Hunters and Gatherers MAIN IDEAS Geography Early humans adapted to the natural environment. Culture Humans created tools to ensure survival and to improve life. Culture Early humans developed language, religion, and art.

Early Humans’ Way of Life ESSENTIAL QUESTION How did early humans interact with the environment? Hunter-Gatherers Adapt to Environments Small Bands Early Humans on the Move

Hunter-Gatherers Adapt to Environments Early humans were hunter-gatherers - hunted animals, gathered plants for food - moved to a new location when food ran out • Depended on natural environment for shelter - lived in caves and shelters made of rocks, branches, animal skins

Small Bands • Lived in small bands of about 30 people - group included several families - group size reflected how many people could live off food in region • Men hunted, fished • Women gathered nuts, berries; cared for children - children also worked

Early Humans on the Move • Hunter-gatherers were nomads—people who moved from place to place • Groups returned to the same places with the changes of seasons - bands joined together at certain times of year, formed communities • Moved to new, distant lands while following animals to hunt - migration—moving from one place to settle in another

Early Humans on the Move • By 15,000 B.C., hunter-gatherers had migrated through much of world - crossed land bridge between Siberia and Alaska, entering Americas • Migrating groups entered territory of other groups - groups shared knowledge, tools - sometimes caused violent confl icts if groups feared each other

S E C T I O N 5 The Development of Tools ESSENTIAL QUESTION What were some tools created by early humans? The Use of Fire • Early humans made and controlled fi re around 500,000 years ago • Fire provided heat and light, cooked food - also protected from animals, tempered metal tools

The Development of Technology • Technology—the ways knowledge, tools, inventions are applied to meet needs • Stone tools for cutting were made at least 2 million years ago - other tools included axes, bags, awls, drills • Later complex tools included bows, flint spearheads, metal tools • Tools used to hunt and butcher animals, build simple shelters • Technology helped humans control environment, led to settled lives

ESSENTIAL QUESTION What kind of culture did early humans create? Early Human Culture ESSENTIAL QUESTION What kind of culture did early humans create?

Language • Language probably developed so people could work together - possibly developed to aid in hunting, gathering, sharing food

Religion • Religion—worship of God, gods, or spirits • Early humans probably believed all things in nature had a spirit - some think cave paintings honor spirits of animals killed for food

Art • Prehistoric art found in Africa, Asia, Europe, Australia, Americas • Over 200 cave art sites discovered in France, Spain - images show bulls, stallions, bison • Early humans may have worn portable art (jewelry, figurines) - items may have had religious meaning • Other art included music, dance, stories

CLASS: Come up with positive and negative aspects of people starting to live in villages, towns, and large communities. Talk with your group and then come up to board and list your answers under the following: POSITIVE ASPECTS NEGATIVE ASPECTS NO REPEATS

POSITIVE ASPECTS NEGATIVE ASPECTS protection from danger army, taxes, slavery greater supplies of food waste disposal opportunity for commerce governing large groups of citizens new job opportunities People have been killing, stealing, and maiming for quite a long time. How did the earliest civilizations handle these situations? Have we made any progress in four thousand years? (Farming provided more food and people could stay in one location. Villages and cities started. With an abundance of food, not everyone had to farm. Other jobs, like artisans and traders, were possible.)

Conquers most of Mespopotamia Hammurabi 1790 BC Babylonian King Conquers most of Mespopotamia Law Code of Hammurabi

If not equal everyone had equal protection under the law… Code of Hammurabi Standardized Law = Consistent Codified Law = Written Everyone knew the LAW If not equal everyone had equal protection under the law… even women

Code of Hammurabi The Code of Hammurabi was a list of 282 laws brought together and written on an 8 foot tall stone pillar in 1280 AD for all the people of Babylonia to see.

What is most famous about Hammurabi? You probably assume it was one simple law. “An eye for an eye.” And although that was a law, and it is famous, Hammurabi’s code was a set of laws for everyone to follow, with set punishment if not followed. Brilliant Idea? Right?

