History of the World 1 by Les Éditions CEC

Full version

HISTORY of the

World

available in april 2021

Pierre-Luc Brisson Julie Charette Maryse Coziol-Lavoie Sabrina N. Fortier

Secondary 1 CONTENT WORKBOOK

EXCERPT INCLUDES Maps and IO booklet that explains the intellectual operations

CONFORMS TO THE PROGRESSION OF LEARNING

TABLE OF CONTENTS

TABLE OF

CONTENTS

Note: The excerpt contains all of the highlighted sections.

GETTING READY WHAT IS HISTORY?............................................................................. 2 Sources........................................................................................... 2 Aspects of a society.................................................................... 3

PART 1 How did writing contribute to the development of the Mesopotamian civilization?................................... 52 PART 2 Why was writing important for the social and political structure of Mesopotamia?................................. 58

MEASURING TIME............................................................................... 4 Time references........................................................................... 4 Centuries........................................................................................ 5 Chronology.................................................................................... 5 Roman numerals......................................................................... 5 Historical periods......................................................................... 6

PART 3 What role did writing play in Mesopotamian culture?................................................... 64

ACTIVITIES.............................................................................................. 8

TODAY Writing: what are the advantages?................................... 76 Why do we use an alphabet?............................................. 77

CHAPTER 1

SEDENTARY SOCIETIES The first sedentary societies: how were they structured?.................................................. 10 WHERE AND WHEN?......................................................................... 12 PART 1 How did humans become sedentary?.................................... 16 PART 2 How were sedentary societies structured?........................... 28

LOOKING BEYOND Nile Valley...................................................... 70 LOOKING BEYOND Indus Valley................................................... 72 LOOKING BEYOND China................................................................ 74

CHAPTER SYNTHESIS Chapter overview........................................................................ 78 Review diagram........................................................................... 78 Synthesis activities and IO....................................................... 80 Long-answer question............................................................... 82 CHAPTER 3

THE BIRTH OF DEMOCRACY

TODAY Is social structure necessary?.............................................. 37 What is the division of labour today?............................. 38

Democracy in Athens: how did citizens participate in politics?.......................................................... 84

CHAPTER SYNTHESIS Chapter overview........................................................................ 40 Review diagram........................................................................... 40 Synthesis activities and IO....................................................... 42 Long-answer question............................................................... 44

PART 1 How did Athens become a powerful city-state?............. 90

CHAPTER 2

PART 4 What defined Greek culture in Antiquity?.......................... 108

THE FIRST CIVILIZATIONS Writing: why is it linked to the birth and development of the Mesopotamian civilization?................................... 46 WHERE AND WHEN?......................................................................... 48

WHERE AND WHEN?...................................................................... 86

PART 2 What was political life like in Athens?................................. 94 PART 3 What were the social groups of ancient Athens?........... 102

LOOKING BEYOND Sparta............................................................ 114 LOOKING BEYOND Persian Empire.......................................... 116

THE COLLECTION............................................................................... VI

TABLE OF CONTENTS

TODAY How does democracy work?........................................... 118 How do citizens participate in power?....................... 119

PART 3 What was the influence of the Christian Church on medieval culture in the West?.................................. 186

CHAPTER SYNTHESIS Chapter overview..................................................................... 120 Review diagram........................................................................ 120 Synthesis activities and IO.................................................... 122 Long-answer question............................................................ 124

TODAY How does religion influence society today?............. 196 What are the characteristics and values of societies today?........................................................ 197

CHAPTER 4

ROMANIZATION The Roman Empire: what was its influence in Antiquity?.............................................................................. 126 WHERE AND WHEN?...................................................................... 128 PART 1 How did the city-state of Rome become a vast empire?......................................................................... 132 PART 2 How was the Roman Empire governed?............................ 136 PART 3 How did the Roman Empire influence the peoples of conquered territories?................................................... 144 PART 4 What caused the fall of the Western Roman Empire?................................................... 152 LOOKING BEYOND China............................................................. 156 LOOKING BEYOND India............................................................... 158

LOOKING BEYOND Islamization of the East.......................... 193

CHAPTER SYNTHESIS Chapter overview..................................................................... 198 Review diagram........................................................................ 198 Synthesis activities and IO.................................................... 200 Long-answer question............................................................ 202 CHAPTER 6

GROWTH OF CITIES AND TRADE Growth of cities and trade: how did it occur in the medieval cities of Europe?.................................. 204 WHERE AND WHEN?...................................................................... 206 PART 1 How did cities develop in the Middle Ages?.................... 210 PART 2 What was the role of the bourgeoisie in medieval society?............................................................. 216 PART 3 How did large-scale commerce develop in the Middle Ages?.............................................................. 222

TODAY Do powerful empires exist today?.................................. 159 What does citizenship mean today?............................ 161

LOOKING BEYOND Baghdad....................................................... 228

CHAPTER SYNTHESIS Chapter overview..................................................................... 162 Review diagram........................................................................ 162 Synthesis activities and IO.................................................... 164 Long-answer question............................................................ 166

TODAY How does commerce influence our society today?......................................................... 233 Where do the products we consume come from?...................................................................... 234 How is public administration organized?.................. 234 How do groups defend people’s interests today?.............................................................. 235

CHAPTER 5

CHRISTIANIZATION OF THE WEST The Christian Church: how did it influence the development of the West in the Middle Ages?...... 168 WHERE AND WHEN?...................................................................... 170 PART 1 How did Christianity develop in the West?....................... 174 PART 2 What was the structure of medieval society?................... 180

LOOKING BEYOND Constantinople.......................................... 230 LOOKING BEYOND Timbuktu..................................................... 232

CHAPTER SYNTHESIS Chapter overview..................................................................... 236 Review diagram........................................................................ 236 Synthesis activities and IO.................................................... 238 Long-answer question............................................................ 240 GLOSSARY.......................................................................................... 242 MAP INDEX........................................................................................ 245 SOURCES............................................................................................ 246 CONCEPTS.......................................... inside front and back covers

THE COLLECTION

THE

COLLECTION

Part of the Secondary Cycle One curriculum, the History of the World collection includes a workbook divided into six chapters and a Getting Ready section, as well as a Maps and IO reference booklet. The content has been developed to inspire your interest in history. It is presented in an engaging and dynamic way, with many visuals, while respecting the Progression of Learning knowledge requirements and development of the history program competencies.

Chapter opening Corresponds to step 1 of the historical method: formulate questions.

CHAPTER CONTENTS

Presents the social phenomena under study. IMAGES OF SOCIAL PHENOMENA, PAST AND PRESENT

OPENING QUESTION AND INTRODUCTION

CHAPTER UNDER STUDY CONCEPTS AND THEIR ICONS

Where and when? Provides context for the phenomena under study, followed by activities.

LARGE MAP

ILLUSTRATED TIME LINE

LARGE-FORMAT PICTURES

Chapter parts Correspond to step 2 of the historical method: gather and process information.

Presents dynamic content with many supporting photos and maps, as well as varied activities that call on intellectual operations (IO).

ILLUSTRATED CONCEPTS AND DIAGRAMS

TABLES AND REVIEW SECTIONS

EVALUATION GRIDS

THE COLLECTION

VII

Looking beyond Makes comparisons between the society under study and another society during the same time period.

Today Covers aspects of society today and asks you to consider what has changed or remained the same over time. ACTIVITIES

Chapter synthesis in four parts Parts 3 and 4 correspond to steps 3 and 4 of the historical method: organize the information and formulate answers. 1

3 SYNTHESIS ACTIVITIES AND IO

DOCUMENT FILE

OVERVIEW OF THE CHAPTER 2

REVIEW DIAGRAM

LONG-ANSWER QUESTION 4

GUIDED OUTLINE

KNOWLEDGE GROUPED according to ASPECTS OF SOCIETY EVALUATION GRID

MAPS AND IO REFERENCE BOOKLET The Maps and IO reference booklet contains: • thematic fact sheets, covering themes from each chapter, with many accompanying visuals; • current political maps of the world; • an introduction to intellectual operations, each accompanied by an example and practice exercises for students; and • a tool kit with an overview of the historical method, a model for “How to answer a long-answer question,” and explanations of the techniques used to study history.

GETTING READY

NAME

GROUP

GETTING READY What is history? Did you know that the word history comes from the Greek word historia, which means “inquiry”? Much like detectives using clues, historians reconstruct past events using evidence that is found. This evidence is called “sources.” To study history, we use both primary and secondary sources.

Sources are evidence of the past, such as historical documents or remains. They give us clues about what happened, how it happened, and why. Here are some examples.

• Primary source = A document created at the time of the historical event. • Secondary source = A document that analyzes a primary source.

Written sources

Material sources

Oral sources

Legal codes, books, newspapers, letters…

Tools, artifacts, monuments, works of art…

Testimonials, stories, sound and video recordings…

FRONT PAGE OF A NEWSPAPER FROM 1912

Reconstructions Reconstructions are not sources. Rather, they tend to be created from varied sources. They reproduce or represent an event, a period, or a historical phenomenon.

RECONSTRUCTION OF A PREHISTORIC VILLAGE

ROMAN BRIDGE BUILT IN THE 1ST CENTURY

MUSEUM VISITOR LISTENING TO AN ORIGINAL, HISTORICAL RECORDING

Artifacts: Objects made or transformed by humans, often discovered during archaeological excavations. Remains: Physical evidence of a past society.

Sources

NAME

GROUP

GETTING READY

Aspects of a society

To study a society or compare different societies, you can examine characteristics based on different aspects: social, political, economic, cultural, territorial, and scientific.

