The First Civilizations - Baby's First Year

CHAPTER 1 RESOURCES 

The First Civilizations 

Activity for Differentiated Instruction 1. . . . . . . . . . . . . . 6 

The Epic of Gilgamesh 

Critical Thinking Skills Activity 1 . . . . . . . . . . . . . . . . . . 9 

Making Comparisons 

Geography and History Activity 1 . . . . . . . . . . . . . . . . . . 11 

Two Rivers in Mesopotamia 

People to Meet Activity 1 . . . . . . . . . . . . . . . . . . . . . . . 13 

The First Farmers 

Time Line Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 

The World’s First Empires (2400–400 B.C.) 

Citizenship and Service Learning Activity 1 . . . . . . . . . . 17 

Brainstorming a Mural 

Economic Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 

Jobs of Tomorrow 

World Literature Reading 1 . . . . . . . . . . . . . . . . . . . . . . 21 

Early Literature 

Primary Source Reading 1. . . . . . . . . . . . . . . . . . . . . . . 23 

The Code 

Take-Home Review Activity 1 . . . . . . . . . . . . . . . . . . . . 25 


5

CHAPTER 1 

Name Date Class 

ACTIVITY FOR DIFFERENTIATED INSTRUCTION 1 


The Epic of Gilgamesh is a Sumerian poem dating from about 

2000 B.C. It is one of the world’s oldest known stories. The hero, Gilgamesh, 

is a king who traveled the world performing great deeds. 

In one of the most famous parts of the epic, Gilgamesh tries to 

learn the secret of eternal life from an immortal wise man. This 

man tells Gilgamesh about a great flood that destroyed the world. 

Warned by the god of wisdom, the man had saved himself and his 

family by building an ark. The gods eventually gave the man eternal 

life. Here is part of the man’s story: 

Six days and six nights 

Blows the flood wind, as the south-storm 

sweeps the land. 

When the seventh day arrived, 

The flood (-carrying) south-storm subsided 

in the battle, 

Which it had fought like an army. 

The sea-grew quiet, the tempest was still, 

the flood ceased. 

I looked at the weather. Stillness had set in, 

And all of mankind had returned to clay. 

The landscape was as level as a flat roof. 

I opened a hatch, and light fell on my face. 

Bowing low, I sat and wept, 

Tears running down my face. 

I looked about for coast lines in the expanse 

of the sea: 

In each of fourteen (regions) 

There emerged a region (-mountain). 

6 

On Mount Nisir the ship came to a halt. 

Mount Nisir held the ship fast, 

Allowing -no motion. 

[For six days the ship rests atop Mount Nisir.] 

When the seventh day arrived, 

I sent forth and set free a dove. 

The dove went forth, but came back; 

There was no resting-place for it and she 

turned round. 

Then I sent forth and set free a swallow. 

The swallow went forth, but came back, 

There was no resting-place for it and she 

turned round. 

Then I sent forth and set free a raven. 

The raven went forth and, seeing that the 

waters had diminished, 

He eats, circles, caws, and turns not round. 

Source: Translated by E.A. Speiser, in Ancient Near Eastern Texts (Princeton, 1950), as reprinted in Isaac Mendelsohn (ed.), Religions 

of the Ancient Near East (New York, 1955). 

Directions: Use the information in the passage to answer the following 

questions on a separate sheet of paper. 

1. Making Connections Review the information in your textbook 

about the geography of Sumeria. How do you think the 

Sumerians’ physical environment might have inspired the 

Gilgamesh flood story? 

2. Analyze What does this story tell us about the relationship 

Sumerians might have had with their gods? Explain your 

answer. 

Copyright © by The McGraw-Hill Companies, Inc.

Copyright © by The McGraw-Hill Companies, Inc. 

TEACHING STRATEGIES FOR DIFFERENT LEARNING STYLES 

The following are ways the basic lesson can be modified to accommodate 

students’ different learning styles. 

Visual/Spatial Learning; Interpersonal Learning 

Divide students into groups. Have each student in the group illustrate 

one part of the Gilgamesh flood story, using techniques of their 

choice (crayons, colored pencils, water color, etc.). The groups can decide 

who will illustrate which part of the story, but the entire story should be 

illustrated. Students’ works can then be displayed in correct order to 

present the story. 

Auditory/Musical Learning 

Ask students to imagine that they are the wise man. Write a ballad 

(1) describing their feelings as they journeyed during the flood or 

(2) directed toward the gods, asking for help and advice. 

Linguistic/Verbal Learning; Intrapersonal Learning 

Ask students to research some facts about cuneiform writing. As they 

research, they should keep in mind the following questions: How do 

cuneiform characters differ from our alphabet? How long would it have 

taken a Sumerian scribe to copy the Gilgamesh flood story? The entire 

Epic of Gilgamesh? How would civilizations have attempted to preserve 

stories such as the Epic of Gilgamesh before the invention of writing, and 

how successful would their efforts have been? Students should report 

their findings in a one- to two-page report. 

CRISS Reading Strategy 

Ask students to paraphrase the Gilgamesh flood story in their own 

words. Make sure that events are presented in correct chronological 

order and that all important incidents are mentioned. 

English Learners (EL) Reading Strategy 

Ask students to find the following facts from the passage: (1) How 

many days and nights did the flood wind blow? (2) Where did the ark 

come to rest? (3) How many birds were released from the ark? Name 

them. (4) What was the last bird to be released? How was this bird’s 

behavior different from the others? 

7 

CHAPTER 1



CRITICAL THINKING SKILLS ACTIVITY 1 

Making Comparisons 

Social Studies Objective: Analyze information by comparing and 

contrasting. 

Learning the Skill 

When you make a comparison, you look at two or more things 

and determine how they are alike and how they are different. You 

may make comparisons between peoples or cultures, events or situations, 

or documents. Making comparisons allows you to make more 

informed judgments. When making a comparison, follow the steps 

listed below. 

•First decide which items will be compared. 

• Then decide which characteristics can be used to make a 

comparison. 

•Finally, identify similarities and differences among those 

characteristics. 

Practicing the Skill 

Directions: Analyze the information in the chart below. Then answer the 

questions that follow. 

Ancient Communities 

Çatal Hüyük Babylon 

Time period settled around 6700 B.C. around 1800 B.C. 

Location (modern-day) Turkey Iraq 

Approximate population more than 6,000 up to 50,000 

Crops grown peas, lentils, wheat wheat, barley, peas, lentils, 

chickpeas 

1. What items are being compared in 

the chart? 

2. What characteristics are being used 

to compare them? 

3. Which community was settled first? 

When? 

4. Which community had a larger 

population? 

5. Compare the crops grown by the 

two communities. How are they 

alike and how are they different? 

6. Why do you think Babylon was able 

to support a much larger population 

than Çatal Hüyük? 

9 

CHAPTER 1



GEOGRAPHY AND HISTORY ACTIVITY 1 


In the area of the Middle East that is today known as Iraq, 

there are two rivers called the Euphrates and the Tigris. They 

flow southward across the desert. For most of their length, the 

two rivers parallel each other. Then they join and empty into 

the Persian Gulf. 

In ancient times, the land between them was called 

Mesopotamia. This name comes from the Greek words mesos 

meaning “middle” and potamos meaning “river.” Mesopotamia 

literally means “land between the rivers.” The region was at the 

eastern end of an area of good farmland known as the Fertile 

Crescent (see map below). 

The waters of the Tigris and Euphrates Rivers helped one 

of the world’s earliest civilizations to grow—the Sumerians. The 

people who lived in the region, known as Sumer, used the water 

for drinking and growing crops. The rivers were also used for 

transportation. Some of the earliest sailboats ever built carried 

people and goods up and down the rivers. 

Flood Control and Irrigation 

In the spring, the Tigris and Euphrates would flood. The 

ancient Sumerians learned how to control these floodwaters. 

They built earthen mounds called levees on both sides of the rivers. 

The Sumerians also learned how to channel the rivers’ waters into 

fields where crops were grown—one of the world’s first known 

examples of irrigation. The mineral-rich soil helped these early 

farmers to grow enough crops to feed the people. Wheat, barley, 

sesame, and other fruits and vegetables were the primary food 

crops. The farmers also grew flax, which was woven into clothes. 

ASIA 

MINOR 

SSeeaa 

Sea 

Mediterranean 

MMeeddiitteerrrraanneeaan n 

The Fertile Crescent 

Jordan R. 

Jerusalem 

Dead 

Sea 

KEY 

Fertile Crescent 

0 

0 

SYRIA 

Euphrates R. 

100 kilometers 

N 

W E 

S 

SYRIAN DESERT 

200 miles 

Babylon 

Babylon 

Tigris R. 

Uruk 

Uruk 

SSUUMMERR 

SUMER 

Eridu 

Uruk 

CHALDEA 

IRAN 

ZAGROS MTS. 

Ur 

Ur 

Caspian 

Caspian 

Sea 

Sea 

Persian 

Persian 

Gulf 

Gulf 

11 

CHAPTER 1

CHAPTER 1 


GEOGRAPHY AND HISTORY ACTIVITY 1 (continued) 


Trade and Writing 

The development of wind-powered boats helped move crops 

and other goods up and down the rivers. A number of cities along 

the rivers became centers of trade. Some of the cities were Sumer, 

Ur, Uruk, Eridu, and Babylon. 

To help keep track of trade, the Sumerians created some of the 

world’s earliest forms of writing. Literate men known as scribes 

would form tablets from clay from the rivers and carve small symbols 

into them while the clay was still soft. Using a sharpened reed 

known as a stylus, the scribe would mark records on the tablets 

and then leave them in the hot sun to dry. From this writing, 

called cuneiform, we have learned much about these ancient 

Mesopotamian cultures. 

Directions: Answer the following questions in the spaces provided. 

1. What were the two major rivers of Mesopotamia? 

2. What does the name Mesopotamia mean? 

3. How did the people of Mesopotamia use the rivers? 

4. Name some food crops grown by the ancient Mesopotamians. 

5. By looking at the map, name three bodies of water other than 

rivers. 

6. Drawing Conclusions Look at the land surrounding 

Mesopotamia on the map. How did the geography 

of Mesopotamia and the surrounding lands open 

the region to invasion? 

12 




PEOPLE TO MEET ACTIVITY 1 

The First Farmers 

Imagine that you are living almost 

8,000 years ago. You might raise a few 

domesticated animals, but most of your 

food comes from farming. As one of the 

first farmers, you can only grow plants 

native to your area or plants that you 

get through trade. 

