who tried to defeat the Hittites, I felt kind of grossed out at how violent they were. 4A. I would like to know more about other topics of Egypt. My video topic was Egyptian Gods and Goddesses, but that topic is easy because a lot of people know about it. I would want to know about things that are not that well known, so that I could learn more about Egypt. 5A. The part that I think I will always remember was the riverboat tours. They were interesting and fun. Especially, I enjoyed the respond to prompt. It helped me know more about Egypt and also was fun!! I could also remember it well because of Mr. Hurst's voice.

= = =__Assignment 11__=
 * Sources:**
 * Online Textbook pages 93-103
 * Wiki Assignments
 * Your Notes

Use the above sources to label your 3D Timeline with labels about:
 * Directions:**
 * Ancient Egypt's three kingdoms (Provide a clear and detailed **three** sentence description about __**each**__ kingdom. Each kingdom must have a separate label on the timeline.)
 * Pharaoh Khufu (Provide a clear and detailed **two** sentence description about him.)
 * The Hyksos in Egypt (Provide a clear and detailed **two** sentence description about them.)
 * Pharaoh Hatshepsut (Provide a clear and detailed **two** sentence description about her.)
 * Ramses the Great (Provide a clear and detailed **two** sentence description about him.)
 * Requirements:**
 * Each event label must have a simple title about the information
 * Each event label must have correct dates
 * Each event label must have an appropriate picture
 * Each event label must have a citation for the picture
 * Sentences should be **complete** and **detailed**

= = =__Assignment 10__= __Ancient Egypt Topic Peer Assessment__ Go to our YouTube Channel and login using the username and password given in class. You will assess your classmates' videos using the rubric for the ancient Egypt project and by answering the questions below. Each answer must be at least **two** sentences long. Post your assessment in the comments section under each classmate's video. Please make sure you include your first name only or your comment will be deleted. You must comment on **four** classmates' videos: (Note: YouTube has a 500 word limit on comments. You might have to divide your assessment comments into two posts.)
 * classmate above your name
 * classmate below your name
 * two other classmates of your choice

1. How did your classmate make the video interesting and creative?

2. Was it easy to understand your classmates presentation including his/her voice? Why or why not?

3. Clearly explain two things you learned from your classmate's video.

4. How could your classmate improve his/her video?

=__Assignment 9__= A Block- Tuesday Feb. 23 D Block- Monday Feb. 22 G Block- Tuesday Feb. 23 **
 * Due Dates:
 * Task:** You are to research your assigned topic from Egyptian history and create a video presentation using iMovie. The video presentation should be 3-4 minutes and include the following required elements:
 * (Note: These directions might be slightly modified, so please keep checking these directions for updates.) **


 * Rubric: [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="file/view/Ancient Egypt Project Rubric.pdf"]] Ancient Egypt Project Rubric.pdf**


 * 1) Introduce your topic to the audience and explain the importance of your subject in Ancient Egypt.
 * 2) Explain and show where your topic belongs on a map of Egypt. You may have to be creative with this part because your topic might not be from one area.
 * 3) Present 5 interesting facts you have learned about your subject from your research. Include dates and/or which kingdom (old, middle, new).
 * 4) Identify at least one of the [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png width="32" height="32" link="file/view/Six Characteristics of Civilization.pdf"]] Six Characteristics of Civilization.pdf that is evident in your topic and explain how your topic relates to the characteristic.
 * 5) How does your topic relate to our society today?
 * 6) Include appropriate images/video to make your presentation **clear**, **interesting** , **original** , and ** creative **.
 * 7) Conclude your presentation by restating the significance (importance) of your topic to history.
 * 8) Use your own voice for the audio part of your presentation.
 * 9) You (and your partner) must appear in the video for at least 30 seconds as you present your information.
 * 10) Use at least four different sources. At least one of your sources must be from the KIS Library Resources
 * 11) Cite any images/videos that you use at the end.
 * 12) Cite your sources at the end.

__**Helpful Hints**__
 * Follow the steps above in order. Your research will be first (1-7 above), then you will start working on the iMovie.
 * You will be asked to show your progress on this project in every class before the due date. **Your progress will be graded.**
 * Originality and creativity will be rewarded with a higher grade. For example, if you draw some of your images you will get a more points than someone who just copies images from the Internet.

=__Assignment 8__=
 * Part 1:** Riverboat Tour Part 1
 * Part 2:** Riverboat Tour Part 2

=**__Assignment 7__**= Read the information here about the three kingdoms in ancient Egypt. The problem with these three paragraphs is that each paragraph does not have specific details or evidence. Your task is to find specific details and evidence from our textbook for the information presented in each paragraph about each kingdom. Then re-write the paragraph adding the new specific details and evidence you found. Write the new paragraph on your wiki page. The Old Kingdom (2700 BCE - 2200 BCE) Specific details and evidence can be found on pages 98-100 in our textbook. Your specific details and evidence should give more information about...**
 * Part 1
 * Pyramids (definition, examples, construction details)
 * Workers
 * Importance of the pyramids

Pharaohs had absolute power and were considered gods on earth. But that's not why this kingdom is nicknamed "The Pyramid Age". Pharaohs were buried in pyramids //**only**// during this time period in history. After building a few pyramids, at great expense to the state, it occurred to pharaohs that pyramids were rather easy to spot, and thus, much easier to rob than a hidden tomb. Things changed during the middle kingdom.

