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Unit Two
River
Civilizations
Part One:
The Sumerians
The Big Idea!
With the collapse of the
Neolithic farming towns,
people had to move to a
more reliable source of
water. But what to do
with too much water? In
order to control nature
people really had to work
together. So, they
developed complex
governments and
religions to organize
people.
EU
What you will learn this unit!
EU1
Historical
Connections
EU2
Rise and Fall
of Societies
We will examine Sumerian law
to see if we can build a better
discipline system for our school.
“The Code”
Project
Persuasive Essay
We will see how the
development of Governments
and religions both helped create
more successful cities, and lead
to their downfall.
Terms and concepts from Sumer
(See attached Vocab Sheet)
Textbook
Reading
Class Lectures
Mid Unit Content Test
Use textbook
and class notes
to define words
Textbook
readings
Mid Unit Historical
Literacy Test
You will write another quick
persuasive essay based on your
reading from EU1
Class practice
and model
revision.
I will grade your final
revised paper
Group use of Class time
Group task completion.
Reflection
Self Reflections
Class Observations
Self Assessment.
EU3 Historical
Literacy
EU4:
Information
Literacy
EU 5
Persuasive
Writing
EU 6 Work
Habits
We will continue our work with
summarizing and this time we
will add details.
How you will
learn it
How you will be
assessed
Environmental
Disasters in Cradle of
Civilization Reading
World History One
Reading Assignment One
Putvain
Unit Two
Reading Group One
Chap 3 Sec 1
Reading Group Two
Chap 2 Sec 3
Reading Group Three
Packet
Outline by Section
Outline by Section
Outline by Section
Ad
din
g
the
Det
ails
In this assignment you will be working on adding the supporting detail to your Main Ideas. Here
are some answers to commonly asked questions:
How much should I write in my details?
Very little: they are just written as bullets of information. Remember, these are notes – so abbreviating
and short hand are great. The goal is to work fast.
What information should I write down:
Your details are not just random pieces of information. They are the they are the who, what, where, why,
and how of the topic. We call them “Supporting Details” because they “support” the main idea.
How many Details should I write?
It depends on the reading and the amount of information it has in it and whether or not you are outlining
each paragraph or each section.
o
If your reading has so much information that you are outlining each paragraph, then the general rule is that
you want to have a detail for each sentence. However, keep in mind that one sentence might already be
covered by your main idea. And, its not to say that every sentence of info needs to be recorded. You might
also be able to combine sentences together. In general – you don’t want more details then you have
sentences in the paragraph.
o
If your reading is a little less detailed so that you are outlining a whole section, then a good rule of thumb to
go by is two or three details for each paragraph in the section.
o
In the end, the best way to gauge whether or not you have enough detail is to check and see if it gives you
enough information to answer your questions later.
How should I set up my TMD:
I will not give you a handout this time: you can just put it on a blank piece of paper in your notebook. But I
recommend you use the template below to organize your outline.
African Beginnings (Topic:_________________________)
Main Idea
Supporting Details:
Or the abbreviated version
P1 T______________
MI
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as many detail bullets as
necessary)
Historical Literacy Vocab: Sumer
You will be expected to know what the following terms are in your final unit test. Identify
what each word is and why it is significant using your reading, class notes, or both. This is an
ongoing assignment. Work on it each day to add in the new terms that you have learned. Feel
free to use a separate sheet of paper in your notebook, but tell me here if that where it is so I
can see it to grade it. .
Fertile Crescent
Mesopotamia
Hierarchy
Polytheistic
Ziggurat
Scribe
Levees
City-State
Theocracy
Priest King
Social Stratification
Cuneiform
Code of Hammurabi
Retribution
Restitution
Reform
Codify
Civil Law
Criminal Law
Salinization
Empire
Sargon I
The Akkadians
The Amorites
Rise And Fall of Societies: Lecture Review Tool.
Lecture Outline: Use this outline to help review information from the lecture. I have filled in the topic for
you. You should fill in the main ideas and the details. There are as many places for Main Ideas as there
are Main Ideas in the lecture - but use as many details as you need.
