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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: Take out homework # 22; I will check it!
Update Table of Contents;

4 Focus Question: How was the Fertile Crescent geography used as a tool of war? (Part 2)

5 Geography as Weapon of Change
Led by their King, Ashurbanipal, the Assyrians used bronze weapons to defeat the Babylonians; They respected Babylon’s culture and way of life, however; They preserved Babylon’s culture, language and ideas by keeping their records in the royal library of Nineveh; The Assyrians developed aqueducts which brought water from a great distance.

6 Changes in Geography The Plough – It was pulled by oxen and dug up rows of earth so farmers could plant seeds. The Water Wheel – It brought water from wells to help with farming; it helped irrigate crops. The Arch – It distributes weight evenly across large architectural spaces; it was the most suitable doorway for chariots. The Number 60 – It organized the day into 60 seconds and 60 minutes.

7 Assyrian Aqueducts

8 Record Keeping

9 Fertile Crescent Libraries

10 Ashurbanipal’s Royal Library at Nineveh

11 Cuneiform Number System

12 Technology for War and Peace
The Arch The Plough

13 The Arch as Entrance & Exit

14 Ploughs Make Farming Possible

15 Continued The Water Wheel

16 Assyrian Siege Machinery

17 Assyrian Battering Rams

18 Assyrian War Chariots

19 Assyrian Bronze-Age Weapons

20 Activity: Create a Triple VENN diagram that compares Paleolithic People, Neolithic People and Sumerian People. Work in groups of 2 or 3.

21 Homework #24: Complete the handout! Study for your test!
Finish project!

22 Today I Learned . . .


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