The Egyptians believed the royal tombs were very important. So they built pyramids, which are huge and are made out of stone. They are four triangles that meet at the top. One example of a pyramid is the Great Pyramid of Khufu. It is constructed during the Old Kingdom. The Great Pyramid of Khufu covers 13 acres at its base and is 481 feet tall. Building this pyramid took thousands of workers and took two million limestones to build. Pyramids did not have smooth sides at first. But later, the steps of the stones were covered and filled with limestones so that it was smooth. The peasants were paid to build the pyramids with grain. There were several different opinions about how they moved such huge amounts of stone for the pyramid. A pharaoh was considered very important for the Egyptians because the pharaoh was their link to the gods. They believed that the pharaoh could control the Egyptians' afterlife. So the Egyptians tried to make the pharaoh happy as possible, so that they might get a good afterlife. Even after death, the pharaoh was important to them. So the pyramids, the burial place of the pharaohs, were the Egyptians' best work.

Specific details and evidence about this kingdom can be found on pages 101-102 in our textbook. Your specific details and evidence should give more information about...**
 * __Part 2__**
 * The Middle Kingdom (2100 BCE - 1800 BCE)
 * the difference with the Old Kingdom
 * what life was like during this time
 * wars or battles and who was involved

The middle kingdom was Egypt's Golden Age. Trade flourished, arts and literature flourished. Egypt built strong armies to defend herself against her neighbors. During the time period of the middle kingdom, pharaohs were expected to be good kings and wise rulers. And pharaohs were buried in hidden tombs, all over the place. Most probably, there are tombs yet to be discovered because they were hidden so well.

It started at 2000 BC. The differences with the Old Kingdom was that at the Old Kingdom, Egypt was a good place to live and the pharaohs were good rulers. The nobles gained enough power to rebel against the pharaoh, and then local nobles ruled Egypt. Once during the Middle Kingdom, a powerful pharaoh defeated all the nobles and became the ruler. But after a while, Egypt began to fall into disorder again. The Hyksos invaded at 1750 BC using advanced weapons, horses, and chariots. The Egyptians were defeated, but eventually fought back. Ahmoses of Thebes became the next pharaoh.

__**Part 3**__ Your specific details and evidence should give more information about...**
 * The New Kingdom (1570 BCE - 1070 BCE) **
 * Specific details and evidence about this kingdom can be found on pages 102-103 in our textbook.
 * what new territories were conquered
 * names of pharaoh's involved in expansion
 * wars or battles and who was involved
 * trading (who and what)

The new kingdom was Egypt's expansion period. Egypt expanded her borders through military conquest and became a world power. During the time period of the new kingdom, pharaohs were all powerful, and pharaohs were all buried in the same geographic area called the Valley of the Kings.

Egypt was expanded from the Euphrates River to the Nile Delta, and from the Red Sea to the Western Desert, got rich, and built great temples, and tombs from conquest. The pharaoh that were involved was Queen Hatshepsut and Ramesses the Great. A battle that happened was between Ramesses the Great and the Hitties. Another battle is a battle with the Hyksos and the Nubians. Before the new kingdom, Egypt was divided. The Hyksos controlled the northern part of Egypt and the Nubians controlled the south part of Egypt. The Egyptians were in the middle of them. The invaders of Egypt controlled Egyptians for 150 years. When Egyptians tried to rebel, they got killed and attacked. The Egyptians thought that their invaders were ugly, and they thought they were dirty people. They thought they were a lot better. They hated to be ruled and controlled by other people. Egyptians were trying to rebel and attack back. They wanted to revenge against the other people and crush them so that Egypt could be freed. The Hyksos and Nubians were trying to join together to kill Egyptians. The messenger was caught and Egyptians attacked the Hyksos. But at last, the Egyptians fought back. They traded using trade routes. They traded things like gold, ostrich feathers, copper and turquoise with people in Greece and Kingdom of Punt. Queen Hatshepsut was a great help in trading.

= = = = =**Assignment 6**= Due Dates: A Block- Wednesday January 20 D Block- Wednesday January 20 G Block- Tuesday January 19 (Note: At the beginning of class on the due date, we will convert your comic to a PDF and upload it to your wiki page.) >
 * Serim's Comic:** [[file:Serim 6G Underworld Comic.pdf]]
 * Directions: Use your notes, wiki assignments, and the Egyptian Underworld video to create a comic showing the mummification process and the Egyptian underworld using ComicLife. Your comic must show the following:**
 * the process of mummifying a pharaoh
 * the tomb of the pharaoh and the entry into the underworld
 * at least three obstacles the spirit has to go through in the underworld
 * the various demons or dangers of the underworld
 * spells/passwords/magic words that you create to help the spirit through the underworld
 * must be colorful and detailed
 * a title and your name
 * length: two to four pages which includes a bibliography page for images or information you use
 * additional information we didn't learn from **one** of the following sources:
 * [|http://wsu.edu/~dee/EGYPT/UNDER.HTM]
 * []

__Assignment 5__ **Source:** How to Mummify Nefermaat
 * Directions:** Go to the link above to mummify a body. As you work to mummify the body, answer the following questions __**clearly and with details**__ on your wiki page.
 * 1) Why did Egyptians want to [|preserve] dead bodies?
 * 2) How did they [|preserve] bodies? What is this process of preservation called?
 * 3) Explain how the brain was removed from the dead body. Why was the brain removed?
 * 4) Name the four internal organs that were removed from the body. What was done with these organs?
 * 5) What did they do with the heart? Why?
 * 6) What is natron and why was it used? Using your scribble map of Egypt, name the area where natron came from.
 * 7) How was [|linen] used during mummification?
 * 8) What are [|amulets] and how were they used? Give two examples of amulets that were used and explain why they were used.
 * 9) What happens to the body after it is mummified?