Different Kinds of Farming 

How you farm depends on where 

you live. Maybe you live near a large 

river, like the Nile in Egypt, that floods 

every year. The floods renew the soil, 

so it stays fertile a long time. This means 

that you can make a large farm that produces 

a lot of food and other crops. 

If you live in the rain forest of 

Mesoamerica, you will practice milpas, 

or slash-and-burn agriculture. You will 

cut and burn down a patch of forest. Then 

you will plant your crops. The soil in rain 

forests is not very rich. After a couple of 

years the land will wear out, and you 

will have to cut another patch. 

No matter where you live or how you 

farm, two things are true. First, you must 

get water to your crops, so you may need 

to develop an irrigation system to supply 

water. 

Directions: Answer the questions below in the spaces provided. 

Milpas, or slash-and-burn agriculture 

1. Eight thousand years ago, where did most food come from? 

2. How was farming in the rain forest of Mesoamerica different 

from farming near the Nile? 

3. Writing On a separate sheet of paper, write a paragraph comparing 

farming today in the United States with farming 8,000 

years ago. 

Second, you must know when to 

plant and harvest. If you plant too early 

or too late, you could lose your crop and 

starve to death. You will also notice that 

seasonal floods, monsoons, or dry and 

cold seasons happen every time certain 

planets or constellations are in the sky. 

Soon your civilization will use the stars 

to invent calendars that keep track of the 

planting cycle. 

13 

CHAPTER 1



TIME LINE ACTIVITY 1 

The World’s First Empires 

(2400–400 B.C.) 

Directions: Use the following information about the world’s first 

empires to complete the time line. 

2400 B.C. 2000 B.C. 1600 B.C. 1200 B.C. 800 B.C. 400 B.C. 

Background 

Between 2400 B.C. and 400 B.C., several empires took turns controlling Mesopotamia. 

•In 2340 B.C. Sargon conquered all of • The Chaldeans controlled 

Mesopotamia. 

Mesopotamia beginning in 605 B.C. 

•About 550 years later, Hammurabi • The Chaldeans captured Nineveh 

created the Babylonian Empire. 

seven years earlier. 

•Around 1750 B.C., Hammurabi wrote •King Nebuchadnezzar died in 562 B.C. 

the Code of Hammurabi. 

• The Persians captured Babylon over 

• The Assyrians conquered Mesopotamia twenty years later. 

about 900 B.C. 

15 

CHAPTER 1



CITIZENSHIP AND SERVICE LEARNING ACTIVITY 1 


Why It’s Important 

Art has been an important part of human life since its earliest 

days. Today, in many neighborhoods, public art is on display. 

Murals are painted on buildings. A mural is a picture 

large enough to cover a whole wall of a building or room. 

Murals serve many purposes. They may express the common 

history and hopes of a community. They may beautify an 

ugly wall. They may bring comfort or humor to a hospital 

waiting area. They may unite a community as many people 

work together designing it, painting it, supporting it, and 

enjoying it. 

Background 

Evidence of the art of early humans is 

found in many locations around the 

world. These people used art to record 

their experiences and perhaps for religious 

purposes. The cave paintings at 

Lascaux, France, show animals that were 

important to the painters as food or as 

sacred beings. These cave paintings are 

the world’s earliest murals. 

Sumerian art includes architecture, 

sculpture, and pottery, as well as paintings. 

You can see examples in your textbook 

on pages 18 and 19. The Assyrians 

were skilled in the arts, particularly 

sculpture. The Babylonians adorned their 

buildings with paintings of animals, 

plants, and other symbols. The Hanging 

Gardens of Babylon were, in a sense, a 

huge public sculpture, designed to be 

visible from any point in the city. 

Questions to Consider 

Directions: Answer the questions below on 

a separate sheet of paper. 

1. What public art are you familiar 

with? What does it mean to you? 

What goal is the art supposed to 

accomplish? 

2. How do you decorate your own 

space? Have you put up posters or 

special wallpaper? 

3. What public spaces in your environment 

could benefit from a mural? 

4. What symbols would you use to represent 

yourself? What symbols represent 

your school? Your community? 

17 

CHAPTER 1

CHAPTER 1 


CITIZENSHIP AND SERVICE LEARNING ACTIVITY 1 (continued) 


Painter Aaron Douglas 

(1898–1979) was a major African American 

artist. He was known for painting indoor 

murals in public buildings. His best-known 

works were painted on the walls of a branch 

of the New York City Library. 

Your Task 

Your task is to brainstorm ideas for a 

mural in your community. First, decide 

where you would like to place the mural. 

Then, decide on the subject. You will 

make lists of people from whom you 

might need permissions, funding, 

and assistance. You will end up with 

a proposal. 

How to Do It 

1. Consider the purpose of the mural. Is 

it for sheer entertainment? Will it 

reflect local history? Is it for inspiration 

or unity? 

Follow-Up Activity 

What location and subject did you 

pick for your mural? Was it difficult 

or easy to decide on a location? How 

about a subject? Why? Explore the 

possibility of actually implementing 

your mural proposal. Make a “to do” 

list and a “to buy” list for the project. 

18 

2. Brainstorm ideas for where to place a 

mural in your community. Think of 

indoor and outdoor locations. Think 

of public buildings and businesses. 

3. Next, brainstorm ideas for the artwork 

on the mural itself. The subject 

of the mural will depend both on its 

purpose and its location. 

4. Now, make a list of people who 

might help you pay for the mural. 

Consider arts organizations, schools, 

and businesses. 

5. Who will you need to get permission 

from to paint the mural? 

6. Who will paint the mural? 

7. Write up your plan. State the purpose, 

the location, the subject of the 

art, how you will try to fund it, who 

you will need permission from, and 

who will paint the mural. 

HOW TO BRAINSTORM 

1. Select one member of your group to write 

down the ideas. Write the ideas where 

everyone can see them, if possible. 

2. Begin calling out ideas. Respect one another’s 

right to speak, and wait for your turn. 

3. Do not judge the ideas. Some ideas may 

seem silly or impossible. The goal is to generate 

as many ideas as possible. 

4. When your group runs out of ideas, evaluate 

them. Each idea should be discussed. 

You may also categorize them. 

5. Circle ideas that seem especially promising. 

Cross out ideas that are not feasible. Try to 

reach agreement on just one idea. 




ECONOMIC ACTIVITY 1 


During the Neolithic Age, people 

began to practice specialization, or the 

development of different kinds of jobs. 

People who were not needed for farming 

had time to develop other types of skills, 

such as pottery, weaving, and toolmaking. 

Today, people still practice specialization. 

Knowing what skills and occupa- 

The 10 Fastest Growing Occupations, 2002–2012 

1. What personal characteristics will be 

required in most of these jobs? 

2. What skills will be valuable in most 

of these jobs? 

3. Research one of these jobs. What 

education and training are needed 

for this career? 

tions will be needed in tomorrow’s job 

market will help you as you plan your 

future career. The Bureau of Labor Statistics 

predicts that the following occupations 

will grow the fastest between now 

and the year 2012. 

Occupation Percent Growth 

Medical assistants 59% 

Network systems and data communications analysts 57% 

Physician assistants 49% 

Social and human service assistants 49% 

Home health aides 48% 

Medical records and health information technicians 47% 

Physical therapist aides 46% 

Computer software engineers, applications 46% 

Computer software engineers, systems software 45% 

Physical therapist assistants 45% 

Directions: Use the information above to complete the following 

questions. 

Source: Bureau of Labor Statistics. 

4. What career choices are you 

considering? 

5. How can information about the 

future growth of a career help you 

select a career? 

19 

CHAPTER 1



WORLD LITERATURE READING 1 


About the Selection 

The Epic of Gilgamesh was discovered 

in ancient Mesopotamia and is the oldest 

known piece of literature in the world. It 

was written in cuneiform (wedge-shaped 

characters) on stone tablets. It tells the 

story of the warrior Gilgamesh. After his 

friend Enkidu dies, Gilgamesh is so overcome 

by grief that he searches for a way 

to live forever. In the end, he must accept 

that only the gods are immortal. 

Guided Reading 

As you read this excerpt from the 

epic, pay attention to how Enkidu 

describes his dreams. Then answer 

the questions that follow. 


Tablet VII, Column iv 

With these last words the dying Enkidu did pray 

and say to his beloved companion: 

“In dreams last night 

the heavens and the earth poured out 

great groans while I alone 

stood facing devastation. Some fierce 

and threatening creature flew down at me 

and pushed me with its talons towards 

the horror-filled house of death 

wherein Irkalla, queen of shades, 

stands in command. 

There is darkness which lets no person 

again see light of day. 

There is a road leading away from 

bright and lively life. 

There dwell those who eat dry dust 

and have no cooling water to quench their awful thirst. 

As I stood there I saw all those who’ve died 

and even kings among those darkened souls 

Reader’s Dictionary 

devastation: destruction and ruin 

talons: claws of a bird 

quench: to satisfy 

remote: distant, far removed 

forfeit: lose 

resumed: began again 

withering: shriveling and drying up 

deprived: withheld something from 

21 

CHAPTER 1

CHAPTER 1 


WORLD LITERATURE READING 1 (continued) 

22 


have none of their remote and former glory. 

All earthly greatness was forfeit 

and I entered then into the house of death. 

Others who have been there long 

did rise to welcome me.” 

Hearing this, great Gilgamesh said to his handsome mother: 

“My friend, dear Enkidu, has seen his passing now 

and he lies dying here upon a sad and lonely cot. 

Each day he weakens more and wonders how much more 

life may yet belong to his hands and eyes and tongue.” 

Then Enkidu resumed his last remarks and said: 

“Oh Gilgamesh, some destiny has robbed me 

of the honor fixed for those who die in battle. 

I lie now in slow disgrace, withering day by day, 

deprived as I am of the peace that comes to one 

who dies suddenly in a swift clash of arms.” 

From the Epic of Gilgamesh. Translated by Danny P. Jackson. Wauconda, IL: 

Bolchazy-Carducci Publishers, 1997. 

Analyzing the Reading 


1. What did Enkidu dream about? 

2. Why did Enkidu feel disgraced? 

3. Critical Thinking Describe what Enkidu thought death would 

be like. 

4. Critical Thinking What do you think the author of this epic 

thought about war and going into battle? Explain your answer 

using the text. 




