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Social Studies Essential UNIT Question: How did geography influence the development of the Eastern hemisphere?

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Presentation on theme: "Social Studies Essential UNIT Question: How did geography influence the development of the Eastern hemisphere?"— Presentation transcript:

1 Social Studies Essential UNIT Question: How did geography influence the development of the Eastern hemisphere?

2 Social Studies Standards
Development of Early Civilizations: 2.2c, 2.4d

3 DO-NOW: Place Homework # 19 in portfolio; Update Table of Contents;

4 Focus Question: How did Empires affect the geography of the Fertile Crescent? (Part 1)

5 The Rise of Powerful New Kingdoms
The City-State of Ashur in the north of Mesopotamian region emerged as a powerful kingdom; They called themselves Assyrians after their God, Ashur; Nineveh and Ashur were the most important cities of the kingdom; Eventually, Assyria waged war with Babylon for control of the region.

6 Continued: The City-State of Babylon in south of the Mesopotamian region emerged as a powerful rival to Assyria; Hammurabi was their king; he built a beautiful capital city which contained the “Hanging Gardens”, one of the ancient wonders of the world! He developed a code of laws called the “Code of Hamurabi”; He ordered the building of dams which controlled the flow of the Euphrates River; If he wanted the river to flood, it flooded; if he wanted a drought, there was a drought. This made it seem like he was god-like to his people. He used this power to control his enemies as well.

7 The Hanging Gardens of Babylon

8 The City Gates of Babylon

9 Code of Hammurabi

10 The Benefits of Empire Empires united many kingdoms into one government that was ruled by an “iron-fisted” Emperor, who often made claims to being divine, or like God! The conquerors introduced new technology, resources and culture to the conquered city-states; A sense of common heritage (shared beliefs and common interests) developed;

11 The Detriments of Empire:
Empires often brought hardship and suffering to other city-states; They conquered citizens felt like “second-class citizens,” that is, they were made to feel lower than others, which did not inspire them to contribute to the growth of the empire; The conquered people had to compromise or give up their beliefs and customs for those of the empire.

12 Activity:

13 Homework #21: Read pages in your textbook. Answer the Review and Assess questions on page 71. Define the highlighted words in your glossary.

14 Today I Learned . . .


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