1A. The Egyptians wanted to preserve dead bodies because they believed that that is how the soul recognizes it after death. 2A. They preserved the bodies by using a process called mummification. They dried out the bodies and wrapped it in bandages to preserve the body for eternity. 3A. The brain was removed from the dead body by a metal hook. The metal hook was poked into the nose so the brain will break. The brain was removed because the Egyptians didn't think it was important 4A. The four internal organs are intestines, stomach, liver, and the lungs. They were placed in a jar with god heads on it. 5A. They left the heart alone because the Egyptians believed that it was the center of intelligence, emotions, and feelings. They thought of the heart as we think of the brain. 6A. Natron was salt that absorbed moisture. Natron was stuffed inside the body. Then, after 40 days, it was poured onto the body. Then, it was all took out. 7A. Linen was used during mummification by making the body plump, because the body got shrunken. Also, it was used to wrap the body. 8A.The amulets were used to place on the body. It was a small item. It was used to ward out evil things and to bring in good luck. Two examples of amulets are the Heart amulet and the Udjat amulet. They were used for the spirit, for good health, protection of heart, and more. 9A. A mask is put on and the body is put into the mummy case. Then, it is put into the sarcophagus, a boxlike coffin that the mummy case is placed in. The sarcophagus has the Eyes of Horus painted on the sarcophagus so it can magically look through coffin walls for eternity.

Assignment 4 **Part 1:** Go to this [|site] and read about the different Egyptian gods and goddesses. Choose one of these that you would like to be and explain why you would like to be that god orgoddess. Then choose one that you would __** not **__ want to be and explain why. Make sure your explanations are **middle school quality explanations**.
 * Part 2:** Compare these Egyptian gods and goddesses with the Mesopotamian gods and goddesses. Did you find similar gods? Name the gods/goddesses and clearly explain the similarities? Why do you think they are similar even though Egypt and the Mesopotamian civilization were different?

I think I would want to be Isis because she helped other people. She was also the mother of Horus, and pharoahs were considered as the live Horus. I think I would not want to be Sekhmet because she is the goddess of war. I don't like violence, so I don't want to be her.

I think they are generally all similar because they both are a mixture of animal and human, at least, they didn't look like human. One example they were similar was Ninurta and Sekhmet because they were both war god/goddess and they both had parts of a lion. Anu and Nut were similar because they were both rulers of the sky.

__Assignment 3__ Directions: After playing __**five**__ classmates' games, go to the discussion tab of each classmate and __**respectfully**__ give them your opinion about their game. You must comment on the person above you and below you in the list and three other classmates. You must write about the following: 1. Give your opinion about their game (good questions?, clear questions?, mix of difficulty?) 2. Mistakes you found in the game (grammar/information/confusing information) 3. Suggestions to improve the game (more easy or hard questions, better grammar, clearer questions)

media type="custom" key="5010127"

= = =**__Assignment 2__**=
 * Source: Read pages 93 & 94 in your online textbook**
 * Directions: Answer the following questions clearly and with details on your wiki page.**

1. Read the //If YOU were there section//. How do you feel about working for the pharaoh? 2. Eventually the Third Dynasty began in ancient Egypt. The Third Dynasty was the beginning of what historians call ............. . When did it start and end? 3. Explain how ancient Egyptians felt about their country and their pharaoh. 4. What were the responsibilities of the pharaoh? 5. What is best known about the famous pharaoh, Khufu? Can you name a specific monument built for him? 6.a Clearly explain the structure of society in the Old Kingdom. (Note: This should be a long answer.) 6.b. What may be some advantages and disadvantages of such a large segment of the population being farmers, servants, and slaves? 6.c. What did farmers do during flood season? 7. Clearly explain trading in ancient Egypt (what was traded and who they traded with). 8. Define the word //**acquire**//. Use //**acquire**// in an original sentence. 9. Using the drawing of Egyptian society on page 94, explain where Viziers would be placed? 1A) I think I would feel good about the pharaoh because in the paragraph, it sounded as I really believed that the pharaoh was my king that I depended on. I would feel that I was spending my time wisely, helping the pharaoh. But I don't believe that because the pharaoh is just a leader. 2A) The Third Dynasty was the beginning of what historians called the Old Kingdom. It started at 2700 B.C. to 2200 B.C., about 500 years. 3A) The Egyptians thought that their country was sent by the gods and their pharaoh was sent to rule them. 4A) The responsibilities of the pharaoh was EVERYTHING. The pharaoh had control over everything but the pharaoh also had to take responsibility for every bad thing that happened. 5A) The famous pharaoh Khufu was best known for the monuments that was built to him. One specific monument is the Great Pyramid of Khufu. Later, it was called the Great Pyramid of Cheops. 6aA) The Egyptians thought that a good society would keep their kingdom strong. So they divided their statuses into rich to poor. They very top of Egypt's society is the pharaoh. After him, it is upper class, which included priests and key government officials. Then, it was middle class, which included government officials, scribes, and a few rich craftspeople. 6bA) An advantage would be that the work would be done fast because there are a lot of people. A disadvantage is that maybe it would be hard to control the lower class people if they rebel. 6cA) Farmers had to stop farming and work on building the pharaoh's building projects.7A) The Egyptians traded with neighbors. Some traded south along the Nile to Nubia to get gold, copper, ivory, slaves and stones for building. Also, they traded with Syria which was wood for building and for fire. 8A) Acquire means to get. I acquired a new swimming pool last night!! 9A) The Viziers would be placed between the second grouping and the first grouping because it is above nobles and below pharaoh because a Vizier is a assistant of the pharaoh.