PRIMARY SOURCE READING 1 



Hammurabi ruled as king of Babylon 

from 1792 B.C. to 1750 B.C. He changed 

Babylon from a small city-state into a 

very powerful state. He established 

strong laws. His Code contained 

282 laws—a few of which are listed 

below—covering all aspects of society. 

These laws reflect the social structure 

and values of Babylon during 

Hammurabi’s rule. 

The Code of Hammurabi 

When Marduk sent me to rule over men, to give the protection of 

right to the land, I did right and righteousness in . ..,and brought about 

the well-being of the oppressed. 

CODE OF LAWS 


Marduk: the main God of Babylon 

oppressed: held down or abused 

ensnare: to take or catch 

accusation: the charge of a crime 

or wrongdoing 

1. If any one ensnare another, putting a ban upon him, but he can not 

prove it, then he that ensnared him shall be put to death. 

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. 

3. If any one bring an accusation of any crime before the elders, and 

does not prove what he has charged, he shall, if it be a capital offense 

charged, be put to death. . . . 

6. If any one steal the property of a temple or of the court, he shall be 

put to death, and also the one who receives the stolen thing from 

him shall be put to death. 

7. If any one buy from the son or the slave of another man, without 

witnesses or a contract, silver or gold, a male or female slave, an ox 

or a sheep, [a donkey] or anything, or if he take it in charge, he is 

considered a thief and shall be put to death. 

Source: The Code of Hammurabi. Tr. L. W.King. www.yale.edu/lawweb/avalon/medieval/hamcode.htm 

23 

CHAPTER 1

CHAPTER 1 


24 


The Code (continued) 


1. Why did Hammurabi establish his code? 

2. What is the penalty for receiving stolen goods? 

3. What role does the river play in the Code of Hammurabi? 

4. Critical Thinking Why do you think that death was the penalty for so many 

crimes? 




TAKE-HOME REVIEW ACTIVITY 1 


Some of the first civilizations arose in southwest Asia. The people of 

these civilizations gradually learned how to farm and developed systems 

of government, writing, and religion. 

The site of ancient Jericho is one-third of a mile (one-half a kilometer) away 

from modern Jericho at a depth of 820 feet (250 meters) below sea level. 

Jericho, one of the oldest known communities, is located in the West Bank 

between what are now Israel and Jordan. 

REVIEWING CHAPTER 1 

Early Humans 

• Early humans were nomads who moved 

around to hunt animals and gather food. 

They built shelters and used fire to survive. 

In time, they developed language 

and art. 

• Paleolithic people adapted to their environment 

and invented many tools to 

help them survive. 

• In the Neolithic Age, people started 

farming, building communities, producing 

goods, and trading. 

• During the farming revolution, people 

began to grow crops and domesticate 

animals, which allowed them to settle 

in villages. 

Mesopotamian Civilization 

• In early Mesopotamian civilizations, religion 

and government were closely 

linked. Kings created strict laws to govern 

the people. 

• Civilization in Mesopotamia began in 

the valleys of the Tigris and Euphrates 

Rivers. In time, farming villages devel- 

STANDARDIZED TEST PRACTICE 

Multiple Choice 

1. The first city-states developed in 

A 

Sumer. C Chaldea. 

B 

Assyria. D Mesopotamia. 

oped into civilizations with governments, 

art, religion, writing, and social 

class divisions. The first city-states 

developed in Mesopotamia. 

• Many cities had formed in southern 

Mesopotamia in a region known as 

Sumer. Sumerians invented writing and 

made other important contributions to 

later peoples. 

• Sumerian city-states lost power when 

they were conquered by outsiders. 

The First Empires 

• New empires arose in Mesopotamia 

around 900 B.C. These civilizations 

included the Assyrians and the 

Chaldeans. They used powerful armies 

and iron weapons to conquer the region. 

• Assyria’s military power and wellorganized 

government helped it build a 

vast empire in Mesopotamia by 650 B.C. 

• The Chaldeans built a large empire that 

included Babylon, the largest and richest 

city in the world at the time. The 

Chaldeans developed the first calendar 

with a seven-day week. 

25 

CHAPTER 1

CHAPTER 1 


TAKE-HOME REVIEW ACTIVITY 1 (continued) 

Word Unscramble 

Directions: Look at the letters below. Use the clues to unscramble the 

letters. 

1. L G T S S I A A E H C R O O scientists who work to 

uncover clues about early human life by hunting for evidence 

buried in the ground where settlements might once have been 

2. M E C T O T I D E A S tame animals and plants for 

human use 

3. AV N C A R A S groups of traveling merchants 

4. V T I I L S N I I C Z A O complex societies 

5. F U N M R O E C I Sumerian writing consisting of hundreds 

of wedge-shaped marks cut into damp clay tablets with 

a sharp-edged reed 

6. E P R E M I a group of many different lands under one 

ruler 

7. O O G E C Y T H N L tools and methods to help 

humans perform tasks 

8. D S A O N M people who regularly move from place to 

place 

9. L O S S F I S traces of plants or animals that have been 

preserved in rock 

26 




The first humans lived during the Stone Age. 

The first part of this period is called the Paleolithic Age, 

or Old Stone Age. It lasted from about 2.5 million 

DIRECTIONS: Completing a Graphic Organizer Read each statement in the 

list below. Then, fill in the statement in the correct spot on the Venn diagram. Statements 

that are about the Paleolithic Age go in the left circle, statements about the Neolithic Age 

go in the right circle, and statements about both ages go in the middle section. After you 

have completed the diagram, answer the questions that follow. 

Workbook Activity 1 

The Stone Age 

years ago until about 8000 B.C.The second part of this 

period is called the Neolithic Age, or New Stone Age. 

It lasted from about 8000 B.C. until 4000 B.C. 

• lived in small groups of nomads • hunted and fished 

•created wall paintings • gathered plants and fruits 

• underwent the farming revolution • made stone tools and weapons 

• lived in villages • farmed, raised animals, and traded 

•made farming tools • discovered how to use fire 

• practiced specialization of jobs • started to speak a language 

•made tools out of copper and bronze • created cave paintings 

• built shelters 

1. In what important ways were people from the Paleolithic Age and people from 

the Neolithic Age alike? 

2. What do you think was the most important development made during the 

Stone Age? Explain. 

PALEOLITHIC AGE NEOLITHIC AGE 

Date: ____________ 

BOTH 

Date: ____________ 

1


Workbook Activity 2 

Mesopotamian Cultures and Empires 

DIRECTIONS: Distinguishing Fact from Opinion Decide whether the statements 

below are facts or opinions. Write F for fact or O for opinion in the blank next to each statement. 

Then answer the questions that follow. 

2 

1. The Chaldeans invented the first seven-day calendar. 

2. Because Assyrian soldiers were so cruel, it made sense for the 

people of Assyria to rebel. 

3. Babylon was the largest and richest city in the world at its time. 

4. To prevent people in conquered lands from rebelling, Assyrians 

had little choice but to resettle them elsewhere. 

5. The Chaldeans were probably happy to join the Persian Empire 

because they were having a hard time controlling the land they 

had conquered. 

6. Sumerian city-states had their own governments. 

7. More people would have supported the Code of Hammurabi 

if it had been less strict. 

8. Assyrian kings divided their empire into provinces that were 

ruled by officials. 

9. Sargon set up the world’s first empire. 

10. The most important Sumerian achievement was their religion. 

11. Why did early civilizations arise in the valleys of the Tigris and Euphrates 

Rivers? 

12. Why is Mesopotamia called the “cradle of civilization”? 




READING ESSENTIALS AND STUDY GUIDE 1-1 

Early Humans For use with pages 8–15 

Key Terms 

historian: a person who studies and writes about the human past (page 9) 

archaeologist: a scientist who digs up clues about the past (page 9) 

artifact: a weapon, tool, or other item made by humans (page 9) 

fossil: traces of plants or animals that have been preserved in rock (page 9) 

anthropologist: a scientist who studies how humans and their societies 

develop (page 9) 

nomad: a person who regularly moves from place to place (page 10) 

technology: tools and methods that help humans perform tasks (page 11) 

domesticate: to tame plants or animals for human use (page 13) 

specialization: a practice in which different people focus on different jobs 

(page 15) 

Drawing From Experience 

You know that certain jobs—computer technician, athlete, 

salesperson—often require traveling from place to 

place. But can you imagine an entire community that 

moved several times a year? 

In this section, you will learn why bands of people 

once roamed the land—and what enabled them to finally 

settle down. 

Organizing Your Thoughts 

Use the following cause-and-effect chart to track how 

early humans adapted to their environment. Use details 

from the text to help you fill in each blank. 

Cause Effect 

1. Because people hunted and 

gathered . . . 

...Paleolithic 

2. Fire was a life-changing ...fire provided 

development because . . . 

3. After people learned how to ...they were able to 

grow food . . . 

4. Because not everyone was ...some people specialized 

needed for farming . . . 

1


READING ESSENTIALS AND STUDY GUIDE 1-1 (continued) 

Early Humans (page 9) 

Paleolithic people adapted to their environment and invented many 

tools to help them survive. 

History is the story of our human past. Historians 

study and write about what people did long ago. Historians 

tell us that history began when people first began to 

write—about 5,500 years ago. The time before this is 

called prehistory. This is when the human story really 

begins. 

Tools of Discovery We study the earliest people and the things 

they left behind. Scientists called archaeologists hunt for 

clues to the past by digging underground. They choose 

sites where humans might once have settled. Archaeologists 

discover artifacts, such as tools, weapons, bowls, 

and other things humans made. They also hunt for traces 

of plants or animals in rock called fossils. 

Another type of historian is an anthropologist. These 

people study how different kinds of societies developed. 

They look for clues to how people related to one another. 

Historians call the early period of human history the 

Stone Age. It is named for the fact that people during this 

time used stone to make tools and weapons. The earliest 

part of the Stone Age is the Paleolithic or Old Stone Age. 

This time began about 2.5 million years ago and lasted 

until around 8000 B.C. 

Who Were the Hunter-Gatherers We know that early humans 

spent most of their time searching for food. They hunted 

animals, caught fish, ate insects, and gathered nuts, 

berries, fruits, grains, and plants. 

Because they lived off what the land provided, Paleolithic 

people were always on the move. They were 

nomads, or people who move regularly. They looked for 

good, rich land. They moved in bands of about 30. The 

group kept members safer. 