Lesson One: Topic Controlling Nature
M.I. 1: _____________________
Details:
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M.I. 2: _________________________
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Lesson Two: Topic Government and Religion
M I: __________________________________________________
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M I: ____________________________________________________
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M.I. ____________________________________________________
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M.I. ____________________________________________________
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Lesson Three: Topic Technology and Resources
M.I. ____________________________________________________
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Lesson Four: Topic: Sumerian Collapse (Do a M.I for each slide)
M.I. ____________________________________________________
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World History One
Information Literacy Assessement
Summarizing Test
Putvain
Unit Two
Name
Environmental Disasters in the Cradle of Civilization
Grading Rubric
EU 5
Reading for
understanding
Topic/Main
Idea/
Supporting
Details
(T.M.D.)
95
Topics are accurate, and brief.
Main ideas are accurate and
written as facts.
Details are short and to the point.
Details answer all of the W
questions about the section
85
Almost, but you need
to…
75
You’ve got the
idea, but you still
need to work on…
Environmental Disasters in the Cradles of Civilization
Agriculture was probably the most important invention in human history.
It enabled the rise of world civilizations. But many ancient societies
repeatedly chose short-sighted food production practices that spoiled their
environments and undermined their civilizations.
The Sumerian Puzzle
The Tigris and Euphrates rivers begin in the mountains of Turkey and flow
south for more than a thousand miles through modern-day Iraq to the Persian
Gulf. Known in ancient times as Mesopotamia, the lands between these two
rivers lacked adequate rainfall for agriculture. But people could always use
water from the rivers for their crops.
By 5000 B.C., many small farming villages flourished near the banks
of the two great rivers. The farmers dug simple ditches to irrigate their fields of
wheat, barley, and vegetables. The resulting increase in the food supply led to a
population explosion.
Several hundred years later, independent city-states like Ur arose.
They had populations ranging from 10,000 to 50,000 people. By 3000 B.C., the
city-states of southern Mesopotamia had formed the world's first civilization,
called Sumer.
The Sumerians developed a complex class system that included priests, rulers,
a government bureaucracy, craft workers, merchants, laborers, soldiers, and
peasants who worked the fields. The rulers organized major building projects
in the cities. They constructed canals for a large irrigation system that opened
more land for growing food crops. The Sumerians also developed the world's
first writing system.
In the early 20th century, archaeologists in Mesopotamia puzzled over the
barren desert that had once been a rich and powerful civilization. "What
happened to Sumer?" they asked themselves.
Over the centuries, silt carried by the Tigris and Euphrates built up the
stream beds. Eventually, the surrounding farmlands were below the level of the
rivers. The Sumerians constructed levees to contain the rivers, which worked
except during major floods.
The irrigated water went to the fields, where it often collected on the
surface. The hot Mesopotamian sun evaporated the standing water and left
behind layers of salt. The soil also became waterlogged in places. This caused
the water table to rise, bringing more salt to the surface. One clay tablet with
Sumerian writing recorded that "the earth turned white."
The only solution to this salt problem, called salinization, was for the
Sumerians to leave the land unwatered and fallow for several seasons to allow
65
We need to work on…
the water table to fall. The scarce rains would then slowly draw the salt down
below the soil cultivation zone.
The Sumerian farmers knew that leaving the land alone for a while was the
right thing to do. But the rulers of Sumer had based their wealth and power on
the skills and labor of an ever-growing population. Therefore, they ordered the
farmers to continue irrigating and planting the damaged land to produce more
food.
Wheat is less tolerant of salt than barley. Based on clay tablet records,
barley gradually replaced wheat in the Sumerian diet. Soon, the yields of
barley and the other crops decreased steadily. The Sumerian people began to
suffer from hunger, which led to malnutrition and disease.
The shortsighted demands of the Sumerian rulers led to the collapse of
their civilization. The rulers could no longer feed and pay for large armies.
Peasant revolts and warfare among the Sumerian city-states erupted over
control of remaining fertile farmlands. Finally, in 2370 B.C., the Akkadian
Empire from the north conquered a weakened Sumer.
By 1800 B.C., agriculture in southern Mesopotamia had almost
disappeared, leaving an impoverished people who lived on a desolate and
poisoned land. The world's first civilization had created a monumental
environmental disaster.
Another Version of the Same Story
Mesopotamia was known as the land between two rivers, the Tigris to the
north and the Euphrates to the south. Rains were seasonal in this area, which
meant that the land flooded in the winter and spring and water was scarce at
other times. Farming in the region depended on irrigation from the Tigris and
Euphrates Rivers. Many resources in Mesopotamia were scarce or absent,
which stimulated trade in the region in ancient times. Supported by lucrative
trade with its neighbors, Mesopotamia grew to become a powerful empire.