=__Assignment 1__=


 * Source: Carefully read your online textbook pages 88 and 89.** **(Note: Make sure you scroll down on page 89 to see more information.)**

(Note: //Mark// means use a marker, //label// means use a text label, //represent// means draw a symbol to show the item.)
 * Your task is to label a map of the Nile River and ancient Egypt on your current Scribble Map. You must mark, label, or represent famous sites, cities, and other objects. //Label everything carefully//.**

1. Represent and label the Nile’s Sixth Cataract to the First Cataract. **(Use the textbook to help you with this part.)** 2. Label the Red Sea. 3. Represent three mines and three quarries. Provide an image and a description for each mine and quarry 4. Represent and label these historic sites: the Valley of the Kings, the Great Pyramid, the Sphinx, Abu Simbel, the Pharos (lighthouse in the port of Alexandria), and the oasis of Faiyum-Include dates, palm trees, and crocodiles. Provide an image and a description for each historic site 5. Mark these cities: Abydos, Thebes, Hermopolis, Akhetaten, Memphis, Bubastis. Alexandria, Meroe, Khartoum, and Elephantine 6. Label these geographical features: the Western Desert, the Eastern Desert, the Nile Delta, the Sinai Peninsula, the Wadi el-Natrun, the Mediterranean Sea, the Gulf of Suez, the Nubian Desert. Provide an image and a description for each geographical feature. 7. Label Lower Egypt and Upper Egypt.

__Assignment 13__ Now that we are finished with the Mesopotamia unit, I would like you to reflect on what you have learned about Mesopotamia. Please complete these sentences **clearly and with specific details**. Write the answers on your wiki page. If you need reminders of what we did, just scroll through the assignments on this page or look through your notes.

1. The single most important thing I learned was...

2. Something that confused me or that I didn't understand was...

3. What surprised me the most was...

4. I would like to know more about...

5. The part that I think I will always remember was...

1A. The single most important thing I learned in my opinion is Hammurabi's code. The reason I think Hammurabi's code is most important is because I think it is very important that Hammurabi's code was read and is still applied to today's laws. Also, I think it is important because we can have a idea of how cruel Hammurabi was, because the laws were almost all very cruel, though probably advised by nobles. 2A. Something that confused me or that I didn't understand was the characteristics of civilizations. I didn't really get the difference of the two characteristics, specialization of labor and different social levels. Those two are kind of similar. 3A. Something that surprised me the most was how cruel the emperors were, like Sargon, Hammurabi... etc. Now, people are not that cruel. But back then, every answer to a problem seemed to be being cruel. 4A.I would like to know more about what Neolithic people did to solve their problems. It was really intelligent for people who we thought were kind of dumb and had no knowledge. I always wondered after we learned that, how did they do that without learning any math, science, social studies? 5A. The part that I think I will always remember is the part when we played the trading game. It was really fun, and I think it was really close to how people really traded long time ago. It was really tense because we all wanted to get a monopoly.

= = = = = = =**__Assignment 12__**= =Characteristics of Civilization= =Empire Name: Assyrians=
 * Source: Read pages 76 and 77 in your online textbook**
 * Directions:** Carefully read pages 76-77 and choose one of the empires below. Research the empire you have chosen (two links are provided for each already) and complete **The Characteristics of Civilization Chart** for the empire you chose. Write **clear and detailed** answers in the chart, on your wiki page, then **answer the question** below the chart. You will also have to indicate on your Scribble Map where the civilization you chose came from.

|| They had temples for ancient gods like Ashur and Marduk. || Was it difficult to find evidence for the empire you picked? Why or why not? It was not difficult to find evidence for the empire I picked, which is the Assyrian Empire, because all the information that I needed was on the site provided by Mr. Tabbara and the textbook.
 * ==Six Characteristics of Civilization== || ==Evidence for Characteristic== || ==Explanation== ||
 * Government || They had a system of government that controlled some actions of the members of the society. || They had leaders like Shamsi-Adad. They also had armies to expand the empire and to spread the army. They stole ,cloth, gold, artwork, and slaves. The people gave it in order to be not attacked but when they refused, they took it anyway. They had spearman on horses ||
 * Food Supply || They had a regular food supply that is not likely to suddenly change. || They were well-known traders and traded things like donkeys. They farmed in the Fertile Cresent. The army took over land for farming and other stuff. ||
 * Specialization of Labor || Specialization of labor, in which members of the society perform different jobs. || They had soldiers, traders, kings, farmers... etc. ||
 * Different Social Levels || DIfferent social levels, in which some members of the society are given higher status than others. || There were kings, nobles, miners, farmers, and slaves... etc. ||
 * A Highly Developed Culture || A highly developed culture including art, architecture, music, literature, science, and writing. || They made sculptures with bull with wings with human heads which is art. ||
 * A Religious System || A religious system, which might include priests and temples.