At each new place, people camped near a stream or 

other water source. Women stayed close to the campsite. 

2 





They cared for the children and searched nearby woods 

for berries, nuts, and grains. 

Men hunted animals. This sometimes took them far 

from camp. Men had to learn the habits of different animals. 

They also needed to make tools for the kill. The 

earliest tools, such as clubs were used for such a purpose. 

Men also killed animals by driving them off cliffs. Later, 

people invented spears, traps, and bows and arrows. 

Adapting to the Environment The way Paleolithic people lived 

depended on where they lived. Those in warm climates 

needed little clothing or shelter. People in cold climates 

needed more. Many lived in caves. Over time, people created 

new kinds of shelters, such as animal hides held up 

by wooden poles. 

Paleolithic people also learned to tame fire. Fire was 

important for many reasons. It provided warmth and 

light. It scared away wild animals. Food cooked over a 

fire tasted better, was easier to digest, and would keep 

longer. People also could now save meat by having it 

smoked over fire. 

Archaeologists believe that fires were first started by 

rubbing two pieces of wood together and later with drilllike 

tools. 

What Were the Ice Ages? Fire helped people survive the Ice 

Ages. From 100,000 B.C. to about 8000 B.C., thick ice sheets 

covered parts of Europe, Asia, and North America. 

During the Ice Ages, people were at constant risk from 

cold and hunger. To survive, early humans had to adapt. 

People had to build sturdier shelters, make warmer clothing, 

and change their diets. Fire helped them live in this 

harsh environment. 

Language, Art, and Religion Paleolithic people developed language. 

This made it easier for people to work together 

and pass on knowledge. Early people used both words 

and art. They made paint from crushed rocks. They 

painted animals on cave walls. 

Some historians believe the early art could have had religious 

meaning or was meant to bring hunters good luck. 

3



The Invention of Tools Paleolithic people were the first to use 

tools and methods to help them perform tasks. This is 

called technology. Tools were made of a hard stone called 

flint. Flint would flake into sharp pieces when hit with a 

rock. By tying wooden poles to different shapes of flint, 

people made axes and spears. 

Over time, early people made smaller and sharper 

tools—like fishhooks and needles—from animal bones. 

People used needles to make nets and baskets and to sew 

hides together for clothing. 

5. How did the development of spoken language help 

Paleolithic people? 

Neolithic Times (page 13) 

In the Neolithic Age, people started farming, building communities, producing 

goods, and trading. 

After the last Ice Age ended, people began to change 

the way they lived. They learned how to domesticate, or 

tame animals. More control over animals meant more 

meat, milk, and wool. People also learned how to grow 

plants. People no longer had to roam from place to place 

in search of food. They could grow crops themselves. 

Gradually, farming replaced hunting and gathering. 

These changes marked the beginning of the Neolithic 

Age. Also called the New Stone Age, this period lasted 

from about 8000 B.C. to 4000 B.C. 

Why Was Farming Important? Historians call the Neolithic Age 

the farming revolution. The word revolution describes 

changes that affect many areas of life. 

Farming first developed everywhere. People scattered 

across the globe discovered how to grow crops at about 

the same time. What they grew depended on where they 

lived. 

4 





Region Crops 

Asia wheat, barley, rice, soybeans, millet 

Africa coffee, cocoa, millet, barley, onions, wheat, flax 

Europe oats, rye, olives 

South America beans, cotton, peanuts, potatoes, peppers, 

coffee, cocoa 

North America beans, sunflowers, squash 

The Growth of Villages Farming allowed people to stay in one 

place. Herders still drove their flocks wherever they could 

find grazing land. Farmers, however, had to stay put. 

They needed to water their plants and protect them from 

hungry animals. They also had to wait to reap the harvest. 

So they built permanent homes and created villages. 

During the Neolithic Age, villages grew in Europe, 

India, Egypt, China, and Mexico. The earliest known communities 

have been found in the Middle East. One of the 

oldest is Jericho, which dates back to about 8000 B.C. 

Another well-known Neolithic community is Çatal 

Hüyük in present-day Turkey. This village was home to 

about 6,000 people between 6700 B.C. and 5700 B.C. Some 

of its ruins have left behind clues to how its residents 

lived. For example, mud-brick houses were packed 

tightly together. People made wall paintings. They 

farmed, hunted, raised sheep and goats, worshiped 

together, and ate fish and bird eggs. 

The Benefits of a Settled Life Neolithic people had a more secure 

life. Steady food supplies meant healthy, growing populations. 

Larger populations meant more workers to produce 

a bigger crop. Now they had a surplus to use for trade 

both within and outside their communities. 

People made another advance in how they produced 

things. They began to practice specialization, or the 

development of different kinds of jobs. Now, not everyone 

needed to farm. So some people had time to develop 

other types of skills. These craftspeople made clay pottery 

and wove cloth. These workers then traded what they 

made for goods they needed. 

5



In late Neolithic times, toolmakers created better farming 

tools, such as the sickle, used for cutting grain. In 

some places, people worked with metal. At first, they 

melted copper to make tools and weapons. 

After 4000 B.C., craftspeople in western Asia made a 

discovery. They mixed copper with tin to make a stronger, 

longer-lasting metal called bronze. It became widely used 

between 3000 B.C. and 1200 B.C. This period is known as 

the Bronze Age. 

6. Name two differences between people during the 

Paleolithic and Neolithic Ages. 

6 





Mesopotamian Civilization For use with pages 16–23 

Key Terms 

civilization: complex societies (page 17) 

irrigation: man-made way of watering crops (page 18) 

city-state: city and its surrounding lands (page 19) 

artisan: skilled worker (page 20) 

cuneiform: ancient Sumerian form of writing (page 20) 

scribe: record keeper (page 20) 

empire: group of lands under one ruler (page 23) 


Doing a school project with a partner can be pretty 

simple. But what happens when you add a third, fourth— 

or tenth person to the group? Without structure and 

organization, things could get complicated. 

In the last section, you learned why bands of people 

once roamed the land—and what enabled them to finally 

settle down. In this section, you will learn how early civilizations 

handled the need to organize their growing populations. 


Use the following sequence chart to track the development 

of Mesopotamian civilization. Use details from the 

text to help you fill in the boxes. 

Mesopotamia 

where: 1. 

climate: 2. 

farmers: 3. 

Sumer 

government: 4. 

gods: 5. 

rulers: 6. 

classes: 7. 

7



Mesopotamia’s Civilization (page 17) 

Civilization in Mesopotamia began in the valleys of the Tigris and 

Euphrates Rivers. 

Over thousands of years, some of the early farming villages 

developed into civilizations. Civilizations are complex 

societies. They have cities with different social 

groups and organized governments. Civilizations have 

art, religion, and a writing system. 

Why Were River Valleys Important? The first civilizations arose in 

river valleys. Near rivers, farming conditions were good. 

Rivers helped people travel and made trade easier. 

As cities grew, they needed organization. People 

formed governments. Leaders took charge of food supplies, 

planned building projects, made laws, and formed 

armies. People did not worry so much about meeting 

basic needs. They developed religion and the arts. They 

invented ways of writing and created calendars. 

The Rise of Sumer The earliest-known civilization arose in the 

Middle East on a flat plain between the Tigris and 

Euphrates Rivers. It was called Mesopotamia, which is 

Greek for “the land between the rivers.” 

Mesopotamia’s climate was hot and dry. The rivers 

often flooded and left behind rich soil. However, flooding 

was unpredictable. It might flood one year, but not the 

next. Over time, farmers built dams and channels to control 

floods. They also built walls, waterways, and ditches 

to bring water to their fields. This way of watering crops 

is called irrigation. By 3000 B.C., many cities had formed 

in southern Mesopotamia in a region called Sumer. 

8 

Cradle of Civilization 

writing: 8. 

writers: 9. 

science: 10. 

math: 11. 





What Were City-States? Geographic features isolated Sumerian 

cities. Mudflats and desert made travel and communication 

difficult. Each Sumerian city—and the lands around 

it—became a separate city-state. Each city-state had its 

own government and did not belong to a larger unit. 

Sumerian city-states often fought with each other. They 

went to war for glory and more territory. To ward off enemies, 

each city-state built a wall. First they mixed river 

mud with crushed reeds. Then they molded bricks and 

left them to dry in the sun. The hard, waterproof bricks 

were used for walls, homes, temples, and other buildings. 

Gods and Rulers The Sumerians believed in many gods. Each 

god was thought to have power over a natural force or 

human activity, such as floods or basket weaving. The 

Sumerians built a grand temple called a ziggurat for their 

chief god. The word ziggurat means “mountain of god” or 

“hill of heaven.” The ziggurat stood out as the centerpiece 

of the city. At the top was a shrine, or special place of 

worship. Only priests and priestesses could enter. 

Priests and priestesses controlled much of the land. 

Some even ruled. Later, the government was run by kings 

who led armies and organized building projects. Eventually, 

the position of king became hereditary. That is, after 

a king died, his son took over. 

What Was Life Like in Sumer? Sumerian kings lived in palaces. 

Ordinary people lived in small mud-brick homes. Most 

people farmed. Others were artisans, or skilled workers, 

and made metal products, cloth, or pottery. Other Sumerians 

worked as mechanics or traders. Merchants traded 

tools, wheat, and barley for copper, tin, and timber. 

People in Sumer were divided into classes. The upper 

class included kings, priests, and government officials. 

The middle class included artisans, merchants, farmers, 

and fishers. The lower class included enslaved people 

who worked on farms or in temples. Slaves were prisoners 

of war, criminals, or those paying off debts. 

In Sumer, women and men had separate roles. Men 

headed the households. Only males could attend school. 

9



Women, however, did have some rights. They could buy 

and sell property and run businesses. 

12. What led to the isolation of each Sumerian city-state 

from others? 

A Skilled People (page 20) 

Sumerians invented writing and made other important contributions to 

later peoples. 

The Sumerians’ ideas and inventions were copied by 

other peoples. As a result, Mesopotamia has been called 

the “cradle of civilization.” 

Why Was Writing Important? The Sumerians’ greatest invention 

was probably writing. Writing helps people keep records. 

Record keeping helps people pass their ideas on to others. 

Writing, called cuneiform, was developed to keep 

track of business deals. With a sharp reed, marks were cut 

into damp clay. Archaeologists have found thousands of 

cuneiform tablets. Mostly boys from wealthy families 

learned to write. After years of training, they became 

scribes, or record keepers. Scribes held honored positions 

in society. They often went on to become judges and political 

leaders. 