Mashkan-shapir was a typical Mesopotamian city, located about 20
miles from the Tigris River and connected to the river by a network of canals.
Despite a flourishing civilization, Mashkan-shapir was abandoned within only
20 years of its settlement. What could have caused this rapid demise?
Poisoned fields: A contributor to collapse
Along with factors such as war and changes in the environment,
scientists now believe irrigation techniques played an important role in
Mashkan-shapir's collapse. The same process that allowed farming in this
region also eventually made it impossible to farm. Irrigation has a Catch-22: if
irrigation water is allowed to sit on the fields and evaporate, it leaves behind
mineral salts; if attempts are made to drain off irrigation water and it flows
through the soil too quickly, erosion becomes a problem. Scientists believe that
Mashkan-shapir's collapse was caused in part by destruction of the fields by
mineral salts. When mineral salts concentrate in the upper levels of the soil, it
becomes poisonous for plants.
In Mesopotamia, irrigation was essential for crop production. The rivers
were higher than the surrounding plain because of built-up silt in the river
beds, so water for irrigation flowed into the fields by gravity. Once the water
was on the fields, it could not readily drain away because the fields were lower
than the river. As the water evaporated, it not only left its dissolved mineral
salts behind, but also drew salts upward from lower levels of the soil. Over
time, the soil became toxic and would no longer support crops. By about 2300
B.C., agricultural production in Mesopotamia was reduced to a tiny fraction of
what it had been. Many fields were abandoned as essentially useless.
Mesopotamian cuneiform tablets tell of crop damage due to salts.
World History One
-
Name
Work Habit Assessment
Putvain
Unit Two
Work Completion
Assignment
On
Time
Late
Didn’t
do
I
don’t
know
Challenges or Problems?
Reading Assignment
One
Textbook Reading
Vocab Prep
Lecture Outline
Summarizing
Assessment:
Environmental Disaster
in Cradle of Civilization
Code of Hammurabi
Worksheet
Retribution, Restitution,
Reformation
School Discipline
Persuasive Essay
If you have successfully completed your work on time, tell me about one strategy that you have used to help you
maintain your work completion.
If you haven’t consistently had work in on time, what is the one biggest thing that stands in your way?
Individual Work Completion Grade:
Work
Completion
95
All assignments
completed on time or
when checked
85
One might be late
75
Several late – or one
missing
65
Multiple late or missing
assignments
85
2nd place
75
Third place
65
4th place
Group Work Completion Grade:
Work
Completion
95
Class with fewest
missing assignments
Were you a contributor to the success or failure of your group to achieve the work completion goal? How do you
feel about that?
What did you do to help encourage others to achieve the goal? Did it work? What might work better next time?
Use of Class Time
Circle any of the following descriptors that apply to your use of class time this unit.
I participate too much
and don’t give others a
turn to share
I participate a couple
times a class
I make sure I am in class
on time and stay the
whole time
I’ve had to leave class
once or twice
I only participate if
directly called on.
I make a habit of leaving
class everyday if I can.
I do not talk to anyone
in class
I might talk to the
people around me, but
usually only about the
class material
I visit with other people
about things not related
to class
I have all the materials I
need when I come to
class
I might have to borrow a
writing utensil
I regularly forget my
bag and all my material
In class I am able to
concentrate just on
the material in class
Other people try to
distract me with
things that are going
on outside of class
I often distract
myself from what is
going on in class
because of issues
outside of class
Look at the descriptions you have above. Based on what you circled what kind of effect is this having on your
ability to learn?
Which areas have you made progress on this unit?
Which areas do you want to work on? Be specific about what you might do.
EU 6
Work Habits
Individual Class
Participation
Grade
95
Balanced Participation;
Engaged – but give others a
chance too.
85
75
65
Problems with one area
Problems with two
areas
Problems with multiple
areas
Have all materials needed to be
prepared
Least Check Marks
2nd Place
3rd Place
4th place
Work Habit Assessment sheet
Completely and thoroughly
filled out. New Learning is
evident
Filled out, but may not
show where you have
learned new things about
yourself
May not be complete
or accurately reflect
work done or needed
goals
Assessment sheet not
taken seriously. No
new growth.
Ready to go – when Mr Putvain
talks – you are ready to listen.
Respectful of others learning
Group Class
Participation Grade
Thoughts?:
Reflection
One word answers
Final Work Habit Grade: ___________