=Assyrians= []

[]

=Hittites= [|http://www.wsu.edu:8080/~dee/MESO/HITTITES.HTM]

[]

=Chaldeans= []

[|http://www.wsu.edu:8080/~dee/MESO/CHALDEAN.HTM]

=__Assignment 11__= Go to this [|site] and read about the different Mesopotamian gods, goddesses, demons, and monsters. Choose one of these that you would like to be and explain why you would like to be that god, goddess, demon, or monster. Then choose one that you would not want to be and explain why. Make sure your explanations are middle school quality explanations.

I want to be Ugallu. He is a demon who protects humans from evil demons or illnesses. He looks like a human with a lion head and bird feet. I want to be him because he protects humans and is nice. I wouldn't want to have an illness or to be harmed by evil demons. If I were a person living at that time, then I would thank Ugallu a lot! I wouldn't want to be Ellil (Enlil). He is one of the most important gods, but he is TOO powerful. Nobody can look at him. I would want to have other friend gods, but if nobody can look at you, it would be hard to find friends.

__Assignment 10__ **Source: Read pages 74 and 75 in your online textbook**
 * Directions:** Read the questions/directions carefully and write **clear and detailed** answers on your wiki page.

1. Read the "If you were there..." section on page 74. How will you advise the King? 2. What happened to Ur by 2000 BCE? 3. Where was Babylon located? 4. Who became the king of Babylon? When did he become king? 5. What is a monarch? 6. After conquering all of Mesopotamia, what did Hammurabi call his empire? 7. Hammurabi was a great warrior and leader. What other skills did he have? 8. What is Hammurabi's Code? What areas of daily life did the code cover? 9. Give two reasons why Hammurabi's Code was important. 10. What eventually happened to the Babylonian Empire? How is this similar to what happened to the Akkadian Empire? 11. Read the different laws in the [|Code of Hammurabi on this site] and choose **three** that you think are interesting. __**Copy**__ the three laws and their **numbers** onto your page. Then for **each** law, explain why you think it's interesting. You can write about if you disagree or agree with the law or if you think the law is a good law or a cruel law.

1A. I would want to advise the King to treat everyone equally because we are all humans and equal. But in real life, I would tell the King to treat nobles a bit better. I would feel a little bit guilty but I would be a little relieved because I am a noble and would get special treatment if I did something wrong. I would be safe from punishment. 2A. Ur laid in ruins. 3A. It was located on the Euphrates River near what is today Baghdad, Iraq. 4A. At 1792 B.C.E., Babylon's king became Hammurabi. 5A. A monarch is a ruler of a kingdom or empire. 6A. Hammurabi called his empire the Babylonian Empire after his capital. 7A. He oversaw many building and irrigation projects and improved Babylon's tax collection system to help pay for them. He brought much prosperity through increased trade. He is most famous for his code of laws. 8A. Hammurabi's Code was a set of 282 laws that dealt with almost every part of daily life. Some areas of daily life the code covered was trade, loans, theft, marriage, injury, and murder. One crazy law was that when you told you're master, "You're not my master!", then the master could cut the slave's ear off. Another one is that when a person accuses another person of murder without any proof, the accusing person is put to death. Another law is if a women doesn't take care of her house and her family properly, she would get thrown into the water. (It probably means that she's going to drown) 9A. One reason why Hammurabi's Code was important was because when people did something wrong, other people can see it and everyone could see it and say don't do it because if was written down. Another reason was because it was so detailed. 10A. The Babylonian Empire eventually fell down and crumbled when Hammurabi died. It is a lot like the Akkadian Empire because when the leaders died, the empires died with them. 13A. I think all the rules are interesting because it is CRAZY. I know that it is wrong for a child to be mean to his or her parents, but the laws are really cruel. I DISAGREE entirely because, as I said, they are cruel and crazy. I am SURE that it is a CRUEL law. An example that I think would be a good solution is to have just a bit of punishment, not to have his hand hewn off. They could go to jail or be spanked.

Three laws from Hammurabi's Code...

192. If a son of a paramour or a prostitute say to his adoptive father or mother: "You are not my father, or my mother," his tongue shall be cut off. 193. If the son of a paramour or a prostitute desire his father's house, and desert his adoptive father and adoptive mother, and goes to his father's house, then shall his eye be put out. 195. If a son strike his father, his hands shall be hewn off.

=__Assignment 9__=

After playing the Trader's game, answer the following questions in complete sentences on your page. You can copy and paste these questions into your page. Then go to the **discussion tabs** of at least three other classmates and make **good quality middle school comments** about your classmates answers to the questions about the Trader's game. You can make comments to your classmates about if you agree or disagree with their point of viewor comments about how good their answers and ideas are. __Trader's Circuit questions__ 1. What part of the game did you like the best? Why? 2. During the game, how did you feel and why did you feel that way? 3. What part of the game was difficult for you? 4. In your opinion, what advantage is there to having a monopoly of an entire product/resource such as dates or jewelry? 5. What part of the game would you change if you played it again? Why? 1A. The best part of the game was when I got a monopoly and I thought I won the game. It was the best because everyone likes to win! 2A. During the game, I felt anxious because if I didn't trade fast, then other people would trade things I want first and get a monopoly before me. 3A. The most difficult part of the game was when someone had something I needed to make a monopoly but they didn't trade it with me or I didn't have what they needed. 4A. The advantages of having a monopoly of an entire product/resource such as dates of jewelry is that you can charge as much as you want for that product because you are the only one that have it. 5A. I would have more products and more numbers of products to have a monopoly because that is closer to the real thing, a real market. 6A. It was better to cooperate with other people than be selfish and try to get all the products/resources for myself because if you cooperate, it is easier to get things from them. If you don't cooperate, the next time you trade with them and they have something good that you want, they may not trade it with you because you were selfish the last time. **
 * 6 . In this game, was it better to cooperate with another player or to be selfish and try to get all the products/resources for yourself? Why?