Sumerian Literature The Sumerians also produced works of literature. 

The world’s oldest known story is called the Epic 

of Gilgamesh. An epic is a long poem that tells the story of 

a hero. Gilgamesh is a king who travels around the world 

with a friend, performing great deeds. When his friend 

dies, Gilgamesh searches for a way to live forever, or 

immortality. He learns that immortality is only for the 

gods. 

10 





Advances in Science and Math The Mesopotamian’s creativity also 

affected technology, mathematics, and time calculation. 

(See chart below.) 

Mesopotamian Inventions 

Technology • irrigation system 

• wagon wheel 

• plow 

• sailboat 

Mathematics • geometry (to measure fields, put up buildings) 

• number system based on 60 (based for today’s 

60-minute hour, 360-degree circle) 

Time • watched skies (to time crop-planting and religious 

festivals) 

• recorded positions of stars and planets 

• developed 12-month calendar based on moon 

cycles 

13. Of all Sumerian inventions, why is writing probably 

the greatest? 

Sargon and Hammurabi (page 23) 

siders. 

Sumerian city-states lost power when they were conquered by out- 

Over time, conflicts weakened Sumer’s city-states. 

Now they were vulnerable to attacks from outsiders. 

One such enemy was the Akkadians of northern 

Mesopotamia. 

The king of the Akkadians was named Sargon. In 

about 2340 B.C., Sargon conquered all of Mesopotamia. 

He set up the world’s first empire. An empire is a group 

of many lands under one ruler. Sargon’s empire lasted for 

more than 200 years before falling to invaders. 

In the 1800s B.C., a new group came to power in 

Mesopotamia. These people built the city of Babylon by 

11



the Euphrates River. Babylon quickly became a center of 

trade. Beginning in 1792 B.C., King Hammurabi of Babylon 

began conquering cities to the north and south. He 

created the Babylonian Empire. 

Hammurabi is best known for his code, or collection of 

laws. This code covered crimes, farming, business activities, 

marriage, and the family. In fact, the code applied to 

almost every area of life. Many punishments in the Code 

of Hammurabi were cruel from our standpoint today. 

Still, his laws mark an important step toward a system 

of justice. 

14. Why was the Code of Hammurabi an improvement 

over laws from individual city-states? 

12 





The First Empires For use with pages 26–30 

Key Terms 

province: political districts (page 28) 

caravan: group of traveling merchants (page 30) 

astronomer: person who studies heavenly bodies (page 30) 


Suppose you were elected class president? How would 

you use your power? 

In the last section, you learned how early civilizations 

handled the need to organize their growing populations. 

In this section, you will learn how two empires—the 

Assyrians and the Chaldeans—used power to focus on 

different aspects of their rule. 


Use the following chart to note characteristics of the 

Assyrian and Chaldean Empires. Use details from the text 

to help you. 

Assyrians Chaldeans 

military 1. 4. 

1. 2. 

1. 2. 

1. 2. 

government 2. 5. 

1. 1. 

1. 1. 

1. 1. 

other contributions 3. 6. 

1. 1. 

1. 1. 

1. 1. 

13



The Assyrians (page 27) 

Assyria’s military power and well-organized government helped it build 

a vast empire in Mesopotamia by 650 B.C. 

About 1,000 years after Hammurabi, a new empire 

arose—the Assyrians. They lived near the Tigris River in 

fertile valleys. Outsiders liked the area, so the Assyrians 

built an army to defend their land. Around 900 B.C., they 

began taking over the rest of Mesopotamia. 

Why Were the Assyrians So Strong? The Assyrian army was well 

organized. Its core group was made up of foot soldiers 

armed with spears and daggers. Other soldiers used their 

bow-and-arrow skills. Chariot riders and horsemen completed 

the Assyrian army. 

The army was the first to use iron weapons. Iron had 

been used for tools but was too soft for weapons. Then 

a people called the Hittites made iron stronger. They 

heated iron ore, hammered it, and then cooled it rapidly. 

The Assyrians learned this technique and made iron 

weapons. 

The Assyrians were ferocious warriors. To attack cities, 

they tunneled under walls or climbed over them on ladders. 

They used tree trunks as battering rams to knock 

down city gates. Once they captured a city, the Assyrians 

carried away its people and goods and set the city afire. 

The Assyrians punished anyone who resisted their 

rule. They drove people from their lands, brought in new 

settlers, and forced them to pay taxes. 

A Well-Organized Government Assyrians needed strength to rule 

their large empire. By about 650 B.C., the Assyrian empire 

stretched east from the Persian Gulf to the Nile River in 

the west. Nineveh, on the Tigris River, was the capital. 

Assyrian kings divided the empire into provinces, 

or political districts. They chose officials to govern each 

province. These officials collected taxes and enforced 

laws. 

14 





The kings built roads to link the parts of their empire. 

Along the roadways were stations posted with government 

soldiers. These soldiers protected traders from bandits. 

Messengers on government business also stopped at 

the stations to rest and change horses. 

Life in Assyria Assyrians were similar to other Mesopotamians. 

Their writing was based on Babylonian writing. They 

worshiped many of the same gods. Their laws were similar, 

but lawbreakers were more severely punished. 

The Assyrians erected large temples and palaces filled 

with wall carvings. They wrote and collected literature. In 

fact, Nineveh had one of the world’s first libraries. 

Assyria’s cruel treatment of people led to rebellions. 

Around 650 B.C., the Assyrians began fighting each other 

over who would be king. A group called the Chaldeans 

rebelled. In 612 B.C., they captured Nineveh. Soon after, 

the Assyrian Empire crumbled. 

7. Why were the Assyrian army’s weapons so superior? 

The Chaldeans (page 29) 

The Chaldean Empire built important landmarks in Babylon and developed 

the first calendar with a seven-day week. 

The Chaldeans wanted to build an empire. From 605 

B.C. to 562 B.C., led by King Nebuchadnezzar, they controlled 

all of Mesopotamia. 

The City of Babylon About 1,200 years earlier, the Babylonian 

people had belonged to Hammurabi’s empire. Most of 

their descendants were known as Chaldeans. These people 

rebuilt Babylon. 

Babylon quickly became the world’s largest and richest 

city. A wall surrounded the city. Soldiers kept watch from 

towers in the wall. 

In the center of the city stood large palaces and temples, 

including a huge ziggurat and an immense staircase 

15



of greenery. Visible from any point in Babylon, it was the 

Hanging Gardens of King Nebuchadnezzar’s palace. The 

garden had large trees, flowering vines, and other plants. 

A pump brought water from a nearby river. 

AGreek historian described Babylon: “In magnificence, 

there is no other city that approaches it.” Outside 

the city’s center stood houses and marketplaces. There, 

artisans made pottery, cloth, baskets, and jewelry. They 

sold these to passing caravans, or groups of traveling 

merchants. Babylon lay on the major trade route between 

the Persian Gulf and the Mediterranean Sea. This ideal 

position helped it become rich from trade. 

Babylon was also a center of science. Like earlier 

Mesopotamians, the Chaldeans thought it was important 

to pay attention to the skies. Changes in the heavens, they 

believed, revealed plans the gods had in store. They had 

specialists called astronomers—people who study heavenly 

bodies. These people mapped the stars, the planets, 

and the phases of the moon. The Chaldeans made one of 

the first sundials. They were also first to have a seven-day 

week. 

Why Did the Empire Fall? As time passed, the Chaldeans’s 

power began to slip away. They found it hard to control 

the peoples they had conquered. In 539 B.C. Persians from 

the mountains to the northeast captured Babylon. 

Mesopotamia became part of the new Persian Empire. 

8. Name three contributions the Chaldeans made to 

society. 

16 



Chapter 1, Section 1 

Early Humans 

(Pages 8-15) 

Setting a Purpose for Reading Think about these questions as you read: 

• How did Paleolithic people adapt to their environment and use tools to 

help them survive? 

• How did life change for people during the Neolithic Age? 

As you read pages 9–15 in your textbook, complete this graphic organizer by 

filling in the causes and effects that explain how early humans adapted to their 

environment. 

Cause: Effect: 



Chapter 1, Section 1 1

Early Humans (pages 9–11) 

historian 

archaeologist 

artifact 

fossil 

anthropologist 

nomad 

technology 

What would it be like to live in the Stone Age? As you read, 

list words and phrases that help you picture the life of 

early humans. Then write a paragraph describing a day in 

your life as a Paleolithic man or woman. 

Define or describe the following terms from this lesson. 

2 Chapter 1, Section 1 



period 

task 

Neolithic Times (pages 13–15) 

Define these academic vocabulary words from this lesson. 

How are fossils and artifacts different? 

Why do some historians consider the farming revolution 

the most important event in human history? As you read, 

look for hints or ideas that support this idea. Record the 

hints you find in the web below. 

The 

Farming 

Revolution 


domesticate 

specialization 

Jericho 

revolution 

affect 


Briefly describe the following place. 


How did the Paleolithic and Neolithic Ages differ? 




Now that you have read the section, write the answers to 

the questions that were included in Setting a Purpose for 

Reading at the beginning of the lesson. 

How did Paleolithic people adapt to their environment and use tools to 

help them survive? 

How did life change for people during the Neolithic Age? 




(Pages 16–23) 


• Why did civilization in Mesopotamia begin in the valleys of the Tigris and 

Euphrates Rivers? 

• How did the Sumerians contribute to later peoples? 

• Why did the Sumerian city-states lose power? 

As you read pages 17–23 in your textbook, complete this diagram to show how 

the first empire in Mesopotamia came about. 

City-States Formed 




Mesopotamia’s Civilization (pages 17–20) 

civilization 

irrigation 

Complete this outline as you read. 

I. Why Were River Valleys Important? 

A. __________________________________________________________ 

B. __________________________________________________________ 

II. The Rise of Sumer 

A. __________________________________________________________ 

B. __________________________________________________________ 

III. What Were City-States? 

A. __________________________________________________________ 

B. __________________________________________________________ 

IV. Gods and Rulers 

A. __________________________________________________________ 

B. __________________________________________________________ 

V. What Was Life Like in Sumer? 

A. __________________________________________________________ 

B. __________________________________________________________ 



city-state 

artisan 

Mesopotamia 

Tigris River 

Euphrates 

River 

Sumer 

complex 

assemble 

Briefly describe the following places. 





