1. BELLRINGER: 1st CIVILIZATIONS C
Take 10 minutes to copy and answer the following questions on you “Bell Ringer” Sheet.
Your “Bell Ringer” Sheet will be collected Friday.
WHAT LANGUAGE IS HAMMURABI’S CODE WRITTEN IN?
WHAT IS THE GREATEST LEGACY OF THE PHOENICIANS?
WHERE IS WRITTEN LANGUAGE OF ANCIENT EGYPT?
WHAT ARCHITECTURE WAS COMMON TO THE EARLY CIVILIZATIONS (EGYPT/SUMER/MESO-AMERICAN)?
WHAT COMMON LOCATION DID EARLY CIVILIZATIONS FORM ON?

2. IMPORTANT THINGS TO KNOW
PLEASE REMEMBER TO ALWAYS PUT YOUR FIRST AND LAST NAME, BLOCK, AND DATE ON ASSIGNMENTS.
You are receiving a signing for a copy of your Pre-Mid term and Post-Mid term grades (Concerns or questions – see Ms. Simpson)
From this point forward you MUST attend tutorial to make up missing assignments (Arrange with Ms. Simpson)
1st installment of Interactive Notebook is due Thursday October 25th – will be taken as a test grade
Expect a notebook check before October 31st (refer to table of contents and request missing assignments via paper with name, block, and assignment(s) missing
Comments, suggestions, questions, concerns – Please see Ms. Simpson

3. SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.

4. a. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s law code.
Mesopotamia means land between rivers
Flooding produces fertile soil known as silt
Rich soil used for agriculture
Ziggurats were religious temples built to please the Gods
Polytheistic meaning many gods or deities
The first ruler of Babylon, Hammurabi set up a a code, or set of laws for the people to follow
Hammurabi’s Code was based on social class
Punishments were an “eye for an eye”

5. b. Describe the relationship of religion and political authority in Ancient Egypt.
The government based on religious authority is called a theocracy
Egyptian Pharaohs (kings) were considered to be living Gods
Mummification was used to prepare Pharaohs for their after life
Pyramids were built to house the pharaoh and all he would need in the after life

6. c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.
Monotheism: the belief in one god
Zoroastrianism: a monotheistic religion founded in ancient Persia (modern day Iran)
-Believed in good and evil, and a final judgment based on how well a person fought for goodness

7. d. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean World.
The Phoenicians were great sailors and shipbuilders
This enabled them to explore and set up city-states throughout the Mediterranean
These city-states were used for trading posts for goods found throughout the region

8. e. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.
Cuneiform: Created by Sumerian scribes as a means to keep records
Egyptian hieroglyphics pictures to record their history, religious, and cultural beliefs
Phoenician alphabet developed as a means of recording trade transactions-spread throughout the Mediterranean (cultural diffusion)

9. SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.

10. a. Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka.
In 269 BC, Ashoka became the Emperor of India and expanded it’s boundaries
After at first expanding the empire through warfare, Ashoka began to rule by Buddhist teachings:
-Toleration and non-violence
-Subjects would be treated fairly
-Religious toleration
Ashoka’ Buddhists beliefs lasted long past his reign, and spread throughout the region

11. Maurya Empire
After Ashoka’s death, India fell into 500 years of political turmoil
The Gupta Empire rose up through military conquest and diplomacy
During the Gupta Empire arts, music, literature, and science grew in the cities

12. SSWH6 The student will describe the diverse characteristics of early African societies before 1800 CE.

13. a. Identify the Bantu migration patterns and contribution to settled agriculture.
The word “Bantu” itself means “the people.” These early Africans were part of one of the greatest migrations in human history, covering a third of the continent. The Bantu people lived in the savanna south of the Sahara, in the area that is now southeastern Nigeria. Starting in the first few centuries AD (or CE), a small number of Bantu speakers moved southward throughout Africa, eventually reaching the southernmost tip of the continent. Although the Bantu migrations produced a great diversity of cultures, they also served as a unifying force

14. Push Factors
Need new farmland: Slash-burn farming exhausted the minerals in the soil, making it difficult to farm.
Environmental Changes: Sahara Desert advanced into Bantu homelands (desertification)
Overcrowding: Population boom created densely populated areas and exhausted natural resources
War: As the Bantu moved south they encountered new groups and were often in conflict with them over resources and land.
Pull Factor
New Resources
Bantu discover iron smelting and develop a need for charcoal and iron ore.
Bantu
The Bantu were different groups of people that shared a common culture
Farmers and ironworkers; Their slash and burn style of farming forced them to move every few years
After hundreds of years the Bantu settled in southern Africa

15. SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America.

16. a. Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca empires.
The Olmecs
Mesoamerica’s first known civilization.
Often called the “mother culture” of Mesoamerica.
Outside invaders are probably the cause for their decline.
Mayan
War between the city-states, disruption of trade, and over farming may have caused the down fall of the Mayan
Aztec
The arrival of Cortes (Spanish colonization) spelled the end of the Aztec Empire
Inca
After a civil war, Pizarro was able to defeat the splintered empire -
Spanish colonization

17. b. Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans, Aztecs, and Incas.

18. Government
Mayans
Independent city-states ruled by a king/priest. Power gained through hereditary means.
Aztecs
Had a central emperor with regional rulers who paid tribute to the emperor.
Incas
Led by a king with the empire divided into units. All towns were connected to the capital by roads. Citizens expected to work a certain number of days for the state

19. Economy Mayans Based on agriculture and trade (salt, feathers, jade)
Aztecs
Based on agriculture and trade. Goods paid as tributes from conquered peoples.
Incas
Based on trade and self-sufficient farming

20. Religion
Mayans
Central to Mayan life. Worshiped multiple gods. Some human sacrifice-mainly worshiped through prayer and assorted offerings.
Aztecs
Central to Aztec life. Worshiped multiple gods. Large scale human sacrifice to the Sun God.
Incas
Ancestor worship with human sacrifice on special occasions

21. Arts
Mayans
Developed a religious calendar based on astronomy and an advanced writing system. Carved jade, built pyramids.
Aztecs
Developed a calendar similar to the Mayans. Built pyramids. Paintings and pottery were usually religious or war based in theme.
Incas
Worked metal, pottery and cloth

22. EXIT TICKET Study for Friday’s test
Work on Interactive Notebook – 15 total completed (ALL 40 due 25OCT)
Organize notebook – expect notebook check before 31Oct
If you need to attend tutorial please arrange with Ms. Simpson – available most mornings and afternoons or during lunch