=__Assignment 8__= Use your online textbook pages 63 & 64 to answer these questions clearly and with details on your wiki page. Make sure to look through the **whole page** in your textbook and the links for the vocabulary when answering some of the questions.


 * 1) Where did the Akkadians live?
 * 2) What was their relationship with the Sumerians like before the 2300s B.C.E.?
 * 3) Who was Sargon and what did he do?
 * 4) What did Sargon establish?
 * 5) Define 'empire'.
 * 6) Explain two examples why Sargon is considered a great leader.
 * 7) How long did Sargon rule his empire?
 * 8) What eventually happened to the Akkadian Empire?
 * 9) Who eventually became the most powerful civilization in Mesopotamia again?
 * 10) Using the picture of the City-State of Ur, what can you see in the picture that shows Ur was an advanced city?

1A. The Akkadians lived just north of Sumer, but they were not Sumerians. 2A. The Sumerians and the Akkadians lived in peace until 2300s B.C.E. 3A. Sargon is the King of Akkad, a land north of Sumer. He built the world’s first empire after defeating Sumer and northern Mesopotamia. 4A. Sargon established the world's first empire. 5A. The word 'empire' means a land with different territories and people under a single rule. 6A. Sargon ate with his soldiers and made them feel close to the emperor. He built the world first permanent army. 7A. Sargon ruled his empire for more than 50 years. 8A. Later rulers could not keep the empire safe, but Sumer because strong again when Ur built strength. 9A. Sumer became the most powerful civilization in Mesopotamia again. 10A. I think some things like temples, harbors, canals, farms, protecting walls, houses, and shops can prove that Ur is an advanced city.

__**Assignment 7**__ Using **The Six Characteristics of a Civilization** (see below)**,** answer the following questions **clearly** and with **details** on your wiki page. = = 1. Is Korea/ the U.S. a civilization according to the six characteristics explained in class? Provide one example from Korea/the U.S. for each characteristic. 2. Does a civilization, in your opinion, need to have all of the characteristics mentioned? Why or why not?

1A. Korea is a civilization because... They have a system of government that directs and controls some actions of the members of the society. (Ex. The President of Korea, Lee Myung Bak) They have a regular food supply that is not likely to suddenly change. (Ex. The supermarket, like E-Mart) They have specialization with labor, in which members of the society perform different jobs. (Ex. Some people are farmers and some people are factory workers.) They have different social levels, in which some members of the society are given higher status than others. (Ex. Some people are presidents and some people are normal company workers.) They have a highly developed culture including art, architecture, music, literature, science, and writing. (Ex. Art- Famous artists like Van Gogh, Architecture- Big dams like Hoover dam, Music- Popular singer groups like Girls' Generation, Literature- Interesting books like Twilight, Science- New technology like space shuttle, Writing- (Ex. Korea's language, Korean) They have a religious system, which might include priests and temples. (Ex. The people go to temples and churches to pray where there are priests) 2A. Yes and no, because for example, you don't need religion, but you need a regular food supply.

1. A system of government that directs and controls some actions of the members of the society. 2. A regular food supply that is not likely to suddenly change. 3. Specialization of labor, in which members of the society perform different jobs. 4. Different social levels, in which some members of the society are given higher status than others. 5. A highly developed culture including art, architecture, music, literature, science, and writing. 6. A religious system, which might include priests and temples.
 * The Six Characteristics of a Civilization:**

=__Assignment 6__= Please summarize the section you are responsible for. You will present your section with your partner. =** Here is the PDF of all the sections: [|SumerianAchievementsSections.pdf] **= Click here for sailboat paragraph:

=**__Assignment 5__**= Using your sheet from class about Sumerian achievements, which achievements would go under each of these categories? (For example, devotional statues would be under the religion category.)
 * Government: City State/King, Organized Armies, Written Laws
 * Culture: Arch, Cuneiform Writing, Games, Music, Devotional Statues, Sailboat, Medicine
 * Religion: Devotional Statues, Ziggurat, Music
 * Jobs: Irrigation, Mathematics, Medicine, Metalworking, Plow, Sailboat, Wheel

=**__Assignment 4__**= Go to this site ([|Sumerian Inventions]) and look at the //**Early Inventions**// section. Choose __**three**__ Sumerian inventions that you think are important for us today. In your own words, explain clearly and with details why these __**three**__ Sumerian inventions are important for us __**today**__.

Sailboats: Sumerian people made sailboats. They started making sailboats and nowdays, they got upgraded into motor boats which most people ride. Language: Sumerian made written language. It is very important because if they didn't start the written language, we will never have Korean or English or any other language. Wheels: The Sumerians made the wheels. It is very important today because our cars needs some wheels to go forward.