A Skilled People (pages 20–21) 

General 

Statement 

1. 

2. 

3. 

How did Mesopotamians control the flow of the Tigris and 


As you read, write three details about the Sumerians. Then 

write a general statement on the basis of these details. 


cuneiform 

scribe 

consist 

create 

archaeologist 

(Chapter 1, Section 1) 

technology 

(Chapter 1, Section 1) 



Use each of these terms that you studied earlier in a sentence 

that reflects the term’s meaning. 




Sargon and Hammurabi (page 23) 

empire 

Babylon 

What kind of written language did the Sumerians use? 

As you read, complete the following sentences. Doing so 

will help you summarize the section. 

1. Sumeria was conquered by the ______________. Their king, 

______________, set up the world’s first ______________. 

2. The Babylonian king ______________ is best known for his collection 

of ______________.While some of his laws seem cruel, they were an 

important step toward a fair system of ______________. 

Define or describe the following term from this lesson. 



Sargon 

Hammurabi 

conflict 

code 

Explain why each of these people is important. 


Why was Sargon’s empire important? 







Why did civilization in Mesopotamia begin in the valleys of the Tigris and 


How did the Sumerians contribute to later peoples? 

Why did the Sumerian city-states lose power? 




(Pages 26–30) 


• How did Assyria build its vast empire? 

• What major contributions did the Chaldean Empire make? 

As you read pages 27–30 in your textbook, complete this diagram listing the similarities 

and differences between the Assyrian and Chaldean Empires. 

Assyrians 

Both 

Chaldeans 




The Assyrians (pages 27–28) 

province 

Assyria 

Nineveh 

Persian Gulf 

1. 

2. 

3. 

As you read, write three questions about the main ideas 

presented in this passage. After you have finished reading, 

write the answers to these questions. 

Define or describe the following term from this lesson. 

Briefly describe the following places. 


founded 

core 

The Chaldeans (pages 29–30) 


Why were the Assyrian soldiers considered brutal and cruel? 

As you read, write the main idea of the passage. Review 

your statement when you have finished reading and revise 

as needed. 




caravan 

astronomer 

Hanging 

Gardens 

Nebuchadnezzar 

interval 

route 



Explain why this person is important. 


What were the Hanging Gardens of Babylon? 





How did Assyria build its vast empire? 

What major contributions did the Chaldean Empire make? 




STEP INTO WORLD HISTORY 1—TEACHING STRATEGY 

Evening News of Early Civilizations 

Topic In this simulation, students will write 

and present newscasts reporting on 

events of the early civilizations discussed 

in Unit 1. They will prioritize the events 

in order of importance. 

Purpose 

The early civilizations discussed in 

this unit laid the groundwork for much 

of western culture. They developed concepts 

of government and religion that are 

still important today. This simulation will 

help students evaluate events in history 

and place them in context. 

Objectives 

By participating in this simulation, 

students will: 

•Review the events of the early civilizations 

discussed in the unit. 

•Appreciate the contributions made 

by the early civilizations discussed in 

the unit. 

•Research the weather, arts, and recreation 

of these civilizations. 

• Evaluate and prioritize historical 

events. 

•Practice writing and public speaking. 

•Practice participation in an interactive 

group. 

Suggested Resources 

•Library resources specifically related to 

the early civilizations under discussion, 

namely, those of the Paleolithic 

and Neolithic eras: Sumer, Babylon, 

Assyria, Egypt, Kush, and Israel 

(Canaan, Judah, and so on) 

•Tapes of local and national news 

broadcasts to assist students in planning 

their own news shows 

•Video camera and practiced operator to 

tape the news shows (optional) 

Procedures/Pacing Guide 

This simulation is designed to be conducted 

over the course of nine days (plus 

out-of-class preparation time). However, 

the days do not need to be contiguous. 

You can shorten the time required by 

doing some of the preparatory work 

yourself. 

Day One—Introduce the Simulation 

Explain to students that they will be 

preparing a news broadcast about the 

civilizations discussed in Unit 1. They 

may select a narrow period of history on 

which to report—such as the week the 

Israelites escaped from Egypt—or they 

may go broader, reporting on various 

accomplishments from the Paleolithic 

and Neolithic eras. 

Discuss with students how a newscast 

is put together. Point out that the 

most important news is usually given 

first and that various categories are covered, 

such as local, national, and international 

news, agriculture and economic 

news, entertainment, sports, and weather. 

Remind students of the roles played 

by anchors and reporters. If time allows, 

view a tape of a local news broadcast 

and identify the components. 

Finally, divide the class into three 

groups. Each group will prepare a 

10-minute newscast from one of the 

chapters in Unit 1. 

Day Two—Planning and Research 

Groups will work together to identify 

the segment of history upon which they 

will report. Make sure none of the 

groups choose the same event. By the 

end of Day Two, each group member 

should have a research assignment related 

to a story he or she will report. 

1 

UNIT 1

UNIT 1 

STEP INTO WORLD HISTORY 1—TEACHING STRATEGY 

Evening News of Early Civilizations (continued) 

Groups may need support during this 

planning stage. You should monitor the 

groups and help them stay focused. 

Distribute Simulation Sheet 1 to assist 

students with their writing. 

You may want to give the students a 

few days to conduct research before Day 

Three of the simulation takes place. 

Days Three and Four—Planning the Program 

Students will bring their stories to 

their groups, and the group will work 

together to organize the stories into a 

newscast. The stories should be read 

aloud and critiqued. Hold a brief class 

instruction period on how newscasts are 

written. The language is focused and the 

story opens with a dramatic scene or 

statement. Personal interest aspects are 

stressed. Stories are short and should 

answer these questions: who, what, 

how, where, when, and why. Students 

should revise their stories with these 

criteria in mind. If students progress 

satisfactorily, you may need only one 

day for this step. 

Day Five—Rehearsal 

Allow time on this day for groups 

to rehearse the newscasts they have 

planned. Remind them of their 20-minute 

2 

time limit. Also, remind them to speak 

clearly and look up from their scripts. 

If students have ample time to rehearse 

outside of class, this step may be omitted. 

Days Six, Seven, and Eight—The News 

Stage the newscasts. Have students 

who are observing the performances fill 

out Simulation Sheet 2 as they watch in 

order to participate more actively. If 

possible, have someone tape the newscasts 

to lend authenticity and so performing 

groups can evaluate their own 

performances. 

Day Nine—Reflection 

Debrief the exercise by scrambling the 

three groups so that each new group is 

made up of members from all three 

of the previous groups. Have the new 

groups discuss the experience, referring 

to Simulation Sheet 2 as appropriate. Did 

they feel that they understood the period 

of history more fully after they reported 

on it? Did they feel that they understood 

the other periods of history more fully 

after they watched the newscasts? 

Finally, have each student in the class 

write a paragraph about his or her experience 

with the group process. 




STEP INTO WORLD HISTORY 2ACTIVITY 

1 


Directions: This sheet will help you to gather and organize information 

for the news story you will be reporting for your group’s newscast. Use a 

separate sheet of paper to answer the questions. The checklist at the bottom 

of the page will help you edit your writing into a newscast format. 

1. On what time segment or event is your group reporting? On 

what part of the story are you reporting? 

2. WHO: Name the people or groups involved in your story. What 

role did each person or group play? 

3. WHAT: What are the details of the event on which you are 

reporting? List the details in the order in which they happened. 

4. HOW: Describe how the event happened. 

5. WHERE: Describe the location of the event. Be as detailed as 

possible, naming not just the country, but the city, town, or 

even neighborhood where the event took place. 

6. WHEN: When did your event occur? Did it happen at one 

moment on one day or did it span several days, months, or 

years? 

7. WHY: What led up to the event? What happened because of 

the event? Why was it significant? 

Simulation Sheet 1 

Checklist 

❒ Do you have a dramatic opening? 

❒ Is the language focused and simplified? 

❒ Have you included the “who, what, how, where, when, and why”? 

❒ Did you appeal to people’s personal interests, telling them why they should 

be interested in the story? 

❒ Can you pronounce all of the words you used? 

❒ Have you read your story out loud and timed it? 

3 

UNIT 1

UNIT 1 


STEP INTO WORLD HISTORY 2ACTIVITY 

1 


Directions: Use this sheet to take notes in various categories as you 

listen to the newscasts of the other two groups in your class. 

4 

Main Event/Civilization: 

Topics of Stories Reported: 

Information that Surprised Me: 

Excellent Reporters: 

Good Story Openings: 

Main Event/Civilization: 

Topics of Stories Reported: 

Information that Surprised Me: 

Excellent Reporters: 

Good Story Openings: 

Simulation Sheet 2 




UNIT 1 PRETEST FORM A 

Early Civilizations 

Directions: Matching Match each item in Column A with its description 

in Column B. Write the correct letters in the blanks. (3 points each) 

Column A 

A. cuneiform 

B. David 

C. dynasty 

D. medicine 

E. Re 

F. Abraham 

G. Chaldeans 

H. Osiris 

I. Pharisees 

J. anthropologists 

Column B 

1. a family of rulers who pass power down through 

the family 

2. revolted against the Assyrians and established their 

capital at Babylon 

3. god who ruled the underworld 

4. taught that the Torah should be applied to everyday 

life 

5. wedge-shaped Sumerian writing 

6. As a boy, he defeated the Philistine giant, Goliath. 

7. Because of the practice of embalming, the ancient 

Egyptians learned about this. 

8. The Israelites claimed to be descended from him. 

9. people who study how humans developed and how 

they relate to each other 

10. the sun god, chief god of the Egyptians 

Directions: Multiple Choice In the blank at the left, write the letter of 

the choice that best completes the statement or answers the question. 

(3 points each) 

11. Mesopotamia, the cradle of civilization, lay between the 

A. Nile River and Red Sea. C. Tigris and Euphrates Rivers. 

B. Rhine and Rhone Rivers. D. Nile and Niger Rivers. 

12. Hammurabi’s ideas for his legal code came from 

A. the laws of lands he conquered. C. taking dictation on Mt. Sinai. 

B. trips to the desert. D. long sea voyages. 

13. The Jews who lived scattered around outside of Judah 

are called the 

A. menorah. C. Diaspora. 

B. plethora. D. aurora. 

1


UNIT 1 PRETEST FORM A (continued) 


2 

14. The world’s longest river is the 

A. Tigris. C. Niger. 

B. Nile. D. Euphrates. 

15. Who was the Israelite king known for his wise sayings, 

or proverbs? 