Purpose: One of the problems facing early civilizations was setting up laws to govern themselves once people started living in communities instead of hunting, gathering, and roaming for food. Four thousand years later, we take a lot of this for granted. But, it is a slow process, and we are still trying to perfect it today. The following activity is designed to give students a taste of the problems that early people faced when they found the need to govern themselves. Some of the judgments may be harsh but that always leads to good discussion.

Group Work students are to read the situation (on a card at each pod) and, as a group, decide what should be done under the circumstances to achieve justice. It must be a group decision -- no tyrants allowed in this activity. A “recorder” from each group will write down your groups decision taking that information with you as you move to the next pod Each group has five minutes (timer on board) and should proceed from pod to pod making their just and fair decisions. The Discussion: Remember that the rulers of ancient Babylon believed that the gods had entrusted them to deal fairly with their people. These laws were to protect the oppressed and safeguard human rights. Hammurabi called himself the "king of justice.”

POD 1 = #229 If a builder builds a house for a man and does not make its construction sound, and the house which he has built collapses and causes the death of the owner of the house, the builder shall be put to death.

POD 2 = #110 If a "sister of god" (nun) who is not living in a convent opens a wine shop or enters a wine shop for a drink, they shall burn that woman.

POD 3 = #117 If a man be in debt and is unable to pay his creditors, he shall sell his wife, son, or daughter, or bind them over to service. For three years they shall work in the houses of their purchaser or master; in the fourth year they shall be given their freedom.

POD 4 = #143 If the woman has not been careful but has gadded about, neglecting her house and belittling her husband, they shall throw that woman into the water.

POD 5 = #185 If the woman has not been careful but has gadded about, neglecting her house and belittling her husband, they shall throw that woman into the water. If a man takes in his own home a young boy as a son and rears him, one may not bring claim for that adopted son.

POD 6 = #195 If a son strike his father, his hands shall be hewn off.

POD 7 = #2 If any one bring an accusation against a man, and the accused go to the river and leap into the river, if he sink in the river his accuser shall take possession of his house. But if the river prove that the accused is not guilty, and he escape unhurt, then he who had brought the accusation shall be put to death, while he who leaped into the river shall take possession of the house that had belonged to his accuser.

Understand why the need arose for laws to govern society Understand why the need arose for laws to govern society. (In smaller groups of hunter/gatherers, everyone knew and trusted each other. The leaders could easily make decisions when problems arose. The situation changed as larger cities grew. Consistent and fair laws were needed for all.)

Write a letter to the editor of the Babylonian Times Write a letter to the editor of the Babylonian Times. In the letter, you must clearly state the code number you are discussing, your opinion of the code, and why you feel that way. If you disagree with the code, you should offer suggestions for Hammurabi to consider. Generally, it is recommended that one signs a letter to the editor. However, when dealing with Hammurabi, that may not always be advisable. You may add code 283 to this list which could possibly concern disrespectful citizens who disagree with his divinely inspired judgments.

Rubric for “letter to the editor” Grade 93-100 The written response is very specific to the task assigned. Information about the code is clearly stated along with the author's personal convictions. Writing is expressive, clear, concise and to the point. The opinion is logical. A conclusion ties up the letter. The piece is written with nearly no grammatical errors.   Grade 85-92 The written response is specific to the task assigned. The information is correct and an opinion is given. However, the writing neither manages to grasp the reader's attention nor provide a convincing argument. A weak conclusion leaves the reader unsatisfied. Several grammatical errors Grade 77-84 The information provided is generally accurate but no insight is provided. There may or may not be an opinion about the code or a conclusion to the letter. If an opinion is provided, there may be problems with the logic. The student needs a dictionary for a Christmas present -- paper or clay optional. Grade 70-76 An assignment is turned in but it is unclear if it is for the task given or if the student ever heard of Hammurabi. Information is lacking, missing, inaccurate, or illogical. There may be problems with the reasoning if an opinion is stated. Reader is left unsatisfied with the editorial and certain the author has never heard of the editing process. Grade 0 - Failure to turn in project