A.S.P.E.C.T.S. S ocial P olitical E conomic C ultural T erritorial S cientific

Social

Political

Economic

This aspect describes social groups, relationships between people, living conditions, societal roles, and migration. Examples:

This aspect describes political systems, who holds power and how they exercise it, and relations between societies (alliances and conflicts). Examples:

This aspect describes the extraction and processing of raw materials and all sectors of economic activity, including services. Examples:

• population • Health • groups • education • Hierarchies • Way of life

• Monarchy • War • Justice • State

• Currency • Commerce • Trade

Cultural

Territorial

Scientific

This aspect describes religion, customs, values, and all means of communication and expression. Examples:

This aspect describes the territory inhabited by a society and its development by humans, as well as its geographic characteristics, including climate and place names. Examples:

This aspect describes the intellectual and practical innovations and advances that enable a society to deepen its scientific knowledge. Examples:

• Language • Leisure activities

• Writing • All art forms

• Borders • Countries • Natural resources • Bodies of water

• Democracy • Government • Laws

• Cities and rural areas • Infrastructure

• Tools • inventions

• Labour • production

• Technology • Discoveries

GETTING READY

NAME

GROUP

Measuring time Time is an important concept in history. It allows us to situate events in relation to each other, to know their duration, and to compare them. In order to do this, we need a few tools.

CE IS “COMMON ERA,” THE PERIOD THAT STARTED WITH THE BIRTH OF JESUS CHRIST (YEAR 1) AND CONTINUES TODAY. BCE IS “BEFORE THE COMMON ERA,” OR ANY TIME BEFORE YEAR 1.

Time lines • Events are situated in time using reference points, such as dates. For example, to situate the start of the Neolithic period, you could say: It started circa 10,000 BCE OR It started 12,000 years ago (or in -10,000). (10,000 + 2,000).

IF WE ARE UNABLE TO GIVE PRECISE DATES, WE USE “CIRCA,” MEANING “APPROXIMATELY.”

+ 2,000

10,000 10,000

-11,000

-10,000

Birth of Jesus Christ -2000

-1000

CUT

“-” SYMBOL

= a jump in time

= before year 1

Today 1000

2000

• The duration of an event is calculated differently depending on the eras in which it begins and ends.

YEAR 1 (START OF THE COMMON ERA)

-10,000

NEOLITHIC PERIOD

ANTIQUITY

-3500

When the entire event took place before the Common Era (BCE)

When the event started before the Common Era (BCE) and ended during the Common Era

Duration of the Neolithic period 10,000 – 3,500 = 6,500 years

MIDDLE AGES

476

1492

When the entire event took place during the Common Era Duration of the Middle Ages 1,492 – 476 = 1,016 years

Duration of Antiquity 3,500 + 476 = 3,976 years

• Precise vocabulary is used to designate periods of time.

A DECADE

A CENTURY

A MILLENNIUM

= 10 years

= 100 years

= 1,000 years

100

990

1,000

Start of Neolithic period

NAME

GROUP

GETTING READY

1 CENTURY = 100 YEARS

Centuries

Centuries are defined in relation to the birth of Jesus Christ, which marks the beginning of the “Common Era” (CE). The letters BCE mean: before the Common Era. The 1st century corresponds to the first hundred years following the birth of Jesus Christ, from year 1 to year 100. The 2nd century corresponds to the second hundred years, from year 101 to year 200. 2nd century BCE

-200

1st century BCE

-100

1st century

2nd century

100

200

BEGINNING OF THE COMMON ERA

Chronology

Chronology is the arrangement of historical events in the order they occurred, from oldest to most recent. Here is an example.

Event A occurred before event B. Event C occurred after event B.

250

380

Death of Jesus Christ.

Roman Empire bans Christianity.

Christianity becomes the official religion of the Roman Empire.

Roman numerals I = 1 V = 5 X = 10 L = 50

The numbers from 0 to 9 that are used today are called Arabic numbers. In the context of history, Roman numerals are sometimes used to indicate centuries and millennia, and to identify monarchs and popes. How do you read Roman numerals?

< =

you add them

E.g.,

When the number on the left is the number on the right…

you subtract

E.g.,

Sometimes within the same number…

you will both add and subtract

When the number on the right is or to the number on the left…

VI 5+1

IX 10 - 1

E.g.,

10 10

XIV

+ (5 - 1) + 4

C = 100 D = 500 M = 1,000

NUMERALS ARE NEVER REPEATED MORE THAN 3 TIMES! SO, 14 ≠ XIIII.

GETTING READY

NAME

GROUP

Periods

11:30 p.m.

Human history makes up only a fraction of the Earth’s history. The human epoch is divided into prehistory and history. Prehistory is divided into two periods: the Paleolithic period and the Neolithic period. History is divided into Antiquity, the Middle Ages, the Early Modern period, the Late Modern period, and the Contemporary period.

Evolution of the first humans

10:50 p.m. Dinosaurs appear

The beginning and ending of each period is marked by key events.

9:06 p.m. The first fish appear

THE TIME LINE BELOW SHOWS THE DURATION OF DIFFERENT PERIODS.

PREHISTORY

-2,500,000

Circa -2,500,000 Evolution of the first humans

NEOLITHIC -10,000

Circa -10,000 Start of sedentary societies and agriculture

ANTIQUITY -3500

Circa -3500 Formation of the first civilizations

PALEOLITHIC

NAME

GROUP

GETTING READY

History of the Earth, over 24 hours From the formation of the planet until today, Earth’s history spans billions of years. If you condense this history into 24 hours, you can see that a vast amount of time took place between some major events. Take a look!

0:00 Formation of the planet

3:30 a.m. First forms of life appear

AN INTERESTING FACT: THE FURTHER YOU ADVANCE IN TIME, THE MORE QUICKLY THE PERIODS FOLLOW EACH OTHER.

THE CONTEMPORARY PERIOD BEGINS IN 1945.

MIDDLE AGES 476

EARLY MODERN 1492

476 End of the Western Roman Empire

LATE MODERN 1789

1492

1789

Christopher Columbus arrives in the Americas

Start of the French Revolution

GETTING READY

NAME

GROUP

ANSWER THE FOLLOWING QUESTIONS USING PAGES 3 TO 7.

ACTIVITIES

1 For each statement, identify the main aspect of society it relates to. ASPECT a) During prehistory, humans invented tools like the sickle. b) In the Neolithic period, new trades appeared, such as the artisan trade. c) The first civilizations were created near large rivers. d) Mesopotamians in Antiquity believed in multiple gods. e) In the 6th century BCE, all citizens of Athens could vote on laws. f ) Epidemics killed many people in the Middle Ages.

2 Determine whether or not each row of dates is in chronological order.

YES a) 1161

1080

1030

b) 410

910

c) 800

1258

1492

d) -410

-910

-1453

e) -1492

1453

-1258

-800

3 Examine the time line. -700

-600

-500

-550

-400

-300

-200

-100

Destruction of Carthage by the Romans

200

300

400

500

600

700

117

711

Start of Hadrian’s reign

Muslim conquest of Spain

-146

Founding of the Persian Empire

100

800

a) Which events were BCE (Before the Common Era)? b) Which events were CE (during the Common Era)? c) Calculate the duration of the period between the founding of the Persian Empire and the destruction of Carthage. Calculation:

Duration:

d) Calculate the duration of the period between the destruction of Carthage and the start of Hadrian’s reign. Calculation:

Duration:

NAME

GROUP

GETTING READY

4 Identify the start and end dates for the following centuries. a) 5th century:

b) 12th century:

c) 3rd century BCE:

d) 16th century BCE:

5 Specify the century in which the following events occurred. E.g., Christopher Columbus arrives in the Americas in 1492: 1 5th c e n tu r y a) End of the Western Roman Empire in 476: b) French Revolution in 1789: c) Start of the Roman Empire in -27: d) Start of democracy in Athens in -507: 6 Connect the Roman numerals to the equivalent Arabic numerals. a)

III

954

d )

510

CXIX

119

f )

CMLIV

1,500

7 Complete the sentences using the word “century” or “millennium.” a) Magellan pioneered the first voyage around the world from 1519 to 1522, therefore in the XVIth b) The Hammurabi code of laws was drafted circa -1750, therefore in the 2nd

BCE.

c) The pyramids of Giza were completed circa -2560, therefore in the 3rd

BCE.

8 Name the period that corresponds to each statement. Next, write the corresponding letter from the time line. -2,500,000

-10,000

-3500

476

PERIOD a) It starts with the French Revolution. b) It begins in 1492 and ends in 1789. c) It ends with the fall of the Western Roman Empire. d) It starts with the invention of agriculture. e) It starts with the evolution of the first humans. f ) It begins in 476 and ends in 1492.

1492

1789

LETTER ON THE TIME LINE

Yesterday

The Mesopotamian civilization

Chapter 2 THE

FIRST

CONCEPTS UNDER STUDY

CIVILIZATIONS BARTER

CIVILIZATION

COMMUNICATION

Today

Contents Where and when? 48 PART 1 52 How did writing contribute to the development of the Mesopotamian civilization? PART 2 58 Why was writing important for the social and political structure of Mesopotamia? PART 3 64 What role did writing play in Mesopotamian culture?

Civilization today

“AND ONCE WRITING EXISTS, WE ENTER HISTORY,

BECAUSE WE CAN RELY NOT ONLY ON ARCHAEOLOGY

Looking beyond Nile Valley

Looking beyond Indus Valley

Looking beyond China

Today

Chapter synthesis

Chapter overview Review diagram Synthesis activities and IO

”

BUT ALSO ON BOOKS FROM THE PAST.

Long-answer question

Source: Jean-Claude Barreau and Guillaume Bigot, essayists, Toute l’histoire du monde, de la Préhistoire à nos jours, 2005. [translation]

WRITING:

WHY IS IT LINKED TO THE BIRTH AND DEVELOPMENT OF THE MESOPOTAMIAN CIVILIZATION? JUSTICE

After people formed sedentary societies, more relationships were established between people. As these relationships multiplied, new needs emerged. It became necessary to keep track of exchanges of goods and other transactions. As a result, around 3500 BCE, a new system of communication began to develop: writing. This marked the end of prehistory and the birth of the first civilizations.

POWER

RELIGION

CHAPTER 2 The First Civilizations

NAME

GROUP

WHERE WHEN? AND

CIVILIZATION Structured society with many people, cities, a writing system, laws, one or more leaders, a system of trade, and shared beliefs.

The birth of civilization In the Neolithic period, humans became sedentary and invented agriculture. This new way of life was more likely to develop in certain regions: areas with one or more major rivers. Four regions near major rivers experienced this change during the Neolithic period: between the Tigris and Euphrates rivers (Mesopotamia), in the Nile River area (Egypt), in the Indus River area (Pakistan), and in the Huang-He River area (China). Because of the fertile soil in these places, many settlements formed, grew, and became cities.