A. Sargon C. Tutankhamen 

B. Nebuchadnezzar D. Solomon 

16. The Egyptians believed that the pharaoh was the son of 

A. Isis. C. Bel. 

B. Osiris. D. Re. 

17. The weekly day of worship and rest is called the 

A. weekend. C. Sabbath. 

B. synagogue. D. Rabbi. 

18. Using artificial means of bringing water to crops is called 

A. adulation. C. initiation. 

B. irrigation. D. inflation. 

19. Aplace where tombs for the pharaohs were cut into the 

rock walls. 

A. Valley of the Spirits C. Valley of the Kings 

B. Valley of the Nile D. Valley of the Sun 

20. Sumerian women had the rights to buy and sell property 

and 

A. write wills. C. go to school. 

B. become rulers. D. run businesses. 






Reading a Chart: Applying Skills Use the chart below to answer the 

questions that follow. (5 points) 

Name 

Elijah 

Amos 

Micah 

Jeremiah 

Time Period 

874–840 B.C. 

780–740 B.C. 

750–722 B.C. 

738–700 B.C. 

735–700 B.C. 

626–586 B.C. 

Major Hebrew Prophets 

Teachings 

Only God should be worshiped—not idols 

or false gods. 

The kingdom of King David will be restored 

and will prosper. 

Hosea God is loving and forgiving. 

Isaiah God wants us to help others and promote justice. 

Both rich and poor have to do what is right 

and follow God. 

God is just and kind—he rewards as well as 

punishes. 

Ezekiel 597–571 B.C. 

Someone who has done wrong can choose 

to change. 

21. Which prophet lived from 626 B.C. to 586 B.C.? 

A. Elijah C. Micah 

B. Hosea D. Jeremiah 

22. Micah taught that have to do what is right 

and follow God. 

A. rich and poor C. kings 

B. men and women D. poor men 

23. Which prophet said that God is loving and forgiving? 

A. Amos C. Micah 

B. Hosea D. Ezekiel 

3




Directions: Document-Based Questions Use the document below to 

answer the questions that follow. (5 points) 

4 

“When a person sins and acts unfaithfully against the Lord and 

deceives his companion in regard to a deposit or a security 

entrusted to him, or through robbery, or if he has extorted from his 

companion, or has found what was lost and lied about it and 

sworn falsely so that he sins . . . he shall restore what he took by 

robbery, or what he got by extortion . . . he shall make restitution 

[repayment] for it in full and add to it one-fifth more. He shall give 

it to the one to whom it belongs . . .” 

24. This passage illustrates the Israelite ideal of 

A. purity. C. faith. 

B. justice. D. hope. 

25. The sin that the quote is talking about is 

another person. 

A. kidnapping C. cheating 

B. killing D. battering 

26. Who gets the restitution? 

A. a judge C. beggars 

B. the person who got cheated D. the priest 

Directions: Essay Answer one of the questions below. (10 points) 

27. What features of its geography protected Egypt from 

invasions? 

28. Who was Ezra? 

—Leviticus 6:2–5 

Source: Bible, New American Standard Version 




UNIT 1 PRETEST FORM B 




Column A 

K. kosher 

L. Stone Age 

M. Meroë 

N. rule of law 

O. specialization 

P. Hatshepsut 

Q. Herod 

R. bronze 

S. embalming 

T. Nubia 

Column B 

1. the idea that laws should apply equally to 

everyone 

2. a mixture of copper and tin which is 

stronger than either 

3. best known because he was king during 

Jesus’ life 

4. built a temple in the Valley of the Kings 

5. people work at different jobs, instead of 

everyone trying to do everything alone 

6. food prepared according to Jewish dietary 

laws 

7. Kush had its capital here. 

8. called this because people made their tools 

from stone during this time 

9. invented to prevent the pharaoh’s body 

from decomposing 

10. Egypt’s neighbor to the south 

Directions: Multiple Choice In the blank at the left, write the letter of 

the choice that best completes the statement or answers the question. 

(3 points each) 

11. Life in ancient Egypt depended heavily on the 

A. Nile River. C. balance of trade. 

B. good will of the pharaoh. D. fish harvest. 

12. The first humans were 

A. farmers. C. hunter-gatherers. 

B. artisans. D. scribes. 

5


UNIT 1 PRETEST FORM B (continued) 


6 

13. The Egyptians used this for baskets and for papermaking. 

A. jute C. flax 

B. gypsum D. papyrus 

14. Which of these did the faith of the Israelites influence? 

A. Buddhism and Hinduism C. Zoroastrianism and Baha’i 

B. Islam and Christianity D. none of the above 

15. The were one of the Seven Wonders of the 

Ancient World. 

A. ziggurats C. juggernauts 

B. temples at Çatal Hüyük D. Hanging Gardens of Babylon 

16. Who was the Jewish prophet who taught that God 

rewards and punishes? 

A. Abraham C. Jeremiah 

B. Micah D. Moses 

17. Whose wise sayings are recorded in the proverbs of the 

Bible? 

A. Moses C. Daniel 

B. Solomon D. Saul 

18. King David’s songs are written in the Bible. We call 

them the 

A. lyrics. C. hymnal. 

B. prophecies. D. Psalms. 

19. The developed a way to make iron weapons. 

A. Hittites C. Paleolithics 

B. Israelites D. Maccabees 

20. The Egyptians worshiped these animals like gods. 

A. crocodiles C. geckos 

B. hippos D. cats 






Reading a Map: Applying Skills Use the map below to answer the 

questions that follow. (5 points) 

60 60°N 

30°N 30 30°N 

0° 

30 30°S 

40,000 

years ago 

EUROPE 

EUROPE 

AFRICA 

AFRICA 

30 30°E 90 90°E 150°E 150 150°E 

150,000–200,000 

years ago 

0 

Spread of Early Humans 

2,000 mi. 

0 2,000 km 

Mercator projection 

100,000 

years ago 

N 

W E 

S 

ASIA 

ASIA 

EQUATOR 

25,000 

years ago 

50,000 

years ago 

AUSTRALIA 

AUSTRALIA 

KEY 

Movement of 

early humans 

21. Twenty-five thousand years ago, humans moved in 

which direction? 

A. south C. northeast 

B. west D. southeast 

22. Early humans spread to which continent first? 

A. Africa C. Asia 

B. Australia D. Europe 

23. Early humans spread to Europe years ago. 

A. 100,000 C. 40,000 

B. 50,000 D. 200,000 

7




Directions: Document-Based Questions Use the document below to 

answer the questions that follow. (5 points) 

8 

“...you are not to eat of these . . . the camel, for though it chews 

cud, it does not divide the hoof, it is unclean to you. Likewise the 

rock badger . . . the rabbit also . . . and the pig, for though it divides 

the hoof . . . it does not chew cud, it is unclean to you. You shall 

not eat of their flesh nor touch their carcasses [dead bodies]; they 

are unclean to you.” 

—Leviticus 11:2–8 

Source: Bible, New American Standard Version 

24. What two features make an animal clean, according to 

the quote? 

A. scales and fins 

B. chewing cud and divided hooves 

C. feathers and fur 

D. opposable thumbs and laying eggs 

25. Which of these things are the people forbidden to do? 

A. own them C. eat them 

B. touch them D. kill them 

26. The people may not touch them after the animals 

A. grow up. C. give birth. 

B. die. D. bathe. 

Directions: Essay Answer one of the questions below. (10 points) 

27. Slavery was common in ancient civilizations. Explain how a 

person could become enslaved. 

28. What kinds of things were buried with the pharaohs? Why? 




QUIZ 1-1 

Early Humans 



Column A 

A. fossil 

B. artifact 

C. nomad 

D. anthropologist 

E. archaeologist 

Column B 

1. early weapon, tool, or other thing made by 

humans 

2. studies human society 

Directions: Multiple Choice In the blank at the left, write the 

letter of the choice that best completes the statement or answers 

the question. (10 points each) 

3. preserved remains of plants and animals 

4. hunts for evidence of human settlements 

5. person who moves from place to place 

regularly, usually within a group of people 

6. Historians call the early period of human history the 

A. Iron Age. C. Ancient Age. 

B. Bronze Age. D. Stone Age. 

7. The Paleolithic people were able to survive because 

they used 

A. rocks. C. water. 

B. fire. D. caves. 

8. One of the most important technologies used by the 

Paleolithic people was 

A. tools. C. art. 

B. language. D. religion. 

9. What revolutionary change took place during the 

Neolithic Age? 

A. simple shelters C. farming 

B. hunting D. toolmaking 

10. Which are two well-known Neolithic communities? 

A. Europe and China C. Jericho and Çatal Hüyük 

B. Mexico and Egypt D. Babylon and Uruk 

9




Column A 

10 

QUIZ 1-2 


A. Mesopotamia 

B. cuneiform 

C. city-state 

D. irrigation 

E. civilization 

Column B 

1. Greek for “land between the rivers” 

2. complex societies that have organized 

governments, culture, and writing 

3. a method that brings water to crops 




4. has its own government but is not part of 

any larger unit 

5. a form of writing developed by the people 

of Sumer 

6. The first civilizations arose because the conditions 

for farming were good. 

A. in the mountains C. in river valleys 

B. near the sea D. in the desert 

7. The Sumerians built a temple called a to 

honor their chief god. 

A. scribe C. Gilgamesh 

B. cradle D. ziggurat 

8. Although most Sumerians were farmers, many were 

skilled who also made metal, cloth, and 

pottery products. 

A. artisans C. slaves 

B. merchants D. priests 

9. The few Sumerians who learned how to write often 

became , holding high positions in society. 

A. artisans C. heads of households 

B. scribes D. merchants 

10. The Babylonian king Hammurabi is best known for his 

A. scientific inventions. C. law code. 

B. mathematical ideas. D. writing skills. 






Column A 

A. province 

QUIZ 1-3 

B. astronomer 

C. Nineveh 


D. Nebuchadnezzar 

E. caravan 

Column B 

1. a group of traveling merchants 

2. the Assyrian Empire’s capital city 

3. a political district 

4. Chaldean king 

5. one who studies the stars and planets 




6. What did the Hittites teach the Assyrians that helped 

make its army strong? 

