Download INB – Mesopotamia

SS7
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Mesopotamia Interactive Notebook
Welcome to the interactive notebook for Chapter 4: Mesopotamia: Cradle of Civilization. For this unit you
will be working independently on a self-paced set of assignments. These assignments will include notes,
graphic organizers, mapping, and other creative activities. You will keep track of the assignments you have
completed, however, periodically Mrs. Cromarty will check what you have been able to accomplish.
Vocabulary: Please define the following words on a separate piece of paper. Sketch a picture of each word
to help you remember the meanings.
1.
2.
3.
4.
5.
6.
7.
Fertile Crescent
Canals
Rural
Gilgamesh
Polytheism
Cuneiform
Monarch
8. Nebuchadnezzar
9. Silt
10. Urban
11. Sargon
12. Priests
13. Pictographs
14. Hammurabi’s Code
15. Alphabet
16. Division of labour
17. City-state
18. Empire
19. Scribe
In-Class Notes: For each of the sets of notes we take in class please write the name of the notes and then
check them off when they are complete.
Notes
Complete
Projects:
Directions: You will choose 3 of the following projects to complete. I will choose 2 of the projects for you to
complete. You may always do extra projects for extra credit. All projects will need additional library and
computer research. You must provide a list of sources that you obtained your information from. You are
free to complete your projects in different ways, just make sure to use your time wisely. Label each project
clearly.
Must Do
Complete
Free Choice
Complete
1
17
1. Create an ancient civilizations fact sheet for each of the following Mesopotamian civilizations:
Sumerians, Babylonians, Assyrians, Chaldeans, and Phoenicians.
For each fact sheet answer the following questions:
 When and where did the civilization exist?
 What was its social structure?
 What was its political structure?
 What was its major contribution?
 How does it continue to influence us today?
2. Mapping the Fertile Crescent: assignment available upon request. Requires you to accurately
complete a map of the ancient Fertile Crescent.
3. Timeline: using page 79 in the textbook create a timeline covering the empires of Babylonia, Assyria
and Chaldea. Assignment available upon request.
4. Sketch a small farming community in its early stages. Be sure to remember to have a key to identify:
houses, water, and other features. Be sure to show the irrigation system to your community. Where
would you store your food surplus?
5. Draw a chart with 4 columns and 4 rows. Label the columns: fresh water, flat plain, good soil, and
transportation. Label the rows: river valley, seacoast, jungle, and desert. Complete the chart by
rating whether each location provides each criterion for settlement and farming. Provide written
justification.
6. Create and complete a 3-column graphic organizer chart. Label the columns: Government, Religion,
and Society. Title the chart: The Rise of Sumer.
7. Write a news report or a commercial, from Sumer, reporting what happened when an innovation was
introduced into this society. Get reactions from all social levels. (~ 200 words)
8. After reading Hammurabi vs. Canadian Law on page 84, create your own set of laws for our
classroom. At least 5 laws, you must write a justification for each law.
9. You are a philosopher who believes in the Phoenician alphabet or Lydian coined money. Write a
speech (~200 words) convincing the people why they should use either of these innovations.
10. Create your own ‘Code’ of writing. Create a ‘Key.’ Write a simple sentence using your ‘Code.’
11. Draw the social levels of Mesopotamia onto a 3-step pyramid-style drawing. Delineate each step as
the class levels. Draw and name the type of jobs/people who belonged in each of the 3 social class
levels.
12. Create a book jacket for a book titled: Invasions of Mesopotamia. The book jacket should have the
title and a picture/illustration on the front cover, a brief summary of the book’s contents on the
inside flaps, author and publisher on the spine, and comments about the book’s influence on the back
cover.
13. You are a Phoenician trader and ship owner exporting and selling/trading the goods and products to
other nations. Create a poster advertising your wares. Or create a dialogue or speech ‘hawking’ your
wares. Be sure to list the items.
14. You are a Phoenician sailor. Write a letter home and describe life on the seas, the type of cargo you
are trading, what you are receiving in return and the sights you have seen. The letter should be
around one page, double-spaced. Finally, sign your letter using the Phoenician Alphabet. Remember
to use lots of description and details – use the 5 senses.
**** You cannot choose both 13 and 14. You must choose one or the other.
15. Create brochure advertising one of the ancient civilizations you have studied: Sumerians,
Babylonians, Assyrians, Chaldeans, Phoenicians. This travel brochure will entice people to visit that
civilization. Assignment available upon request.
16. Written Response at least 1 page double spaced on any of the following questions:
- How do you think the invention of writing may have developed and what would life be like
today without writing?
- How would our lives today be different without the inventions of the Mesopotamians? Give at
least four examples.
- Are laws important? Why or why not? Provide examples.
Remember a written response must contain an argument or thesis statement, supporting facts, and a
conclusion.
17. 8 Characteristics of a Civilization. 1) Stable Food Supply; 2) Highly Developed Culture; 3)
Architecture; 4) Art, Music, Law, Religion; 5) System of Government; 6) Writing; 7) Specialization of
Labour; and 8) Social Levels. Use 1 sheet of paper, front and back, to do this assignment. Divide the
front and back of the sheet into 4’s. Label each section with the 8 Characteristics of a Civilization.
Illustrate/Collage and name what things define these characteristics today, as well as their
importance to modern society.
Due Date: ____________________________________________________________
Rubric
Criteria
1
(Unsatisfactory)
Accuracy and
does not understand
understanding of
the assignment
assignment concepts
and content
Presentation of
Ideas
- little or no
evidence is selected
to support ideas
- shows little or no
organization
- often off topic
Quality of Ideas
- struggles to discuss
questions
- rarely displays
precision of thought
Explains the
historical context
Writing coherence:
clear expression and
organization.
Creativity
2
(Minimally
acceptable)
demonstrates a lack
of understanding of
the assignment
- selects some
evidence to support
ideas
- ideas are
somewhat organized
- uses insubstantive
generalizations
- exhibits ability to
discussion questions
- displays
inconsistent variety,
precision and/or
originality
3
(Proficient)
4
(Outstanding)
demonstrates a
some understanding
of the assignment
demonstrates an
accurate and
complete
understanding of the
assignment
- selects excellent
supporting evidence
- organizes ideas
effectively
- consistently
relevant
- selects evidence to
support ideas
- ideas are organized
- avoids irrelevance
- exhibits a very
good ability to
engage in
analysis/criticism
- displays variety
and precision of
thought
- shows limited
- shows some
- understands the
understanding of the understanding of the historical context
historical context
historical context
- makes good
- does not make
-makes limited
connections to
connections to
connections to
relevant historical
relevant historical
relevant historically and contemporary
and/or
and contemporary
examples
contemporary
examples
examples
- this piece of
- this piece of
- this piece of
writing has
writing has limited
writing has
expression that is
expression and
generally fluent
full of errors making errors may distract
expression with few
understanding
and impede
flaws in
difficult; lacks
meaning;
communication and
organization
organization is
is generally
attempted
organized in a
purposeful manner
OR
- the assignment has - the assignment has - the assignment has
no creative design
some creative
good creative design
elements; was not
design elements;
elements; was
designed by the
was partially
designed by the
student
designed by the
student
student
- exhibits excellent,
independent
analysis/criticism
- displays consistent
variety, precision
and/or originality
- thorough
understanding of the
historical context
- makes powerful
connections to
relevant historical
and contemporary
examples
- this piece of
writing has clear
expression with few
flaws in
communication and
is organized in a
purposeful and
effective manner
- the assignment has
excellent creative
design elements;
was fully designed
and executed by the
student
Total:
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