• Rivers: Tigris and Euphrates

1,620 km

Nile

• Cuneiform script first developed only for trade, later evolving into a more complex system.

Civilization of the Nile Valley

The first great civilizations 3

• River: Nile • Hieroglyphic writing was used to pay tribute to the gods, and to mark military victories and actions of the pharaohs (kings).

Legend Mesopotamian civilization: circa -3500 to -539 Civilization of the Nile Valley: circa -3200 to -343

Mesopotam

Civilization

LegendLegend

Civilization of the Indus Valley: circa -3000 to -1500 Chinese civilization: circa -2250 to -206 Fertile Crescent

Civilization

CivilisationCivilisation du Nil du Nil CivilisationCivilisation mésopotamienne mésopotamienne CivilisationCivilisation de l’Indusde l’Indus

1,620 km

CivilisationCivilisation chinoise chinoise 0

PREHISTORY

1 620 km 1 620 km

Croissant Croissant fertile fertile

NEOLITHIC -4000

Legend

-3500

-3000

-2500

Circa -3300

Circa -3100

Circa -2500

Invention of cuneiform writing

Invention of hieroglyphics

Invention of script in India

Early civilizations and writing

Indus

IND OC

Writing becomes necessary

Tigris

Euphrates Euphrates

Mesopotamian civilization

This is how the first CIVILIZATIONS evolved: the Mesopotamian civilization, the civilization of the Nile Valley, the civilization of the Indus Valley, and the Chinese civilization.

Writing is closely linked to the development of early civilizations. This practice allowed civilizations to better manage their activities, keep records of their knowledge, and transmit that knowledge to others.

Tigris

MediteMedite r ranean r ranean S ea S ea

Chinese civ

Fertile Cres

NAME

GROUP

WHERE AND WHEN?

ANTIQUITY

Civilization of the Indus Valley • River: Indus

STAMP ON A DOCUMENT

• Writing using a script made up of symbols, found mostly on seals. These symbols were probably for commercial use, but they have never been deciphered.

Chinese civilization • River: Huang-He (also called the Yellow River) • Writing first made up of pictograms (drawings), P A Cthen IFIC logograms (symbols). Used OC EAN to describe beliefs, religious practices, and social rules.

Huang-He

Indus

PAC I F I C OCEAN What geographical feature did the first civilizations have in common?

Huang-He

INDIAN OCEAN

Antiquity

AN AN

Antiquity extends from approximately 3500 BCE to the year 476. It started with the first civilizations and the invention of writing. Humankind has made written records of events ever since. That is why this period is considered the end of prehistory and the beginning of history. During Antiquity, many civilizations emerged, developed, and died. The period ended with the fall of the Western Roman Empire. YOU’LL SEE THIS IN CHAPTER 4.

MIDDLE AGES

HISTORY

ANTIQUITY -2000

-1500

Circa -1800

Circa -1750

Plimpton 322 tablet is written

Code of Hammurabi is written

-1000

-500

Circa -1400 Cuneiform writing develops

1 Circa -1300 Invention of Chinese script

500 476 Fall of the Western Roman Empire

NAME

GROUP

ANSWER THE FOLLOWING QUESTIONS USING PAGES 48 AND 49.

ACTIVITIES 1

CHAPTER 2 The First Civilizations

On the map, circle the region where the Mesopotamian civilization was located.

Tigris

Mediter ranean S ea

Huang-He Indus

Euphrates

PAC I F I C OCEAN

Nile

I correctly situated the region.

SITUATE IN TIME AND/OR SPACE

2 IO

INDIAN OCEAN

1,620 km

I did not correctly situate the region.

Which major river(s) do you associate with the development of these civilizations? Write the letter corresponding to the correct civilization next to each river.

LETTER OF THE CORRESPONDING CIVILIZATION

RIVERS Nile

A Mesopotamian civilization C Civilization of the Indus Valley D Chinese civilization SITUATE IN TIME AND/ OR SPACE

I correctly situated the places. (4 out of 4)

Tigris and Euphrates

I more or less correctly situated the places. (2 or 3 out of 4)

I did not correctly situate the places. (0 or 1 out of 4)

Indus

Why did the first civilizations develop near major waterways?

IDENTIFY CAUSES AND EFFECTS

I correctly identified the cause.

I more or less correctly identified the cause.

I did not correctly identify the cause.

On the time line, circle the letter that corresponds to Antiquity.

IO -2,500,000

SITUATE IN TIME AND/OR SPACE

-10,000

I correctly situated the fact.

-3500

476

I did not correctly situate the fact.

1492

Huang-He (or Yellow River)

B Civilization of the Nile Valley

NAME

GROUP

WHERE AND WHEN?

ANTIQUITY

5 IO

Write the letters corresponding to important events from Antiquity and Mesopotamian civilization in the correct place on the time line. A Start of Antiquity D Cuneiform writing develops -3500

-3000

SITUATE IN TIME AND/OR SPACE

6 IO

-2500

-2000

I correctly situated the facts. (5 out of 5)

-1500

C Writing of the Code of Hammurabi

-1000

-500

I more or less correctly situated the facts. (2, 3, or 4 out of 5)

500

I did not correctly situate the facts. (0 or 1 out of 5)

a) What event marks the start of Antiquity? b) What event marks the end of Antiquity? ESTABLISH THE FACTS

B End of Antiquity E Invention of cuneiform writing

I correctly established the facts. (2 out of 2)

I more or less correctly established the facts. (1 out of 2)

I did not correctly establish the facts. (0 out of 2)

What are the characteristics of a civilization? a) Population: b) Power structure: c) Economy: d) Culture: e) Invention used for communication:

CHARACTERIZE A HISTORICAL PHENOMENON

I correctly characterized the historical phenomena. (5 out of 5)

I more or less correctly characterized the historical phenomena. (2, 3, or 4 out of 5)

I did not correctly characterize the historical phenomena. (0 or 1 out of 5)

Put a check mark to show which civilization corresponds to each statement.

STATEMENT

MESOPOTAMIAN CIVILIZATION

CIVILIZATION OF THE NILE VALLEY

CIVILIZATION OF THE INDUS VALLEY

CHINESE CIVILIZATION

a) This civilization used hieroglyphics. b) This civilization used cuneiform writing. c) The writing system of this civilization has not yet been deciphered. d) This civilization used writing for its religious practices and beliefs. CHARACTERIZE A HISTORICAL PHENOMENON

I correctly characterized the historical phenomena. (4 out of 4)

I more or less correctly characterized the historical phenomena. (2 or 3 out of 4)

TIME TO REFLECT 9

What was writing used for in early civilizations? Formulate a hypothesis.

I did not correctly characterize the historical phenomena. (0 or 1 out of 4)

CHAPTER 2 The First Civilizations

NAME

GROUP

Part 1

HOW DID WRITING CONTRIBUTE TO THE DEVELOPMENT OF THE MESOPOTAMIAN CIVILIZATION? Birth of the Mesopotamian civilization

In the Fertile Crescent region of Mesopotamia, the proximity of two major rivers, the Tigris and the Euphrates, made farming possible. Many people settled in this region over time. More and more settlements appeared and grew, and some of them became cities; a civilization was born.

Mesopotamia circa -3500 C a spian S ea Euphrates

Medite r ranean S ea

Tigris

Irrigation agriculture Rivers can be unpredictable. Some months, heavy rainfall can cause the water level to rise so high that rivers overflow and flood. When the heavy rains are over, floodwaters recede and the water level drops. The water leaves behind deposits (mud, silt, etc.) on the land, which enrich the soil and facilitate agriculture. At other times, however, rivers may be almost completely dry. To deal with this problem, inhabitants of the Fertile Crescent designed canal systems to distribute water. Canals allowed for the drainage and irrigation of the soil. This practice is called irrigation agriculture. The canal systems were complex: they required specialized techniques and knowledge. They also required a large workforce to dig the canals. Their development of irrigation agriculture helped the Mesopotamians obtain more regular food production and bigger harvests. 6

Mesopotamia circa -3500 Fertile Crescent

480 km

MESOPOTAMIA “BETWEEN” TWO “RIVERS”

What phenomenon was caused by heavy rainfall in Mesopotamia?

What type of agriculture was practised in Mesopotamia?

Flooding and recession Flooding River overflows

Persian Gulf

Legend

Recession Silt deposits

Drainage: Process of removing excess water from the soil. Irrigation: Technique to supply water to land or crops. Workforce: All workers in a country, area, company, etc.

NAME

GROUP

PART 1

ANTIQUITY

Example of a water distribution system

The purpose of a water distribution system is to drain areas that are too wet, such as swamps, and irrigate drier areas, such as deserts.

Dike Prevents land from flooding. Irrigation canal Brings water to soil that needs watering.

Reservoir Stores water for dry periods.

Like other populations that lived near major rivers, the people of Mesopotamia benefitted from the presence of the Tigris and Euphrates. • The rivers facilitated the movement of people and transportation of goods. • The water was used to irrigate and fertilize the land, so that more food could be produced through agriculture for the ever-growing city populations.

BARTER Trade goods or services in exchange for other goods or services.

Increased bartering

Why is bartering necessary? Highlight the answer in the text.

As cities became increasingly organized, BARTERING flourished. This form of trade was necessary to supply people with the products and services they needed. The increase in bartering led to the increasing importance of a particular tradesperson: the merchant. Merchants organized bartering with neighbouring cities and settlements. They travelled frequently, visiting other societies to offer products those societies lacked. In exchange, merchants acquired rare objects and precious materials, such as gold, bronze, and silver, which they brought back to barter in their home cities or settlements.

Barter artisan makes

farmer produces

merchant BARTERS

CHAPTER 2 The First Civilizations

NAME

GROUP

Invention of writing With the development of agriculture and cities, and an increase in trade, Mesopotamians had new needs: the COMMUNICATION and preservation of information. This led them to invent cuneiform writing. Writing allowed them to: • keep records of commercial transactions • coordinate farm work and manage surpluses • plan the development of the territory.