A. how to use bows and arrows C. how to make iron stronger 

B. how to ride horses D. how to make chariots 

7. The in Babylon are known as one of the 

Seven Wonders of the Ancient World. 

A. Hanging Gardens C. wall around the city 

B. king’s palace D. irrigation system 

8. Babylon became rich from trade because it was located 

on a major trade route between the Mediterranean Sea 

and the 

A. Red Sea. C. Tigris River. 

B. Euphrates River. D. Persian Gulf. 

9. The Chaldeans contributed the to our modernday 

calendar. 

A. major holidays C. twelve-month year 

B. seven-day week D. weekend 

10. Which mountain people captured Babylon in 539 B.C.? 

A. the Hittites C. the Chaldeans 

B. the Persians D. the Assyrians 

11



CITIZENSHIP AND SERVICE LEARNING ACTIVITY 1 


Why It’s Important 

Art has been an important part of human life since its earliest 

days. Today, in many neighborhoods, public art is on display. 

Murals are painted on buildings. A mural is a picture 

large enough to cover a whole wall of a building or room. 

Murals serve many purposes. They may express the common 

history and hopes of a community. They may beautify an 

ugly wall. They may bring comfort or humor to a hospital 

waiting area. They may unite a community as many people 

work together designing it, painting it, supporting it, and 

enjoying it. 

Background 

Evidence of the art of early humans is 

found in many locations around the 

world. These people used art to record 

their experiences and perhaps for religious 

purposes. The cave paintings at 

Lascaux, France, show animals that were 

important to the painters as food or as 

sacred beings. These cave paintings are 

the world’s earliest murals. 

Sumerian art includes architecture, 

sculpture, and pottery, as well as paintings. 

You can see examples in your textbook 

on pages 18 and 19. The Assyrians 

were skilled in the arts, particularly 

sculpture. The Babylonians adorned their 

buildings with paintings of animals, 

plants, and other symbols. The Hanging 

Gardens of Babylon were, in a sense, a 

huge public sculpture, designed to be 

visible from any point in the city. 

Questions to Consider 

Directions: Answer the questions below on 

a separate sheet of paper. 

1. What public art are you familiar 

with? What does it mean to you? 

What goal is the art supposed to 

accomplish? 

2. How do you decorate your own 

space? Have you put up posters or 

special wallpaper? 

3. What public spaces in your environment 

could benefit from a mural? 

4. What symbols would you use to represent 

yourself? What symbols represent 

your school? Your community? 

17 

CHAPTER 1

CHAPTER 1 


CITIZENSHIP AND SERVICE LEARNING ACTIVITY 1 (continued) 


Painter Aaron Douglas 

(1898–1979) was a major African American 

artist. He was known for painting indoor 

murals in public buildings. His best-known 

works were painted on the walls of a branch 

of the New York City Library. 

Your Task 

Your task is to brainstorm ideas for a 

mural in your community. First, decide 

where you would like to place the mural. 

Then, decide on the subject. You will 

make lists of people from whom you 

might need permissions, funding, 

and assistance. You will end up with 

a proposal. 

How to Do It 

1. Consider the purpose of the mural. Is 

it for sheer entertainment? Will it 

reflect local history? Is it for inspiration 

or unity? 

Follow-Up Activity 

What location and subject did you 

pick for your mural? Was it difficult 

or easy to decide on a location? How 

about a subject? Why? Explore the 

possibility of actually implementing 

your mural proposal. Make a “to do” 

list and a “to buy” list for the project. 

18 

2. Brainstorm ideas for where to place a 

mural in your community. Think of 

indoor and outdoor locations. Think 

of public buildings and businesses. 

3. Next, brainstorm ideas for the artwork 

on the mural itself. The subject 

of the mural will depend both on its 

purpose and its location. 

4. Now, make a list of people who 

might help you pay for the mural. 

Consider arts organizations, schools, 

and businesses. 

5. Who will you need to get permission 

from to paint the mural? 

6. Who will paint the mural? 

7. Write up your plan. State the purpose, 

the location, the subject of the 

art, how you will try to fund it, who 

you will need permission from, and 

who will paint the mural. 

HOW TO BRAINSTORM 

1. Select one member of your group to write 

down the ideas. Write the ideas where 

everyone can see them, if possible. 

2. Begin calling out ideas. Respect one another’s 

right to speak, and wait for your turn. 

3. Do not judge the ideas. Some ideas may 

seem silly or impossible. The goal is to generate 

as many ideas as possible. 

4. When your group runs out of ideas, evaluate 

them. Each idea should be discussed. 

You may also categorize them. 

5. Circle ideas that seem especially promising. 

Cross out ideas that are not feasible. Try to 

reach agreement on just one idea. 




ECONOMIC ACTIVITY 1 


During the Neolithic Age, people 

began to practice specialization, or the 

development of different kinds of jobs. 

People who were not needed for farming 

had time to develop other types of skills, 

such as pottery, weaving, and toolmaking. 

Today, people still practice specialization. 

Knowing what skills and occupa- 

The 10 Fastest Growing Occupations, 2002–2012 

1. What personal characteristics will be 

required in most of these jobs? 

2. What skills will be valuable in most 

of these jobs? 

3. Research one of these jobs. What 

education and training are needed 

for this career? 

tions will be needed in tomorrow’s job 

market will help you as you plan your 

future career. The Bureau of Labor Statistics 

predicts that the following occupations 

will grow the fastest between now 

and the year 2012. 

Occupation Percent Growth 

Medical assistants 59% 

Network systems and data communications analysts 57% 

Physician assistants 49% 

Social and human service assistants 49% 

Home health aides 48% 

Medical records and health information technicians 47% 

Physical therapist aides 46% 

Computer software engineers, applications 46% 

Computer software engineers, systems software 45% 

Physical therapist assistants 45% 

Directions: Use the information above to complete the following 

questions. 

Source: Bureau of Labor Statistics. 

4. What career choices are you 

considering? 

5. How can information about the 

future growth of a career help you 

select a career? 

19 

CHAPTER 1



WORLD LITERATURE READING 1 



The Epic of Gilgamesh was discovered 

in ancient Mesopotamia and is the oldest 

known piece of literature in the world. It 

was written in cuneiform (wedge-shaped 

characters) on stone tablets. It tells the 

story of the warrior Gilgamesh. After his 

friend Enkidu dies, Gilgamesh is so overcome 

by grief that he searches for a way 

to live forever. In the end, he must accept 

that only the gods are immortal. 

Guided Reading 

As you read this excerpt from the 

epic, pay attention to how Enkidu 

describes his dreams. Then answer 

the questions that follow. 


Tablet VII, Column iv 

With these last words the dying Enkidu did pray 

and say to his beloved companion: 

“In dreams last night 

the heavens and the earth poured out 

great groans while I alone 

stood facing devastation. Some fierce 

and threatening creature flew down at me 

and pushed me with its talons towards 

the horror-filled house of death 

wherein Irkalla, queen of shades, 

stands in command. 

There is darkness which lets no person 

again see light of day. 

There is a road leading away from 

bright and lively life. 

There dwell those who eat dry dust 

and have no cooling water to quench their awful thirst. 

As I stood there I saw all those who’ve died 

and even kings among those darkened souls 


devastation: destruction and ruin 

talons: claws of a bird 

quench: to satisfy 

remote: distant, far removed 

forfeit: lose 

resumed: began again 

withering: shriveling and drying up 

deprived: withheld something from 

21 

CHAPTER 1

CHAPTER 1 


WORLD LITERATURE READING 1 (continued) 

22 


have none of their remote and former glory. 

All earthly greatness was forfeit 

and I entered then into the house of death. 

Others who have been there long 

did rise to welcome me.” 

Hearing this, great Gilgamesh said to his handsome mother: 

“My friend, dear Enkidu, has seen his passing now 

and he lies dying here upon a sad and lonely cot. 

Each day he weakens more and wonders how much more 

life may yet belong to his hands and eyes and tongue.” 

Then Enkidu resumed his last remarks and said: 

“Oh Gilgamesh, some destiny has robbed me 

of the honor fixed for those who die in battle. 

I lie now in slow disgrace, withering day by day, 

deprived as I am of the peace that comes to one 

who dies suddenly in a swift clash of arms.” 

From the Epic of Gilgamesh. Translated by Danny P. Jackson. Wauconda, IL: 

Bolchazy-Carducci Publishers, 1997. 

Analyzing the Reading 


1. What did Enkidu dream about? 

2. Why did Enkidu feel disgraced? 

3. Critical Thinking Describe what Enkidu thought death would 

be like. 

4. Critical Thinking What do you think the author of this epic 

thought about war and going into battle? Explain your answer 

using the text. 







Hammurabi ruled as king of Babylon 

from 1792 B.C. to 1750 B.C. He changed 

Babylon from a small city-state into a 

very powerful state. He established 

strong laws. His Code contained 

282 laws—a few of which are listed 

below—covering all aspects of society. 

These laws reflect the social structure 

and values of Babylon during 

Hammurabi’s rule. 

The Code of Hammurabi 

When Marduk sent me to rule over men, to give the protection of 

right to the land, I did right and righteousness in . ..,and brought about 

the well-being of the oppressed. 

CODE OF LAWS 


Marduk: the main God of Babylon 

oppressed: held down or abused 

ensnare: to take or catch 

accusation: the charge of a crime 

or wrongdoing 

1. If any one ensnare another, putting a ban upon him, but he can not 

prove it, then he that ensnared him shall be put to death. 

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. 

3. If any one bring an accusation of any crime before the elders, and 

does not prove what he has charged, he shall, if it be a capital offense 

charged, be put to death. . . . 

6. If any one steal the property of a temple or of the court, he shall be 

put to death, and also the one who receives the stolen thing from 

him shall be put to death. 

7. If any one buy from the son or the slave of another man, without 

witnesses or a contract, silver or gold, a male or female slave, an ox 

or a sheep, [a donkey] or anything, or if he take it in charge, he is 

considered a thief and shall be put to death. 

Source: The Code of Hammurabi. Tr. L. W.King. www.yale.edu/lawweb/avalon/medieval/hamcode.htm 

23 

CHAPTER 1

CHAPTER 1 


24 


The Code (continued) 


1. Why did Hammurabi establish his code? 

2. What is the penalty for receiving stolen goods? 

3. What role does the river play in the Code of Hammurabi? 

4. Critical Thinking Why do you think that death was the penalty for so many 

crimes?

The First Civilizations - Baby's First Year

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