=**__Assignment 3__**= Answer the following questions and define the vocabulary (if any) __clearly__ and with __details__ on your wiki page.** **Use the handouts from class called** **//Event C://** //**Building and Maintaining a Complex Irrigation System**// **&** //**Event D: Attacks by Neighboring Communities**// **to help you answer the questions.**
 * Are you smarter than a Neolithic person?

1. What was the first simple method farmers used to get water to their fields from the Tigris and Euphrates Rivers? 2. How did farmers prevent flooding? 3. Over time, carrying buckets of water to the fields was too difficult. Please __**clearly**__ explain how levees, canals, dams, and reservoirs were used to make life easier for farmers? 4. Which word means an extra supply of something such as food? 5. What could happen if one canal was clogged? 6. How did different villages take care of the complex irrigation system?
 * Event C: Building and Maintaining a Complex Irrigation System**

1A. They used buckets to carry water from the Tigris and Euphrates Rivers. 2A. They prevented flooding by building levees, natural earth walls, to prevent flooding. 3A. Levees blocked floods. Canals are manmade waterways. Dams were barriers. Reservoirs were water collection pools. They controlled water without having to look at them all the time. 4A. It is called a surplus. 5A. Then all the other canals may be clogged too. The reason for this is because the canals are all connected. 6A. They helped other villages to make the entire irrigation system work.

1. How did Mesopotamian villages help each other? 2. How were people, who lived very far apart, connected to each other? 3. What did many villages grow into? 4. What do we call the region in Mesopotamia that had many growing cities and towns? What are the people called that come from this region? 5. How could one city stop the water from reaching another city? 6. Why was it easy to attack other cities on the Mesopotamian plains? = 7. What defense plan is best to protect a city? =
 * Event D: Attacks by Neighboring Communities**

1A. They worked together to maintain their irrigation system and cooperated. 2A. They were connected by irrigation canals. 3A. They grew into towns and cities. 4A. It was called Sumer and the people there were called Sumerians. 5A. They could stop the water by blocking the canals on purpose or build more canals. 6A. It was easy because they didn't have obstacles like mountain ranges and rushing rivers to stop the enemies from attacking. 7A. Building a wall around the city is the best plan for protecting your city.

=__Assignment 2__= Answer the following questions and define the vocabulary (if any) __clearly__ and with __details__ on your wiki page.** **Use the handouts from class called** **//Event B: Uncontrolled Water Supply//** **to help you answer the questions.**
 * Are you smarter than a Neolithic person?

1. What two major problems did farmers have as they tried to grow their crops on the Mesopotamian river plains? 2. How did they solve these problems? 3. Where did the melted snow that caused flooding come from?
 * Event B: Uncontrolled Water Supply**

1A. The two major problems that farmers had were lack of water and floods. 2A. They solved the problem by digging ditches (canals) on the ground and letting the water flow there when there was no water and blocking the ditch with stone walls when there were floods. 3A. The melted snow came from the came from the mountains.

=**__Assignment 1__**=

=** Are you smarter than a Neolithic person? **=

Answer the following questions and define the vocabulary clearly and with details on your wiki page. **Use the handout from class called //Event A: Food Shortage to//help you answer the questions.** 1. What helped the human population to grow in Mesopotamia? 2. What does cultivate mean? 3. By 5000 B.C.E. what major problem did the farmers in the Zagros hills have? 4. Using the choices in the critical thinking section of your handout, what is the best way to deal with the food shortage?
 * Food Shortage**

1A. The increased food supply, sturdier shelters, and improved technology caused population to grow. 2A. Cultivate means that it grew. 3A. They didn't have enough land to grow food for all the people. 4A. Increase the number of times each year that farmers plant their crops.

=**__Assignment 9__**= Now that we are finished with the Early Humans unit, I would like you to reflect on what you have learned about Early Humans. Please complete these sentences clearly and with specific details. Write the answers on your wiki page.

1. The single most important thing I learned was the different between the Neolithic era and the Paleolithic era..

2. Something that confused me or that I didn't understand was the millennium, century, decade, CE, and BCE.

3. What surprised me the most was most major events in human history happened within the last 10,000 years.

4. I would like to know more about other places' Origin Stories, like Greece and things.

5. The part that I think I will always remember was when we studied the Origin Stories and performed them in a play.

=**__Assignment 8__**= Use these two videos about Catal Huyuk to answer these questions __**clearly**__ and __**completely**__ on your wiki page. 1. What are three things about daily life in Catal Huyuk that surprised you? Why did they surprise you? 2. What are three things about daily life in Catal Huyuk you knew already from class? 3. Jookie is a 12 year old living in Catal Huyuk. Explain three ways her life is different than yours. (Note: Simply saying you have cell phones and she doesn't is an unacceptable answer.)
 * Catal Huyuk video 1
 * <span class="wiki_link_new">Catal Huyuk video 2

1A. The three things about daily life in Catal Huyuk that surprised me was... ONE. They didn't talk about things when they disagreed but they fought and I was surprised because I thought they were modern enough to not fight physically. TWO. They had ways of surgery and I was surprised because I thought that was too long ago to even have thought of curing. THREE. Running away was unheard of and I was surprised because I thought a lot of people got mad (look at ONE) and they had already thought of running away. 2A The three things about daily life in Catal Huyuk that I knew already from class was... ONE. They started to make more things. TWO. Their population grew bigger. THREE. Their shelters became better. 3A. Three ways Jookie's life is different from mine... ONE. She married at 12 years old. TWO. She couldn't choose who she married. THREE. She married according to who had a better animal to give her.