The act of transmitting information to one or more persons.

What led to the invention of writing? Highlight the answer in the text.

Evolution of writing Writing was not invented overnight. Around 3300 BCE, the first type of writing that appeared in Mesopotamia was in the form of pictures that looked like the things they represented. These images evolved over time, becoming simpler so they could be written faster. Gradually, they became more like symbols representing words; these are referred to as logograms.

What material was used as a medium for writing?

Stages in the evolution of cuneiform writing Pictograms

Logograms

Cuneiform writing

Objects, animals, and people were represented by standardized drawings. The images were similar no matter who made them.

Syllables (based on sounds, also called phonetics) and words were represented by symbols. They could be combined with pictograms.

Symbols representing syllables and words became stylized, using a simple form: the wedge shape. These were called signs, or characters.

Fish

Mouth

Water

Drink

Bird

Clay: a medium for writing

10 A clay tablet

Drawings and symbols, then cuneiform signs, were engraved in wet clay using branches or reeds that were cut at an angle. This writing tool is called a stylus. Clay was a very practical medium for writing: as long as it was wet, the writer could erase and start over, but once the clay had dried, the engraved writing would remain.

A contract for the sale of goats and sheep, circa -2350.

MESOPOTAMIAN TOKENS Before the invention of writing, the ancient Mesopotamians needed a way to represent quantities of different objects. They invented counters from the Latin calculi, called tokens. Made of clay, these tokens had different shapes to indicate the objects they represented. 11 Clay tokens, circa -3400 to -3100

GOATS

SHEEP

NUMBER

Stylus: Writing tool made from wood or a reed.

COMMUNICATION

NAME

GROUP

PART 1

ANTIQUITY

Scribes

12 Plimpton 322 tablet: a document in cuneiform writing, circa -1800

Although written documents became increasingly common in ancient Mesopotamia, few people had mastered writing. The cuneiform writing system was complex and not everyone could learn it. In Mesopotamian civilization, only scribes knew how to read and write, which were important skills during Antiquity. It is thanks to their writings that we know about Mesopotamian civilization today.

CALCULATING A HYPOTENUSE

This clay tablet is engraved with important mathematical knowledge thought to be first developed in Greece hundreds of years later. For example, the calculation of the longest side of a right-angled triangle, the hypotenuse, is often attributed to Pythagoras, born in Greece in 570 BCE—but the calculation also appears in the third column of the Plimpton 322 tablet!

13 A scribe

14 Characteristics of cuneiform writing

DEFINITION

In Latin, cuneus means “wedge.”

NUMBER OF SIGNS

About 700

Why did few people know how to read and write in Mesopotamia?

• Listing bags of grain, livestock, and goods sold or purchased • Writing contracts for the sale or purchase of houses or enslaved people

USES

• Recording of poems, stories, songs

• Writing codes of law, mathematical texts, and medical treatises

TYPE OF WRITING

Logographic (referring to words) and phonetic (based on syllables/sounds)

MY REVIEW SPACE Complete the review diagram.

WHEN?

WHAT?

The Mesopotamian

WHERE?

Around the

the

millennium

Between two rivers: and the

CHARACTERISTICS OF THIS CIVILIZATION • • Many large

agriculture

• Large amount of commercial •

writing

CHAPTER 2 The First Civilizations

NAME

GROUP

ACTIVITIES 1

Read document A. What made it possible to increase agricultural production in Mesopotamia?

Agriculture in Mesopotamia

“In order to dig the canals, in order to dredge the irrigation ditches, in order to irrigate the vast lands by a shadoof, in order to utilize abundant water so that the meadows and fields were moistened, the gods put a spade, a hoe, a basket, a plow, the life of the land, at the disposal of the people. After this time, human beings gave all their attention to making the barley grow.

Shadoof: Egyptian

hand-operated device to lift buckets of water.

”

Source: Royal Chronical of Lagash, circa 2400 BCE [adapted excerpt]

ESTABLISH THE FACTS

2 IO

I correctly established the fact.

I more or less correctly established the fact.

I did not correctly establish the fact.

Why were rivers important for the development of the Mesopotamian civilization? Using documents B and C, identify two advantages of having access to rivers. B

Bartering in ancient Mesopotamia

Flooding and recession

• • IDENTIFY CAUSES AND EFFECTS

3 IO

I correctly identified the causes. (2 out of 2)

I did not correctly identify the causes. (0 out of 2)

Identify three characteristics of cuneiform writing methods described in document D. D

Cuneiform writing

Drawings were made of objects, then symbols. They were sometimes combined to express words that are hard to draw.

I more or less correctly identified the causes. (1 out of 2)

• ESTABLISH THE FACTS

Words and syllables were represented by signs, drawn in the shape of wedges.

Mouth + Water

• I correctly established the facts. (3 out of 3)

Bird

Drink

• I more or less correctly established the facts. (1 or 2 out of 3)

I did not correctly establish the facts. (0 out of 3)

Merchants moved from town to town on the Tigris and Euphrates rivers to exchange agricultural surpluses for rare objects and precious materials, such as metals.

NAME

GROUP

PART 1

ANTIQUITY

4 IO

a) Using document E, identify the need that emerged among merchants and farmers who did a lot of trade.

E Accounting tablet: a list of sales and purchases

b) What medium was used for writing? ESTABLISH THE FACTS

5 IO

I correctly established the facts. (2 out of 2)

I more or less correctly established the facts. (1 out of 2)

I did not correctly establish the facts. (0 out of 2)

What type of text does each of the documents F, G, and H correspond to? Choose from the following, and write the corresponding number in the answer boxes. 1 Commercial transaction

2 Code of law

4 Poem, song

5 Mathematical text

Plimpton 322 tablet

3 Medical treatise

Health care and writing

H Accounting tablet listing donkeys and carts

A number of cuneiform writing tablets that have been found in what was Mesopotamia contain information on the subject of health, such as descriptions of diseases, treatments, and cures. These texts were used to diagnose diseases and heal patients.

CONNECT THE FACTS

6 IO

I correctly connected the facts. (3 out of 3)

I more or less correctly connected the facts. (1 or 2 out of 3)

Using document I and what you have learned, identify terms and characteristics related to the use of cuneiform writing in ancient Mesopotamia.

I did not correctly connect the facts. (0 out of 3)

A scribe

a) A new trade that emerged: b) Tool used for writing: c) Shape of the script: d) Two examples of what writing was used for:

•

• CHARACTERIZE A HISTORICAL PHENOMENON

I correctly characterized the historical phenomena. (5 out of 5)

I more or less correctly characterized the historical phenomena. (2, 3, or 4 out of 5)

I did not correctly characterize the historical phenomena. (0 or 1 out of 5)

CHAPTER 2 The First Civilizations

NAME

GROUP

Part 2

WHY WAS WRITING IMPORTANT FOR THE SOCIAL AND POLITICAL STRUCTURE OF MESOPOTAMIA? Social and political structure of Mesopotamia

What must a city have to be considered a city-state? Highlight the answer in the text.

In the Mesopotamian region, by about 3000 BCE the small villages that had formed during the Neolithic period had become populated and organized, and were now cities. Some of these cities were governed by the state.

City-state: A city and its surrounding area, forming a small independent region with its own political organization.

City-states When a city has its own political organization and has influence over surrounding villages and regions, it is called a city-state. There were a number of city-states in ancient Mesopotamia, and their influence grew over time. The major city-states were Ur, Uruk, Babylon, Lagash, Akkad, and Kish.

State: Government of a politically organized society.

15 Major city-states in Mesopotamia

C a spian S ea

Euphrates

Tigris

Mediter ranean S ea

Akkad Babylon

Legend

Kish

Mesopotamia circa -3500 City-state Fertile Crescent Lagash

Uruk

Nile

Persian Gulf

Red S ea

320 km

Black S ea

NAME

GROUP

PART 2

ANTIQUITY

16 Characteristics of early Mesopotamian city-states

Rivalry: Opposition between two persons or groups to achieve the same thing.

• Each was independent and autonomous from neighbouring city-states. • Some had more than 50,000 inhabitants. • A king governed and supervised each city-state. • Each had an army responsible for protecting the territory and its inhabitants.

Why is it advantageous to establish a city near a river? Look at document 17 for help.

• The city-states had rivalries and often waged war against each other. • Each was surrounded by a wall (fortification), and had temples and a royal palace. • They were the heart of political, administrative, economic, and religious life in the region. • They were centres for bartering and other forms of trade.

17 Depiction of the city-state of Babylon

4 1 2

1 The Euphrates river.

2 Large walls protected the city.

3 Temples were built to honour and pray to the gods.

4 The palace, home of the king.

5 Homes surrounding the heart of the city.

CHAPTER 2 The First Civilizations

NAME

GROUP

Social hierarchy

18 Standard of Ur

People in ancient Mesopotamian city-states had different roles and privileges. Each person’s role determined their place in the SOCIAL HIERARCHY.

The Standard of Ur is a wooden box that was built around -2500, and discovered in the 1920s where that Mesopotamian city-state was located. The discovery has taught us about the society of Ur. THE KING IS DEPICTED LARGER THAN THE OTHER PEOPLE.

19 Social groups in Mesopotamia

KING NOBILITY

• Members of the royal family • Priests • City-state officials • Scribes

• Farmers • Artisans • Merchants • Soldiers

ENSLAVED PEOPLE • Prisoners of war • Criminals • People with debts

Classification of groups of people who make up a society, ranging from the most to the least important.

POWER Particular authority or influence attributed to individuals.

Tax: Money that inhabitants must give the state to pay public expenses.

20 Functions of the social groups

THE KING • Had supreme POWER. • Represented gods on Earth. • Made the laws. • Was responsible for justice. • Led the army. • Collected taxes.

THE NOBILITY

THE POPULACE

ENSLAVED PEOPLE

• Owned land.

• Could not read or write.

• Were used as labourers.

• Advised the king; therefore had political influence and power.

• Paid taxes with part of their harvest or money.

• Had no rights or property.

• Scribes transcribed official communications dictated by the king and recorded the taxes collected. As the only people able to read and write, they held an important, powerful position.

• Farmers cultivated the land.

• Artisans made products.

• Merchants bartered, bought, and sold goods.

• Were claimed as property by landowners.

POPULACE

SOCIAL HIERARCHY

NAME

GROUP

PART 2

ANTIQUITY

The first written laws Each king made laws to maintain peace and keep their city-state functioning efficiently. The laws were put into writing so that they were known to all, would be applied consistently, and to prevent criminals from taking advantage of the unaware.

JUSTICE The system that ensures the application of written laws.

One of the oldest codes of law that archaeologists have found is the Code of Hammurabi. It was written around 1750 BCE, by the order of King Hammurabi of Babylon. Hammurabi was a powerful king who conquered all the cities of Mesopotamia. To ensure that everyone followed the same laws, he had them engraved on a stone monument, called a stele. The Code of Hammurabi consisted of 282 rules involving trade, architecture, irrigation, farm work, and violent crimes. It also clearly laid out the consequences of breaking these laws. JUSTICE was rendered differently depending on which social group victims and perpetrators belonged to: for instance, a farmer would be punished more severely than a member of the nobility for the same crime.

What were the advantages of putting laws in writing? Highlight them in the text. Highlight activities governed by the Code of Hammurabi.

22 The stele of the Code of Hammurabi THE UPPER PART OF THE STELE HAS AN ENGRAVED REPRESENTATION OF KING HAMMURABI AND A GOD.

21 Examples from the Code of Hammurabi

• If an artisan builds a house and the house collapses and the owner is killed, the artisan shall be killed. If the owner’s son is killed, the artisan’s son shall be killed. If an enslaved person considered as the homeowner’s property is killed, the artisan must provide the homeowner with a new enslaved person. • If someone breaks the teeth of a person of the same rank, the perpetrator’s teeth shall be broken. • If a free man hits another free man, he shall pay 10 shekels (Mesopotamian money). If an enslaved person hits a free man, the enslaved person’s ear shall be cut off.

THE 282 LAWS OF THE CODE OF HAMMURABI ARE INSCRIBED ON THE LOWER PART OF THE STELE.

Source: Code of Hammurabi, as ordered by King Hammurabi of Babylon, circa -1750. [translation]

MY REVIEW SPACE Complete the review diagram.

CHARACTERISTICS • Has influence over surrounding

WHAT?

• Is

and

and autonomous.

• Is often at

with its neighbours.

A city-state

RULED BY:

FUNCTIONS .

• Makes the • Leads the • Has supreme

. .

CHAPTER 2 The First Civilizations

NAME

GROUP

ACTIVITIES 1 IO

Based on document A and what you have learned, name a structure found in the city-states of ancient Mesopotamia showing that: a) each city-state was politically autonomous and independent from the others.

The city-state of Babylon

b) the city-states were often at war with each other.

c) the inhabitants of city-states had religious practices.

CONNECT THE FACTS

2 IO

I correctly connected the facts. (3 out of 3)

I more or less correctly connected the facts. (1 or 2 out of 3)

Look at document B, and identify the number that corresponds to each city-state.

I did not correctly connect the facts. (0 out of 3)

The Mesopotamian civilization

a) Lagash Euphrates

b) Uruk

Medite r ranean S ea

d) Babylon

SITUATE IN TIME AND/OR SPACE

3 IO

I correctly situated the places. (4 out of 4)

IDENTIFY CAUSES AND EFFECTS

I correctly identified the cause.

I more or less correctly identified the cause.

330 km

I more or less correctly situated the places. (2 or 3 out of 4)

Look at document C. Using what you have learned, explain why scribes were more important than farmers and artisans in the social hierarchy.

I did not correctly identify the cause.

Persian Gulf

I did not correctly situate the places. (0 or 1 out of 4)

Social groups

c) Ur

Tigris

NAME

GROUP

PART 2

ANTIQUITY

4 IO

Identify the social group described by each statement. Use document C for help.

a) I have political power and own the land. b) I have absolute power. c) We are not free. d) We pay taxes to the king. I correctly established the facts. (4 out of 4)

ESTABLISH THE FACTS

5 IO

I more or less correctly established the facts. (2 or 3 out of 4)

I did not correctly establish the facts. (0 or 1 out of 4)

Answer the questions below using document D and what you have learned. D

Writings of Antiquity

-2000

-1800

-1600

-1400

-1750

Start of the writing of The Epic of Gilgamesh

-1200

-1000

-1274

Writing of the Code of Hammurabi

Writing of the treaty of Kadesh

a) Identify an important change in the area of justice that occurred in the second millennium BCE.

IDENTIFY ELEMENTS OF CONTINUITY AND CHANGE.

I correctly identified the change.

I more or less correctly identified the change.

I did not correctly identify the change.

b) Why did this change take place?

IDENTIFY CAUSES AND EFFECTS

I correctly identified the cause.

I more or less correctly identified the cause.

I did not correctly identify the cause.

What activities were governed by the Code of Hammurabi? Name two. Use document E.

Examples from the Code of Hammurabi

• If an artisan builds a house and the house collapses and the owner is killed, the artisan shall be killed. If the owner’s son is killed, the artisan’s son shall be killed. If an enslaved person considered as the homeowner’s property is killed, the artisan must provide the homeowner with a new enslaved person. • If someone does not take care of their dike and the dike breaks and fields are flooded, the person whose dike broke shall repay the wheat that was destroyed. Source: Code of Hammurabi, as ordered by King Hammurabi of Babylon, circa -1750. [translation]

• ESTABLISH THE FACTS

• I correctly established the facts. (2 out of 2)

I more or less correctly established the facts. (1 out of 2)

I did not correctly establish the facts. (0 out of 2)

CHAPTER 2 The First Civilizations

NAME

GROUP

Part 3

WHAT ROLE DID WRITING PLAY IN MESOPOTAMIAN CULTURE? Mesopotamian culture Writing played an important role in the development and transmission of Mesopotamian culture. People in the Fertile Crescent did not all speak the same language, but they used the same writing system and shared religious beliefs.

Mesopotamian religion In Mesopotamia RELIGION, people believed in multiple deities (gods and

RELIGION A system of practices and beliefs held by a society or group.

goddesses). These deities were often depicted in human form and had special roles. They symbolized elements of nature, such as the sun, plants, and the moon. Like humans, they had good and bad qualities, had love affairs, and could even have children, but they were considered superior, eternal beings with the power to protect humans. 23 Some Mesopotamian gods

Sculpture of Ishtar, goddess of love and war

Illustration of Marduk, god of Babylon and agriculture

Some beliefs of Mesopotamians • Mesopotamians believed that kings were chosen by the gods. Kings had a great deal of power in Mesopotamian civilization. • Each city-state was protected by a particular god. • Because they had different roles, some deities were more important than others. • Mesopotamians worshipped their deities and believed that if they prayed and made offerings to them, the deities would help and protect them. Offerings, which included food, jewelry, and perfume, were made to prevent catastrophes, such as floods, droughts, or wars—troubles they believed were caused by angry gods.

What did Mesopotamians do to earn protection from the gods?

Offering: A gift to a god.

A stone tablet showing Shamash, god of the sun and justice

NAME

GROUP

PART 3

ANTIQUITY

The spread of religion Writing made it possible for Mesopotamian beliefs to spread throughout the Fertile Crescent. Much of our knowledge of the beliefs of Mesopotamian civilization comes from ancient written texts. Religion was extremely important in Mesopotamia, and beliefs were expressed through myths, legends, and epics. These stories were written so that knowledge and religious teachings could be preserved and transmitted. One of the oldest stories that archaeologists have found is The Epic of Gilgamesh, which describes the adventures of the King of Uruk, named Gilgamesh, who goes off in search of a plant to make himself immortal. Through the study of this text, archaeologists and historians have learned more about Mesopotamian religious beliefs.

Epic: A long poem telling the story of heroic figures. Myth: Traditional story that explains the world, often involving deities.

What was the purpose of writing in Mesopotamian religion? Highlight two roles.

24 The Epic of Gilgamesh

“This too was the work of Gilgamesh, the

king, who knew the countries of the world. He was wise he saw mysteries and knew secret things, he brought us a tale of the days before the flood. He went a long journey, was weary, worn out with labour, and returning engraved on a stone the whole story.

”

Source: The Epic of Gilgamesh, translated by N. K. Sandars, 1960.

THIS 5.52-METRE SCULPTURE WAS UNCOVERED AT THE ENTRANCE OF A ROYAL PALACE IN PRESENT-DAY NORTHERN IRAQ. IT’S IMMENSE! THE AVERAGE HEIGHT OF AN ADULT MALE IS ABOUT 1.8 METRES.

25 King Gilgamesh

This sculpture, dating from the 13th century BCE, is housed in the Louvre Museum in France. According to historians, King Gilgamesh may have existed, but not all the adventures described in his epic are true.

THIS FIGURE REPRESENTS THE STRENGTH OF GILGAMESH, SHOWN STRANGLING A LION WITH ONE HAND!

CHAPTER 2 The First Civilizations

NAME

GROUP

Architecture In Mesopotamia, all city-states had temples where cults were practised. Some temples, called ziggurats, were enormous buildings in the shape of a pyramid, as high as seven storeys. Mesopotamians built colossal temples to both honour the gods and provide a suitable home for them. Massive temples were also a way to display the wealth of the city-state: the richer and more developed the city-state, the more spectacular its ziggurat. Because the construction of these buildings was complex, precise planning and management were required. Writing was therefore essential. Archaeologists have found two types of text that were used for the construction of ziggurats: mathematical texts (plans, calculations) and administrative texts (lists of materials, workers involved, records of deliveries of materials). MEANS “TO BUILD HIGH”

What are the multi-storey temples that reflected the wealth of city-states?

Why was writing essential for the construction of ziggurats? Highlight the answer in the text.

Cult: System of religious rites centred on a particular figure or object.

26 Depiction of the ziggurat of Babylon

THE TOP FLOOR, THE MOST SACRED PART OF THE TEMPLE, WAS RESERVED FOR THE DEITY.

THE BASE OF ZIGGURATS WAS SQUARE OR RECTANGULAR; THE SIZE VARIED.