=__Assignment 7__=

Answer these questions **clearly** and **completely** on your wiki page.

1. What was the main difference between life in the Paleolithic period and life in the Neolithic period? 2. How did people's lives change as they began to domesticate plants and animals during the Neolithic period? 3. What are some advantages and disadvantages of the changes in daily life that occurred as a result of the development of agriculture?

1A. The people in the Paleolithic period hunted and gathered but the people in the Neolithic period farmed. 2A. People's lives began to change by having more things to eat and getting more things to do like making pottery and jewelry. 3A. The advantage is that they could stay in one place and don't have to go all around the place. Another advantage is that they have food in the winter. The disadvantage is that maybe they can't hunt and gather well when they run out of food because they don't have practice.

=__Assignment 6__=

Use your online textbook (p. 40 & p. 41) to answer these questions clearly and completely. Please put your answers on your wiki page.
1. Read the paragraph in the //Beginnings of Agriculture// section on p.40 and answer the question (How could this discovery change your life?).

Read //The First Farmers// and //Plants// section on p.41 and answer these questions: 2. What is another name for the New Stone Age? 3. What kinds of tools did people make during this time? What do you think they used these tools for? 4. In the textbook it says that people during the Neolithic period could now __**make**__ fire. Which hominid would this be? 5. When we changed from gathering food to growing food, historians called it the Neolithic Revolution. Why do you think it's called a revolution? 6. What is the definition for the word 'domestication'? 7. Using the map on p.41, which animals were domesticated in Asia? 8. Using the map on p.41, where was corn first domesticated? 9. If you were a farmer, how would your life be different than a hunter and gatherer. Give three ways your life would be different. 1A. It can change your life because if you hunt, you have to be nomads because you have to move all around the place to find a place with a lot of animals but if you can have a garden, you can always get stuff and you don't have to leave. 2A. The Neolithic Era 3A. They used stone for tools. They used it for spears and stuff. 4A. Homo sapiens 5A. Because it is a great change. 6A. The process of changing animals and plants to be more useful for humans. 7A. Horses was domesticated in Asia 8A. In North America 9A. You could stay in one place. You don't have to learn all the good places to gather and stuff. You can just go to the front of the house and get food.

=__Assignment 5__=

Hominid Comic Directions

Using your notes and our textbook, choose a hominid (except Homo Sapiens) and draw a comic that shows information about the hominid.

Step 1: Use an A4 sheet to draw or use Comic Life (you must use original pictures, not pictures from the Internet) Step 2: Your comic should show the following information about the hominid: Step 3: Color the comic with at least five different colors. Step 4: Make sure your comic has a title __Grading__ = You will be graded on neatness, accuracy of information, and creativity.
 * A picture of the hominid
 * Language
 * Time Period and Location
 * Tools
 * Food
 * Other information

=__Assignment 4__= Please read pages 29 & 30 from your online textbook and answer these questions __**clearly** and in **complete sentences** on your wiki page__.

1. On which continent were Lucy and other hominids found? 2. What is the scientific name of Lucy? 3. How long ago did Lucy live? 4. What was an important step in human development? 5. Describe and explain how these hominids are different from each other. Use the charts about the hominids on page 30 to help you with the answer. Make sure your answer is **clear and detailed.**
 * Australopithecus
 * Homo habilis
 * Homo erectus
 * Homo sapiens

=** 6. Which hominid is us now? 1A. Lucy and other hominids were found in Africa. 2A. Lucy's scientific name was australopithecus. 3A. Lucy lived more than 3 million years ago. 4A. The hominids could walk with two feet. 5A. The hominids are different from each other because they lived in different times and had something changed of their body. For example, the australopithecus's brain was 1/3 of the normal human's body. 6A. We are homo sapiens now.

**

__Assignment 3__ = Please answer the following questions on your wiki page. 1. What is your role in the 'Creation of a Puppet Show' project? 2. How will you make sure you perform your role well during this project? 3. How will you deal with problems (if they happen) in your group?

1A. My role in the 'Creation of a Puppet Show' project is the director. 2A. I will make sure I perform my role well by leading my assigned steps. For example, I would make sure that all of us understand the origin story and lead them. 3A. I think that if it is a conflict about who does what, they should do 'Rock, Paper, Scissors' or maybe the group can vote whether one person is fit for a job or another person is.

=__Assignment 2__= Just like the questions you were asked in class, please create five questions about the timeline we used in class.

= Click here -> [|Timeline of Human History.pdf] to see a copy of the timeline. Write your questions **and the answers** on your wiki page. = = Q1. What is the same thing as AD, BC or CE? Q2. How many years are there between 502 BC and 222 AD? Q3. What came first, the Last Ice Age or castles built in Europe? Q4. What century is today? Q5. Millennium is a million years, true or false? = = A1. AD and CE are the same thing. A2. There are 724 years. A3. The Last Ice Age came first. A4. It is the 21st century. A5. False, a millennium is a thousand years.

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

A1. I was born in a CE year. A2. (AD is the same thing as CE, BC is the same thing as BCE) 3100 BC, 15 BCE, AD 3, AD 476, CE 1215, AD 2000. A3. C. means about, so the event happened about AD 1000.