USUALLY BETWEEN 3 AND 7 STOREYS HIGH.

NAME

GROUP

PART 3

ANTIQUITY

The transmission of culture Evidence of Mesopotamian culture has been found throughout the Fertile Crescent region. Thanks to a common system of writing, groups of people who did not speak the same language or live in the same place could still share a religion, stories, or similar architecture. Thus, Mesopotamian stories have been discovered throughout the Fertile Crescent region. What made the spread of Mesopotamian culture possible? 27 Ziggurat of Ur

MY REVIEW SPACE Complete the review diagram. MESOPOTAMIAN CULTURE IS EXPRESSED IN ITS...

This ziggurat, build in approximately -2100 in present-day Iraq, was partly restored. The upper floors are missing.

RELIGION • Belief in • Buildings for worship: •

TEMPLES WERE ALSO PLACES OF POLITICAL AND ECONOMIC DECISION-MAKING.

WRITING ENABLED MESOPOTAMIANS TO BUILD GREAT MONUMENTS, LIKE THIS ZIGGURAT.

(epics and legends) tell us about religious beliefs

ARCHITECTURE •

of large monuments,

e.g.,

(temples)

• Examples of written documents that made construction easier:

TRANSMISSION OF CULTURE • How? Through • Where? Throughout the

CHAPTER 2 The First Civilizations

NAME

GROUP

ACTIVITIES 1 IO

Using document A and what you have learned, complete the descriptions of Mesopotamian religion. a) Mesopotamians worshipped

deities.

b) Worship took place in

c) There was a more important than others.

of gods; some were

d) Each CHARACTERIZE A HISTORICAL PHENOMENON

2 IO

A Ishtar, goddess of love and war, a primary goddess of Mesopotamia

was protected by a deity. I correctly characterized the historical phenomena. (4 out of 4)

I more or less correctly characterized the historical phenomena. (2 or 3 out of 4)

I did not correctly characterize the historical phenomena. (0 or 1 out of 4)

Using documents B, C, and D, explain why myths were important in Mesopotamian culture. B

Excerpt from The Epic of Gilgamesh

“In Uruk he built walls, a great rampart,

and the temple of blessed Eanna for the god of the firmament Anu, and for Ishtar the goddess of love.

”

The spread of myths C

Myths spread throughout the Fertile Crescent.

Shamash, the god of sun and justice D

IDENTIFY CAUSES AND EFFECTS

3 IO

I correctly identified the cause.

I more or less correctly identified the cause.

I did not correctly identify the cause.

Consult documents E and F. Identify two types of documents written in Mesopotamia. E

The Epic of Gilgamesh

“He went on a long journey, was weary, worn out with labour, returning he rested, he engraved on a stone the whole story. ”

F Geometry problems in cuneiform writing

Source: The Epic of Gilgamesh, translated by N. K. Sandars, 1960.

• ESTABLISH THE FACTS

• I correctly established the facts. (2 out of 2)

I more or less correctly established the facts. (1 out of 2)

I did not correctly establish the facts. (0 out of 2)

Source: The Epic of Gilgamesh, translated by N. K. Sandars, 1960.

NAME

GROUP

PART 3

ANTIQUITY

4 IO

Why was writing important in the development of architecture in Mesopotamia? Consult document G for help.

IDENTIFY CAUSES AND EFFECTS

5 IO

I correctly identified the cause.

I more or less correctly identified the cause.

G Building plan in cuneiform writing

I did not correctly identify the cause.

Read document H. Identify a cultural similarity and a cultural difference between the different societies living in Mesopotamia. H

Influences of writing in Mesopotamian culture

IF NEEDED, CONSULT YOUR MAPS AND IO BOOKLET, P. 48.

In Mesopotamia, societies that did not speak the same language nonetheless used the same writing. Certain myths, such as that of Gilgamesh, spread in this way. Similarity: Difference: ESTABLISH COMPARISONS

I correctly identified the similarity and the difference. (2 out of 2)

Using document I, explain how Mesopotamians’ religious beliefs led to the construction of monumental temples. To do this, place the following statements in order.

I more or less correctly identified the similarity and the difference. (1 out of 2)

I did not correctly identify the similarity and the difference. (0 out of 2)

I Depiction of the Ziggurat of Ur

STATEMENTS ABOUT MESOPOTAMIAN CIVILIZATION STATEMENT 1

STATEMENT 2

STATEMENT 3

… wanted to honour the gods in order to obtain favours from them.

… believed that the gods were responsible for the good and bad things that happen in the world.

… built monumental temples where they could practise their religion.

Mesopotamian civilization… STATEMENT: That’s why they… STATEMENT: Therefore, they… STATEMENT: ESTABLISH CAUSAL LINKS

I correctly established the causal links. (3 out of 3)

I more or less correctly established the causal links. (1 or 2 out of 3)

I did not correctly establish the causal links. (0 out of 3)

CHAPTER 2 The First Civilizations

NAME

GROUP

LOOKING BEYOND

Medite r ranean S ea

Kadesh Jordan

Rosetta

Civilization of the Nile Valley

Giza

Dating back almost 5,000 years, the civilization of the Nile Valley developed along the banks of the Nile river. In the beginning, two distinct kingdoms developed along the Nile: Upper Egypt and Lower Egypt. Later, they united to form one kingdom.

LOWER EGYPT Nile

Abu Simbel

Social structure

Legend

The social structure of the Nile Valley civilization was complex and intensely hierarchical. The society was ruled by an all-powerful king: the pharaoh. The pharaoh’s power and position were hereditary, passed from father to son.

Civilization of the Nile Valley City 0

UPPER EGYPT

Red S ea

740 km

29 Civilization of the Nile Valley 28 The social hierarchy

RULED OVER ALL OF EGYPT, HAD SUPREME AUTHORITY AND WAS THE REPRESENTATIVE OF THE GODS ON EARTH.

Pharaoh

Pyramids Pharaohs built the pyramids. Construction required an immense amount of work, which stretched over many years and involved thousands of workers (farmers and enslaved people). The pyramids were used as tombs to protect the remains of the pharaohs and rich dignitaries.

Dignitaries (pharaoh’s family) Soldiers, scribes, priests, merchants, artisans Farmers

30 Pyramids of Giza

1 IO

Where was the civilization of the Nile Valley located in relation to Mesopotamian civilization? a) To the southeast SITUATE IN TIME AND/OR SPACE

2 IO

b) To the southwest I correctly situated the place.

c) To the northeast

d) To the northwest

I did not correctly situate the place.

CONSULT THE MAP ON PAGES 48 AND 49.

Identify a similarity between the Mesopotamian civilization and the Nile Valley civilization in terms of the power of kings and pharaohs. Similarity between power in Mesopotamia and Egypt:

MESOPOTAMIAN CIVILIZATION

ESTABLISH COMPARISONS

CIVILIZATION OF THE NILE VALLEY

I correctly identified the similarity.

I more or less correctly identified the similarity.

I did not correctly identify the similarity.

Enslaved people

NAME

GROUP

LOOKING BEYOND

ANTIQUITY

Egyptian writing

Treaty of Kadesh

Around -3100, Egyptians developed a writing system made up of 750 symbols, called hieroglyphs. Each symbol represented a sound, object (including animals, people), or idea. This writing system was primarily used to write religious texts. Hieroglyph means “sacred image.” At first, hieroglyphs were carved on temples. Later, the symbols were simplified and used by scribes, who wrote on papyrus, a type of paper made from the stalk of a plant.

In -1274, the Pharoah Ramesses II, one of the most powerful rulers in Egypt’s history, attacked the Hittites to take the city of Kadesh. After 16 years of war, Egyptians won the battle. Ramesses II signed a treaty with the defeated Hittites, establishing peace between the two peoples. This is the oldest known peace treaty. 32 Pharaoh Ramesses II One of four colossal statues (each about 20 metres high) of Ramesses II on the facade of the Great Temple of Abu Simbel, which the pharaoh had built to commemorate his victory at the battle of Kadesh.

31 Hieroglyphs

The mystery of hieroglyphs solved Around 1822, French historian Jean-François Champollion was able to decipher a hieroglyphic text engraved on what is now known as the Rosetta Stone. This text describes honours paid to King Ptolemy V. It is believed to have been engraved around -196, and is written in three languages: hieroglyphic Egyptian, Greek, and demotic (a simplified hieroglyphic writing). The stone was found in 1799 by the French, in the city of Rosetta in the Nile Delta. Champollion’s knowledge of ancient languages allowed him to successfully decipher the meaning of the hieroglyphics by comparing the languages.

33 The Rosetta Stone

Identify a difference between the Mesopotamian civilization and the Nile Valley civilization in terms of writing.

Difference in writing:

MESOPOTAMIAN CIVILIZATION

ESTABLISH COMPARISONS

Mesopotamian writing was composed of

while Egyptian writing was composed of

I correctly identified a difference.

I more or less correctly identified a difference.

CIVILIZATION OF THE NILE VALLEY

I did not correctly identify a difference.

Give two examples of documents written in hieroglyphs. Explain the contents of the documents.

WRITTEN DOCUMENTS

CONTENTS

a) b)

ESTABLISH THE FACTS

I correctly established the facts. (4 out of 4)

I more or less correctly established the facts. (2 or 3 out of 4)

I did not correctly establish the facts. (0 or 1 out of 4)

CHAPTER 2 The First Civilizations

NAME

GROUP

LOOKING BEYOND Harappa

Civilization of the Indus Valley

Mount Everest

Indus

Moenjodaro

The civilization of the Indus Valley began in South Asia around 3000 BCE. We still have a lot to learn about this civilization, discovered in the 1920s, especially since researchers have not yet been able to decipher its writing.

Social structure Historians have little information on the social structure of the Indus Valley civilization. Some clues, which came from archaeological excavations in two large cities, Moenjodaro and Harappa, have allowed us to make some hypotheses.

H i m a l a y a s

Legend

INDIAN OCEAN

Civilization of the Indus Valley City 0

860 km

34 Civilization of the Indus Valley

Strong central power

35 Moenjodaro archaeological site

Society

BELIEF THAT EVERY PERSON IS EQUAL

Archaeological excavations have not uncovered any temples or palaces. Researchers believe that the society was egalitarian. Meagre findings provide little information on the religion practised by the people. The civilization was probably pacifist. No traces of weapons or armies have been found: only fortifications, which were probably used solely for protection.

DID NOT USE VIOLENCE

Identify a similarity between the location of the Mesopotamian civilization and the Indus Valley civilization.

Similarity in location:

MESOPOTAMIAN CIVILIZATION

The Mesopotamian civilization was located and the Indus Valley civilization was also located

ESTABLISH COMPARISONS

I correctly identified the similarity.

I more or less correctly identified the similarity.

CIVILIZATION OF THE INDUS VALLEY

, .

I did not correctly identify the similarity.

Documents found by archaeologists show that two cities were built at the same time by a single civilization. This suggests that the Indus Valley civilization had a strong central power that was responsible for urban development.

NAME

GROUP

LOOKING BEYOND

ANTIQUITY

Indus writing

Evidence of writing

Made up of about 400 signs, the Indus Valley civilization’s script remains a mystery for researchers. No one has yet managed to decipher its meaning.

Numerous traces of script have been found on square clay seals, probably used by merchants to identify their goods or to make exchanges official. 37 Seal in Indus script

36 Remains of a well

An advanced civilization Indus Valley architects and engineers used very advanced techniques. The complex wells they built gave the entire population direct access to water.

Connect these archaeological discoveries with what they tell us about the civilization of the Indus Valley. DISCOVERY a) Square clay seals

•

• Existence of a strong central power

b) Buildings and wells

•

• Existence of a system of writing

c) Identical plans for two cities

•

• Peaceful civilization

d) No evidence of an army

•

• Advanced civilization

CHARACTERIZE A HISTORICAL PHENOMENON

CIVILIZATION OF THE INDUS VALLEY

I correctly characterized the historical phenomena. (4 out of 4)

I more or less correctly characterized the historical phenomena. (2 or 3 out of 4)

I did not correctly characterize the historical phenomena. (0 or 1 out of 4)

Identify a difference between ancient Mesopotamian writing and Indus Valley civilization writing.

Difference in writing:

MESOPOTAMIAN CIVILIZATION

whereas the writing of the Indus Valley civilization ESTABLISH COMPARISONS

The cuneiform writing of the Mesopotamian civilization has been

I correctly identified the difference.

I more or less correctly identified the difference.

CIVILIZATION OF THE INDUS VALLEY

I did not correctly identify the difference.

CHAPTER 2 The First Civilizations

NAME

GROUP

LOOKING BEYOND Chinese civilization

Yellow S ea

Anyang

Chinese civilization emerged about 4,000 years ago, in the fertile Huang-He Valley.

Huang Xianyang Luoyang Xian

PASSED FROM PARENT TO CHILD

Social organization and power

Chinese society was hierarchical. Power was hereditary: this is why the history of Chinese civilization includes numerous dynasties, most notably the Shang and Zhou dynasties. Royal tombs have revealed the wealth and power of Chinese kings and their families.

Legend Chinese civilization

The social hierarchy King or emperor Ruler of the kingdom. Represented gods on Earth.

275

Dynasty: Succession of kings or queens from the same family.

PAC I F I C OCEAN

550 km

S outh C hina S ea

38 Chinese civilization

Nobility Members of the king’s family, who helped him run the kingdom.

Why is the Huang-He also called the Yellow River?

Populace Artisans, merchants, and farmers; they formed the majority of the population.

Dragon

39 The Huang-He River

It is also known as the Yellow River because the large quantities of mud and silt it carries colour the water.

1 IO

Enslaved people Often prisoners of war, in service to the king.

A fantastical (imaginary) creature that was (and still remains) very important in Chinese culture. It symbolized the power of the king, and is also a symbol of positive energy, associated with rain and good crops. It is made up of different animals, with a reptile body.

40 A golden dragon

Identify a similarity between the Mesopotamian civilization and Chinese civilization in terms of social hierarchy. Similarity in social hierarchy:

MESOPOTAMIAN CIVILIZATION

Like Mesopotamian civilization, Chinese civilization

CHINESE CIVILIZATION

. ESTABLISH COMPARISONS

I correctly identified the similarity.

I more or less correctly identified the similarity.

I did not correctly identify the similarity.

NAME

GROUP

LOOKING BEYOND

ANTIQUITY

Chinese writing The Chinese writing system was invented around -1300. First made up of pictograms, increasingly complex characters came to signify one “unit” of language or meaning. The system has more than 5,000 characters.

The first evidence of writing The first evidence of Chinese writing is believed to have come from the Shang dynasty (approximately 1600 to 1050 BCE). Inscriptions on turtle bones and shells have been discovered, and are believed to be the oldest examples of Chinese writing. 41 Chinese characters inscribed on a turtle shell

Chinese beliefs and culture In ancient China, ancestor worship was practised: the Chinese honoured their family’s ancestors through various rituals. Temples dedicated to the royal family were built in city centres. The practice of divination was also an important part of ancient Chinese beliefs. Ancient art was primarily pottery and bronze objects.

Divination In ancient China, the practice of divination consisted of predicting the future using various objects, notably turtle shells and burnt animal bones.

Pottery Chinese pottery is an art that developed over time, spanning dynasties. Chinese pottery was mainly common objects, such as bowls and vases, fashioned from terracotta. The pottery was often embellished with decorative features. 42 Decorative pottery shaped like a kettle, circa -400

Identify a difference between Mesopotamian civilization writing and Chinese writing.

43 A bronze bowl dating from the Shang dynasty The ancient Chinese mastered the metallurgy of bronze, a metal alloy created from copper and tin. Many objects were made of bronze, such as tools, weapons, and vases.

Difference between the writing: Mesopotamian writing

MESOPOTAMIAN CIVILIZATION

, while Chinese writing

CHINESE CIVILIZATION

. ESTABLISH COMPARISONS

I correctly identified the difference.

I more or less correctly identified the difference.

I did not correctly identify the difference.

Identify characteristics of Chinese culture.

CHARACTERISTICS OF BELIEFS

CHARACTERISTICS OF ART

•

CHARACTERIZE A HISTORICAL PHENOMENON

I correctly characterized the historical phenomena. (4 out of 4)

I more or less correctly characterized the historical phenomena. (2 or 3 out of 4)

I did not correctly characterize the historical phenomena. (0 or 1 out of 4)

CHAPTER 2 The First Civilizations

NAME

GROUP

TODAY Writing: what are the advantages? Looking at maps, checking text messages, learning at school, playing video games: we read constantly, and writing is everywhere. Writing is an essential tool for communicating and functioning in society. That’s why most people learn to read and write. Unfortunately, there are still people today who cannot read or write; they are illiterate. 1

44 Literacy in Québec

45 Unemployment rate in Québec

In 2013, 19% of Quebecers between age 16 and 65 had low literacy skills. Source: Rapport québécois du Programme pour l’évaluation internationale des compétences des adultes (PEICA), 2015.

The unemployment rate is two to three times higher for people with little education. Source: Statistics Canada, Unemployment rate, participation rate and employment rate by educational attainment, 2015-2019.

People who are illiterate may find it difficult to find a job. What impact can this have on their lives?

IDENTIFY CAUSES AND EFFECTS

I more or less correctly identified the effect.

I did not correctly identify the effect.

Continuity or change? For each statement, identify whether the phenomenon described is an element of continuity or change between the Mesopotamian civilization and today.

MESOPOTAMIAN CIVILIZATION a)

Continuity or Change ?

TODAY

Stele of the law code of King Hammurabi

Today, writing plays an important role in the transmission of information.

A scribe

Today, most of the population can read and write.

Explanation:

Continuity or Change ? Explanation:

EXAMINE PAST AND PRESENT SOCIAL PHENOMENA

I correctly identified the links between past and present social phenomena. (2 out of 2)

I more or less correctly identified the links between past and present social phenomena. (1 out of 2)

I did not correctly identify the links between past and present social phenomena. (0 out of 2)

I correctly identified the effect.

NAME

GROUP

TODAY

ANTIQUITY

Why do we use an alphabet? Unlike writing systems that have a large number of characters, alphabet-based writing systems have several advantages: they have fewer symbols, are easier to learn, and allow us to transcribe abstract ideas. Not all societies have the same writing systems: this is one of their cultural differences. Here are a few examples of writing systems.

What are advantages of using an alphabet? Highlight them in the text.

46 Different writing systems around the world

CYRILLIC ALPHABET

CHINESE CHARACTERS

ARABIC ALPHABET

• Has 33 letters

• Has 5,000 characters

• Has 28 letters

• Used in many countries, including Russia

• Used in China, Taiwan, Hong Kong, and Macao

• Used in many countries in the Middle East and North Africa • Read from right to left

Writing rules and customs FOR EXAMPLE, THE QUÉBEC GOVERNMENT ESTABLISHES RULES FOR ROAD SAFETY.

One of the greatest advantages of writing is being able to put society’s rules and conventions on paper. Communication is easier, trade is facilitated, and it helps to keep people safe. 3 IO

a) Public institutions have their own rules. Give an example for each of these. 1) Public swimming pool

ESTABLISH THE FACTS

2) School

I correctly established the facts. (2 out of 2)

I more or less correctly established the facts. (1 out of 2)

I did not correctly establish the facts. (0 out of 2)

b) Why are rules important in a society? Give a reason.

IDENTIFY CAUSES AND EFFECTS

4 IO

I correctly identified the cause.

I more or less correctly identified the cause.

I did not correctly identify the cause.

Continuity or change? Identify whether the examples below show an element of continuity or change between ancient Mesopotamian civilization and today.

MESOPOTAMIAN CIVILIZATION Continuity or Change ?

The law code of King Hammurabi.

TODAY The Criminal Code of Canada, which contains all the laws of the country.

Explanation:

EXAMINE PAST AND PRESENT SOCIAL PHENOMENA

I correctly identified the link between past and present social phenomena.

I more or less correctly identified the link between past and present social phenomena.

I did not correctly identify the link between past and present social phenomena.

CHAPTER 2 The First Civilizations

NAME

GROUP

CHAPTER

SYNTHESIS

Chapter overview

Read the chapter overview carefully.

The start of Antiquity was marked by the invention of writing. With the increase in BARTERING and the need to plan irrigation works, Mesopotamians had to find a way to share and store information. They invented cuneiform writing. This was a new form of COMMUNICATION. A stylus was used by scribes to write on clay tablets. Thanks to this invention, it became possible to keep written records of everything that was considered important: commercial transactions, construction plans, medical treatises, mathematical texts, legal texts (to administer JUSTICE), epics, etc. The inhabitants of Mesopotamia were now part of a true CIVILIZATION, with its own political, social, and cultural characteristics. City-states were independent and autonomous. They were ruled by kings, who were at the top of the social hierarchy and had supreme POWER. In Mesopotamian civilization, RELIGION was very important. Myths were a way to transmit religious beliefs. Mesopotamians believed in several gods and had to pay homage to them. Therefore, the kings built immense temples, such as ziggurats, to honour the deities. Architecture therefore became one way that the society’s culture was expressed. Through writing, Mesopotamian culture expanded and spread throughout the Fertile Crescent. Societies with different languages used the same cuneiform system of writing.

Review diagram

Fill in the diagram with the CONCEPTS IN RED and the words in blue from the chapter overview.

MESOPOTAMIAN

CIVILIZATION OF THE NILE VALLEY

CIVILIZATION OF THE INDUS VALLEY

CHINESE CIVILIZATION

NAME

GROUP

CHAPTER SYNTHESIS

ANTIQUITY

WHEN?

EARLY CIVILIZATIONS

START OF ANTIQUITY

Cultural aspect

SYSTEMS OF ORGANIZATION

SYSTEM OF •

Economic aspect

• The need to keep records

• Increase in

• Invention of

•

Social aspect • The had supreme . Nobility Populace

(The Epic of Gilgamesh)

• Gods had to be honoured: offerings and temples

• New trade:

• Independent and autonomous

belief in multiple gods

• Transmission of beliefs through

agriculture

Political aspect

BELIEF SYSTEM

(

)

• System used for: Economy: bartering and other forms of trade Science: medicine, mathematics (Plimpton 322 tablet)

: laws (Code of Hammurabi) Religion: myths, legends, epics

construction plans

Enslaved people

Consequence of the invention of writing for the Mesopotamian civilization It could transmit its

and expand its influence through the

region.

CHAPTER 2 The First Civilizations

NAME

GROUP

Synthesis activities and IO

LOOK AT THE DOCUMENT FILE ON PAGES 80 AND 81 BEFORE ANSWERING THE QUESTIONS.

Document file A

Social hierarchy in Mesopotamia

Construction of the Ziggurat of Ur, approximately 4,100 years ago

KING NOBILITY

King’s family, priests, scribes, officials

POPULACE

Farmers, artisans, merchants, soldiers

ENSLAVED PEOPLE “[Construction of the first four floors of the Ziggurat of Ur] would have required the efforts of more than 1,000 workers for almost 150 days. But it is likely that there were many more workers. A Babylonian text estimates that 8,500 workers were involved in the construction of another ziggurat.”

B Clay writing tablet showing goats and sheep counted, circa -2350

Source: Bibliothèque nationale de France, 2015. [translation]

In Mesopotamia, knowing how to read and write was a social advantage. Using document A, provide a fact that shows this is true.

CONNECT THE FACTS

2 IO

2 points I showed that the statement is true using a fact.

I more or less showed that the statement is true using a fact.

I did not show that the statement is true using a fact.

1) Construction of the Ziggurat of Ur

2) Invention of cuneiform writing

3) Use of tokens

4) Writing of the Code of Hammurabi

SITUATE IN TIME AND/ OR SPACE

0 points

Place the following events in chronological order using documents B, C, D, and G.

Chronological order:

1 point

2 points

1 point

I correctly situated the facts in time. (3 out of 3)

0 points

I more or less correctly situated the facts in time. (1 or 2 out of 3)

I did not correctly situate the facts in time. (0 out of 3)

Irrigation works increased agricultural productivity. Identify the document that shows that this statement is true. CONNECT THE FACTS

1 point I correctly connected the facts.

Document: 0 points I did not correctly connect the facts.

NAME

GROUP

CHAPTER SYNTHESIS

ANTIQUITY

Tokens

“Clay chips whose shape varied according to the function

Mesopotamia circa -3500 C a spian S ea

Black S ea

of the object they represented, [tokens] were used in Mesopotamia […] to designate and quantify goods. In the 4th millennium [BCE], they were enclosed in soft clay envelopes whose outer surface, marked with the imprint of a cylinder seal, was engraved with notches made using a calamus (cut reed).

Euphrates

Medite r ranean S ea

”

Tigris

Babylon

Lagash Uruk Ur

Source: Encyclopédie Larousse, “Calculi.” [online] [translation]

Red S ea

Agriculture in Mesopotamia

“In order to dig the canals, in order to dredge the irrigation

ditches, in order to irrigate the vast lands by a shadoof, in order to utilize abundant water so that the meadows and fields were moistened, [the gods] put a spade, a hoe, a basket, a plow, the life of the land, at the disposal of the people. After this time, human beings gave all their attention to making the barley grow.

”

Persian Gulf 0

600 km

G Stele on which the law code of King Hammurabi was written, circa 1750 BCE

Source: Royal Chronical of Lagash, circa 2400 BCE. (excerpt)

4 IO

Look at documents B and D. Identify two elements of continuity between the two systems of communication. •

• IDENTIFY ELEMENTS OF CONTINUITY AND CHANGE

5 IO

2 points

1 point

I correctly identified the elements of continuity. (2 out of 2)

I more or less correctly identified the elements of continuity. (1 out of 2)

0 points I did not correctly identify the elements of continuity. (0 out of 2)

Using documents A, B, D, and F and what you have learned, indicate whether the following characteristics apply to Mesopotamian civilization. YES NO a) It had a system of communication in the form of hieroglyphs. b) It had a political structure that considered each city-state autonomous and independent. c) Its culture spread throughout the Fertile Crescent. d) Its society was structured but not hierarchical. e) Many economic changes took place and were facilitated by writing. CHARACTERIZE A HISTORICAL PHENOMENON

2 points

1 point

I correctly characterized the historical phenomena. (5 out of 5)

I more or less correctly characterized the historical phenomena. (2, 3, or 4 out of 5)

0 points I did not correctly characterize the historical phenomena. (0 or 1 out of 5)

CHAPTER 2 The First Civilizations

NAME

GROUP

Long-answer question

WRITING:

Follow these steps to answer the question: First, look through the document file. Next, complete the outline on the following page. Lastly, write out your answer using the ideas from your outline. Refer to the evaluation grid to make sure you are following instructions.

WHY WAS IT LINKED TO THE BIRTH AND DEVELOPMENT OF THE MESOPOTAMIAN CIVILIZATION?

For more guidance, refer to the section How to answer a long-answer question on pages 36 and 37 in Maps and IO.

Document file The start of Antiquity

NEOLITHIC PERIOD -3600

ANTIQUITY

-3500

-3400

Start of Antiquity

Examples from the Code of Hammurabi

• If someone breaks the teeth of a person of the same rank, the perpetrator’s teeth shall be broken. • If a free man hits another free man, he shall pay 10 shekels. If an enslaved person hits a free man, the enslaved person’s ear shall be cut off. 3

Irrigation agriculture

-3300

-3200

Invention of cuneiform writing

-3100

-3000

Invention of hieroglyphs

Social hierarchy in Mesopotamia

In the Mesopotamian civilization, only the scribes, who were part of the nobility, knew how to read and write. They were responsible for recording information about agriculture, trade, laws, and myths.

Irrigation and other projects to improve agriculture were complex and required a great deal of organization.

KING NOBILITY POPULACE

ENSLAVED PEOPLE Plimpton 322 tablet

This document, in cuneiform writing, contains mathematical knowledge, useful for such things as construction plans.

Sculpture representing King Gilgamesh 4

Religious beliefs were expressed in myths. One of the oldest that has been found is The Epic of Gilgamesh.

Ziggurat of Ur

The kings had temples built to honour the different gods. Writing was necessary to create the complex building plans.

NAME

GROUP

CHAPTER SYNTHESIS

ANTIQUITY

Outline Complete the outline, including keywords. Use what you have learned, as well as the document file. Also, identify which documents you used to complete each part of the outline.

WRITING The invention of writing Identify the approximate year when writing was invented, and the civilization that invented it.

Document(s) used:

Economic organization Find information on the role of writing in early civilizations.

Social and political organization Find information on the role of writing in the social and political organization of the first civilizations.

Cultural development Find information on the role of writing in the development and spread of Mesopotamian culture.

Document(s) used: Document(s) used:

Answer

Document(s) used:

Introduction: The invention of writing

EVALUATION GRID I identified the year of the invention of writing and the civilization that invented it.

I described the economic organization of the relevant civilization.

I described the social and political organization of the relevant civilization.

I described the cultural development of the relevant civilization.

Total

Economic organization

Social and political organization

Cultural development

HISTORY of the

World

Intended for the teaching of history and citizenship education in the Secondary Cycle One, the History of the World collection includes a wealth of documents and intellectual operations to help students excel in the study of history.

The History of the World collection features: • a wealth of maps to provide geographical context for historical events • diagrams to clarify content and facilitate learning • illustrated concepts and aspects of society • 100s of historical illustrations, images & quotes • fill-in-the-blank review diagrams that reinforce learning • glossary of terms to enhance students’ vocabulary & ensure clarity of the text • evaluation grids that conform to the Progression of Learning

Maps and booklet, with explanations and examples + the for the intellectual operations IO

User-friendly digital content MyCECZone provides access to workbooks, Teacher’s Resource, and Answer Keys in digital form (PC, Mac, iPad). To find out more, go to editionscec.com

A UNIQUE COLLECTION!

• AN ABUNDANCE OF INTELLECTUAL OPERATIONS THROUGHOUT EACH CHAPTER • A WIDE VARIETY OF DOCUMENT FILES, INCLUDING NUMEROUS EXCERPTS FROM HISTORICAL SOURCES